Elyse Malamud

Please provide a brief summary of your research.
In my research, I studied Jewish medical philanthropy in Chicago from the mid-1800s to the early 1900s. Specifically, I focused on reconstructing the story of the city’s forgotten first charitable Jewish hospital, opened in 1868. I also examined the interfaith collaboration that supported the hospital.

What made you initially interested in researching your project in particular?
This topic was really a chance encounter. I came across an 1890s illustration of a Jewish medical institution in Chicago. I was surprised, as I did not know that Jewish history in Chicago goes so many years back. I felt that I had to learn more!

What made you interested in pursuing (interdisciplinary) research more broadly?
I love a good story, and research is great way to share fascinating stories with others.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
My research is a lot of fun. Every time I handle archival material, I learn something completely new about a place I thought I knew well. Through my research, I have gained a new appreciation for Chicago and its history. Of course, the research is challenging at times; it’s always a bit of a hunt to find archival sources. I have become better at digging through archives over the research process, and I have found that my writing has improved, as well.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
My biggest piece of advice is to make use of the Office of Undergraduate Research’s resources. The OUR offers a lot of workshops and advising throughout the year. I found these to be very helpful.

What was a memorable interaction that you had on campus this week?
I saw some geese I hadn’t seen since they were babies, and they were all grown up!

Emily Shanafelt

Please provide a brief summary of your research.
I worked for the Human Agility Lab, under Dr. Keith Gordon. It is under the Physical Therapy and Human Movement Sciences Department of the Feinberg School of Medicine. I was grateful to have been selected from a competitive applicant pool for URAP. I was also a Fletcher Award finalist. The lab works to improve the mobility of individuals with incomplete spinal cord injury or chronic stroke. It applies principles of biomechanics to create a specialized treadmill and gait training rehabilitation sessions. These technologies challenge participants to strengthen and stabilize their gait over time. Ultimately, the research is done to enable these individuals to walk more independently in their day-to-day life.

What made you initially interested in researching your project in particular?
I have had spinal fusion surgery to treat my severe scoliosis, which is not something the lab studies, but I personally understand the challenges of walking independently after a major surgery or medical event. I used a walker for some time, and I think this allows me to empathize with the participants on a deeper level. (I attached a photo of an x-ray of my spine before and after my spinal fusion surgery— it majorly changed my life).

What made you interested in pursuing (interdisciplinary) research more broadly?
I was excited to do research with the Human Agility Lab because it works directly with individuals who have experienced incomplete spinal cord injury or chronic stroke. It’s so encouraging to work with individuals who are trying to better themselves, and I get to play a role in larger research projects that have the potential to help these groups significantly.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
Research is a challenging, yet worthwhile process. Forming a research project takes time and dedication, but it is a necessary part of laying the groundwork for an impactful study.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
If you don’t find a lab that is the right fit for you straight away, that’s okay! I have worked in a few labs now, but this one stands out for its welcoming environment.

Andreia Madeira Costa

Please provide a brief summary of your research.
Through URAP, in the MyCog project, I had the gratifying opportunity to be directly involved in the research and creation of mobile tools that allow early diagnosis of cognitive decline in an efficient and timely manner

What made you initially interested in researching your project in particular?
My interest in cognitive health research is driven by my family’s first-hand experience with Alzheimer’s disease. Witnessing a close loved one’s rapid cognitive decline due to late diagnosis sparked my passion for Cognitive Neuroscience and motivated me to volunteer at Alzheimer’s Portugal Organization for over three years. There, I co-led dementia prevention workshops and facilitated memory games for over 50 individuals with dementia. Naturally, the MyCog project particularly excited me given its aim to identify early markers of cognitive decline, helping individuals and families like mine avoid the devastating effects of late-stage diagnoses. Being able to contribute to research on such a topic was incredibly rewarding!

