A Quote by Shiv Nadar
At the undergraduate level, SNU has a unique 'Opportunities for Undergraduate Research' programme. Students are encouraged to undertake research programmes at the undergraduate level and get trained in the interdisciplinary research.
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I decided to take two years between finishing undergraduate and beginning medical school to devote fully to medical research. I knew that I wanted to go to medical school during undergraduate, but I was also eager to get a significant amount of research experience.
I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.
My Ph.D. is in operations research. I was interested in making things work better and using mathematics to help do that. So operations research is what I studied as an undergraduate and graduate student.
The West Virginia NASA Space Grant took me under their wing and taught me everything about applying for internships, scholarships, and performing research at the undergraduate level.
Critics of American colleges typically attribute the failings of undergraduate education to a tendency on the part of professors to neglect their teaching to concentrate on research. In fact, the evidence does not support this thesis, except perhaps in major research universities.
The environmental issues we face today are complex and span many knowledge domains. This undergraduate degree programme in Environmental Studies will nurture a pool of graduates who are able to think deeply and broadly about these issues, and help develop novel solutions for Singapore, Asia and beyond. I am delighted at this programme for another reason - it is the first undergraduate course that draws on expertise from eight Faculties in NUS, making full use of the comprehensive strengths of our University.
My decision to begin research in radio astronomy was influenced both by my wartime experience with electronics and antennas and by one of my teachers, Jack Ratcliffe, who had given an excellent course on electromagnetic theory during my final undergraduate year.
The physics of undergraduate text-books is 90% true; the contents of the primary research journals of physics is 90% false.
My American undergraduate education probably gave me a better idea of the fundamentals of what European civilization is about, better than the undergraduate education you get at most European universities.
The great scientific achievements are research programmes which can be evaluated in terms of progressive and degenerative problemshifts; and scientific revolutions consist of one research programme superceding (overtaking in progress) another. This methodology offers a new rational reconstruction of science.
I took a break from acting for four years to get a degree in mathematics at UCLA, and during that time I had the rare opportunity to actually do research as an undergraduate. And myself and two other people co-authored a new theorem: Percolation and Gibbs States Multiplicity for Ferromagnetic Ashkin-Teller Models on Two Dimensions, or Z2.
My undergraduate years at the University of Nebraska were a special time in my life: the combination of partying and intellectual awakening that is what the undergraduate years are supposed to be. I went to the university with the goal of becoming an engineer; I had no concept that one could pursue science as a career.
The classical example of a successful research programme is Newton's gravitational theory: possibly the most successful research programme ever.
I was able to study 50 years of leadership theory and practicum in my master's program at Seton Hall, and it has provided the backbone of the knowledge we use every day. My undergraduate work was in journalism, and my early work as a newspaper reporter taught me how to research, write, and rewrite.
After two years of undergraduate study, it was clear that I was bored by the regime of problem-solving required by the Cambridge mathematical tripos. A very sensitive mathematics don recommended that I talk to the historian of astronomy, Michael Hoskin, and the conversation led me to enroll in the History and Philosophy of Science for my final undergraduate year.
We sometimes talk as if "original research" were a peculiar prerogative of scientists or at least of advanced students. But all thinking is research, and all research is native, original, with him who carries it on, even if everybody else in the world already is sure of what he is still looking for.
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