2008 Woodie Awards
Re(search) and Ye Shall Find
Lea New
Issue date: 4/15/08 Section: Opinion
Over the course of my years at Stern, I've known many a panicked undergraduate with the same pressing problem: a paper had been assigned for a class, and the student had no idea where to begin doing the research. Learning researching skills has never been part of the curriculum at YU, and on the ground level it certainly shows. Students receive no formal education on doing research for their classes, and instead must develop their own way to get to the sources (after a few stressful early semesters). Their work then lacks the stamp of thorough research since there are inevitably some resources that students never discovered on their own.
The Yeshiva University Library is a subscriber to some of the most current scholarly research projects and academic journals, both in print and on the web. A detailed guide to Yeshiva University's archival collections can be perused online. Additionally, if the YU Library doesn't have the book you need, its phenomenally expedient Interlibrary Loan system will have it for you within a day or two (and personally call to notify you of its arrival). All these resources can be easily accessed through networked computers at school or from any place remotely using the YU barcode on our student IDs. Energy and finances are invested in keeping our research materials at the cutting edge, yet most undergrads are entirely unaware of the services and information available that can not only enhance their work, but make it easier to do in the first place.
While many teachers offer excellent guidance to students unfamiliar with research in that field, some professors take it for granted that students know where to begin looking when they assign papers to the class. The fact is that students are achieving impressive intellectual feats despite having partial or absolutely no knowledge of the vast array of research materials offered by the university. But is this situation optimal? Don't we want to eliminate that initial feeling of "I'm lost!" when trying to navigate the resources for a research paper? Although it is commonly the freshmen who experience this kind of bewilderment, even the upperclassmen, managing to adapt somehow, only use the same limited resources out of habit. Don't we want better quality, well-researched work?
The Yeshiva University Library is a subscriber to some of the most current scholarly research projects and academic journals, both in print and on the web. A detailed guide to Yeshiva University's archival collections can be perused online. Additionally, if the YU Library doesn't have the book you need, its phenomenally expedient Interlibrary Loan system will have it for you within a day or two (and personally call to notify you of its arrival). All these resources can be easily accessed through networked computers at school or from any place remotely using the YU barcode on our student IDs. Energy and finances are invested in keeping our research materials at the cutting edge, yet most undergrads are entirely unaware of the services and information available that can not only enhance their work, but make it easier to do in the first place.
While many teachers offer excellent guidance to students unfamiliar with research in that field, some professors take it for granted that students know where to begin looking when they assign papers to the class. The fact is that students are achieving impressive intellectual feats despite having partial or absolutely no knowledge of the vast array of research materials offered by the university. But is this situation optimal? Don't we want to eliminate that initial feeling of "I'm lost!" when trying to navigate the resources for a research paper? Although it is commonly the freshmen who experience this kind of bewilderment, even the upperclassmen, managing to adapt somehow, only use the same limited resources out of habit. Don't we want better quality, well-researched work?
Be the first to comment on this story