What made you interested in pursuing (interdisciplinary) research more broadly?
My passion and curiosity for pursuing research began in high school when my biology professor brought homemade kombucha to class and mentioned the numerous fun and innovative studies on the properties of the SCOBY (symbiotic culture of bacteria and yeast). I remember him bringing up how it was being used as a resistant fabric, tested for anti-bacterial properties, etc–everything sounded so exciting and ignited my desire to be involved in research at university, in some shape or form

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
Under Stephanie’s valuable mentorship, I was able to conduct extensive literature reviews independently, be actively involved in all big steps of research (poster and slide designing for conventions, aiding in the writing of grant proposals, learning to use specific research tools and R as a tool of data analysis etc) and how to efficiently to work as a team in a big multi-task project. I learnt numerous technical skills as a researcher and teamworker, but perhaps even more crucially, I learnt to be more confident in the work I poured my time and effort into delivering, which helped me tremendously in my path as a beginner researcher

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
Be confident in your potential and ability as a researcher, even if you had 0 experience before pursuing undergraduate research!! I was initially very insecure about my work. Even though Stephanie gave me autonomy from the start and trusted my abilities, I couldn’t help but constantly question and underestimate the quality of the work I was producing. Stephanie, as a great mentor, reassured me that I should be confident about my work and that regardless of prior experience, I had what it took to contribute meaningfully to the team. What I mean with all of this is: I know it can be intimidating and the imposter syndrome might creep up at times, but remember you absolutely have what it takes to become a great researcher 🙂 Don’t be scared, it’s really rewarding, I promise!

What was a memorable interaction that you had on campus this week?
The lady in the kitchen of the Sargent dining hall complimented my shirt and asked for my name, saying it was such a pretty name. It made my entire day 🙂 Shoutout to all the amazing sweet staff and faculty of our beautiful Northwestern community!!

Jacob Currey

Please provide a brief summary of your research.
My project investigates how the Illinois Department of Corrections (IDOC) fulfills its legal obligations to support individuals returning to society after incarceration. By analyzing state laws, court cases, and IDOC policies alongside interviews with formerly incarcerated individuals, I explore gaps between policy and practice in reentry services. The research highlights shortcomings and offers policy recommendations to reduce recidivism and promote successful reintegration.

What made you initially interested in researching your project in particular?
My interest in this project comes directly from my own experience inside the criminal justice system. During my incarceration, I witnessed injustice at every level; policies that looked fair on paper but were ignored in practice, and people with power using it to harm rather than help. I saw friends lose their lives in prison because the system failed to provide even the most basic protections or opportunities for rehabilitation. Even after my release, I quickly realized that escaping prison was only the beginning; the challenge of reintegration was every bit as difficult as navigating a broken court and penal system. Securing housing, employment, healthcare, and even something as simple as an ID became uphill battles that the state claimed to support but rarely delivered. These experiences gave me not only a personal stake in understanding how reentry is supposed to work, but also a sense of responsibility to expose where it falls apart. This project allows me to combine lived experience with academic research to identify systemic failures and to push for reforms that can prevent others from enduring the same unnecessary hardships.

What made you interested in pursuing (interdisciplinary) research more broadly?
I was drawn to interdisciplinary research because I want to become a better communicator and problem solver. Accessing other fields of research allows me to reach the diverse groups that policies and systems ultimately affect, while also revealing how deeply connected many issues are. Time and again, I’ve found that problems in criminal justice such as inequity, lack of accountability, and systemic bias mirror challenges in education, healthcare, housing, and beyond. By comparing these patterns on a broader, systemic scale, interdisciplinary research creates opportunities for a more common understanding across disciplines and communities. That shared understanding is essential for building dialogue, forging mutual respect, and ultimately moving toward solutions that different stakeholders can agree on. For me, interdisciplinary work isn’t just about gathering knowledge from multiple fields; it’s about creating bridges where reform and understanding can meet.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
Overwhelmingly, this has been a wonderful experience. At the start, I did encounter some challenges; navigating the IRB process and completing the CITI training felt intimidating at first, but with a little guidance and persistence, those hurdles became manageable and now feel more like small bumps in the road. Interestingly, what I found most “tricky” wasn’t the paperwork or protocols, but the constant urge to want to do more. Each discovery opened new questions, and I often had to remind myself to stay focused and build a strong foundation before expanding further. Through this process, I’ve gained valuable skills in legal analysis, qualitative interviewing, data organization, and academic writing, but perhaps most importantly, I’ve learned how to balance ambition with careful, methodical research. I’m deeply grateful for the base I am building and eager to continue as this project and my broader scholarly work grow.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
Do it! Find something you are truly passionate about and set a clear goal to guide your work. Passion will carry you through the long hours and unexpected challenges, and having a goal will help you stay focused when the process feels overwhelming. Take full advantage of the incredible resources and support at Northwestern; faculty, staff, and the Undergraduate Research Office are there to help you succeed. Most importantly, enjoy the journey. Research is not just about results; it’s about discovery, growth, and the wonderful learning experiences you’ll collect along the way.

What would you name a boat if you had one?
Dockket Cleared

What is something that you could give a 10 min presentation on right off the cuff?
I could easily give a ten-minute presentation on how to prepare several delightful dishes. Cooking has always been a creative outlet for me, and I love sharing tips for making simple ingredients shine.

If your (speaking) voice were an instrument, what do you think it would be?
Trumpet

What was your favorite childhood story (written, spoken, or film)?
Toy Story

What was a memorable interaction that you had on campus this week?
My fellow classmate thanking me for not being apart of the typical NU student body.

Maya Kraidy

What was the most surprising moment of your trip, and why did it resonate with you?
The Philippines is home to roughly 180 languages, around 35 of which are considered endangered. Given these statistics, one would expect lots of interest in studying languages and linguistics, but in actuality, there is essentially only one university linguistics department in the whole country! I had the opportunity to meet with some members of this department at the University of the Philippines Diliman, which led to the enlightening takeaway that in a context with such little public interest and limited government support for endangered language revitalization, a linguist by default becomes an activist as well.

Can you share a compelling insight you discovered through your research that you hadn’t anticipated when designing your proposal?
When I designed my proposal, I knew I wanted to study minority and indigenous language revitalization. However, I hadn’t expected the interpretations of those two words — “minority” and “indigenous”— to be so different around the world. In some of the countries I visited, “indigenous” referred to whoever settled the land first. In others, it seemed to correlate with the largest ethnic group, or even the group most represented in government. Yet in many places, indigenous and minority populations go hand in hand, and their languages are almost never used in government spaces. It was fascinating to compare these distinctions and learn how they influence the everyday lives of different groups in the same community.

In what ways has the Circumnavigator trip shaped your academic or personal trajectory since returning?
Before doing this project, I had been involved in some experimental linguistics research projects at Northwestern. The Circumnavigator trip gave me a taste of what it’s like to do fieldwork — I was able to experience and observe different linguistic environments myself and actually meet the people involved in language revitalization efforts. It’s a completely different angle to linguistic research that I ended up really liking, and one that I might pursue in graduate school.

How did your original research question evolve once you were on your trip?
Initially, my research questions surrounded issues of language representation and linguistic accessibility — I was interested in how the visual environment reflects a country’s language revitalization efforts and how signage reinforces the importance of a language. Both of these angles are still definitely relevant, but once I was on the trip, I realized just how complex and politically entangled language issues are. My focus became not just what was written in the landscape, but also how it was physically portrayed and what that revealed about power struggles and sociopolitical leverage in each particular society.

What advice would you give students who are just beginning their Circumnavigator Grant proposal?
What do you care deeply about? As long as it has a global focus, this project can be about anything you want! Your curiosity and excitement about your topic form the heart of the project, and they will not only be the backbone of a powerful proposal but will also support you through the actual research. If you’re going to be thinking about the same thing every day for 10+ weeks, it better be something you really like!

Was there a specific experience, conversation, or challenge during your trip that changed the way you think about your research, your values, or the world?
While I was in South Africa, I spoke with a decolonial education scholar who expressed something I hadn’t considered: she shared that South Africa has a complicated relationship with research, especially when surrounding people, culture, and – adjacently – languages. She remarked that the “research” process in these fields can often be a difficult (if not violent) one, as it involves reliving or unearthing generational traumas and experiences, considering the country’s history of apartheid. This conversation not only changed my understanding of research but also informed how I now write about what I learned in South Africa and other places.

Beyond your academic work, what’s one life skill or personal insight you gained that you didn’t expect when you first applied for the grant?
This summer reinforced my trust and confidence in navigating new experiences! With each new country come different lifestyles, climates, customs, and of course — languages! Learning to handle all of this while alone (and with your life packed into a backpack) is definitely a life skill that will serve me well.

Rose Carlson

Please provide a brief summary of your research.
One modern impact of rising carbon dioxide concentrations is ocean acidification. In order to better understand the potential future implications of ocean acidification, I looked at rock samples corresponding to a time period 94 million years ago, where it’s theorized that high levels of volcanic activity injected an extremely large amount of carbon dioxide into earth’s atmosphere and resulted in ocean acidification.

What made you initially interested in researching your project in particular?
In my first earth science class at Northwestern, I learned that rocks can tell a story. Every part of a rock, from its grain size to its chemistry to its shape (and beyond), can be analyzed to understand something about earth’s history and the processes that have been at play for billions of years. For this project, I was interested in researching past ocean acidification because of its broad applications to the impact of current, human-driven carbon dioxide emissions. I was also really excited to build off of the work of both my research advisers and other lab alumni, who have published integral papers on ocean acidification during this same time interval.

What made you interested in pursuing (interdisciplinary) research more broadly?
I love learning and discovering new things! When I decided I wanted to pursue earth science, I knew I wanted to do some sort of research, and I love the idea of building off of the work of others and contributing to the greater field of scientific knowledge.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
I’ve grown a lot as a researcher and a scientist over the course of this past year!! I started at Northwestern as a journalism major, and this academic year was really my first deep dive into STEM at the college level. As I’ve been taking the required introductory chemistry and math courses (reading textbooks, taking notes on lecture slides, etc.) it’s been incredibly powerful to be able to also learn firsthand (through my own research!) about what being an earth scientist looks like and how the things I’m learning in the classroom can be used as tools to explore…well, everything. This research process has also pushed me to set my ego aside and learn to be okay with asking questions, even if they seem “dumb” or if everyone else in the room already completely understands a concept. I feel incredibly lucky to have been able to work as part of the Jacobson lab group and learn from PhD students, postdocs and professors in such a supportive environment as part of this process. Weekly meetings with my advisor as part of my EARTH 399 course, lab trainings with PhD students, and meetings with the Jacobson lab group have all taught me so much about the collaborative nature of good science, and allowed me to envision a thriving future in earth science research.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
I would definitely recommend talking with graduate students/TAs in your field of interest about their work! I started on the path to doing this research because I asked my Earth Science TA about his work. Connecting with grad students before starting research was a great, low-stakes way to get a feel for the different opportunities that were available to me and the potential people I could work with, beyond just professors.

Have you presented at the Undergraduate Research Expo here at NU? If so, what project did you present?
This year, I presented the project, “The Past is the Key to the Present: Using 94-million-year-old rocks to understand modern ocean Acidification.” It was such an enriching experience to share my research with others and explain its relevance!

Do you have a podcast/documentary/piece of shareable media related to your research?
Here’s a link to a little cartoon I made for my poster presentation! It explains how increased carbon dioxide in the atmosphere can cause ocean acidification, and the impact that this has on biogenic calcium carbonate precipitation rates.

What is something that you could give a 10 min presentation on right off the cuff?
I could talk FOREVER about why people should take Earth 214, an intro to physical geology class that runs every Spring. The weekend-long field trip to Baraboo, Wisconsin is incredible, and it’s just a great introduction to geology (for any major!!).

André Hiroki

Please provide a brief summary of your research.
I worked on a project about how Illinois schools and teachers are implementing media literacy after the state passed Public Act 102-0055 (2021), which mandates a unit of instruction in media literacy in public high schools. I helped map policy requirements, conducted interviews with educators, completed qualitative coding of those conversations, and contributed to a classroom-facing case study on media education. Or work focused on understanding and analyzing the landscape of media literacy teaching as it unfolds in real schools.

What made you initially interested in researching your project in particular?
What drew me in was the intersection of journalism and education. Journalism trained me to ask how people consume and make sense of information, while education looks at how we can intentionally teach those skills. This project sat right in between, and I was curious about how classrooms could become spaces where students learn to navigate information critically.

What made you interested in pursuing (interdisciplinary) research more broadly?
I became interested in research because it gives structure to curiosity. Instead of stopping at surface impressions, research pushes me to gather evidence, test assumptions, and translate questions into something systematic.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
This was my first research experience, so I had to learn a lot as I went. I practiced literature review, interviewing, and qualitative coding, which helped me strengthen my analysis and synthesis skills.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
Don’t wait until you feel completely prepared to begin. Reach out to professors whose work interests you and ask questions, Northwestern has plenty of resources to guide you once you take the first step. And if you are in the humanities or social sciences, know that research opportunities are just as valuable and rewarding as in other fields!