Recently a Weber State University mechanical engineering technology student called, seeking leads on how he might fund his senior project. He hoped to design and build a piece of equipment that would be permanently used by future students in the mechanical engineering technology department.

His situation is particularly relevant because it reinforces comments I heard last fall as I met in small groups with WSU faculty and students: We need to increase opportunities for students to work one-on-one with faculty on projects to extend classroom learning. By providing enhanced learning opportunities, we show our students how their classroom lessons connect to the real world, allow them to hone their problem-solving skills and stretch their imaginations, and prepare them for the challenges they’ll face as professionals and as citizens in our communities.

Last year, nearly 150 faculty mentored hundreds of our students on undergraduate scholarship projects. Some of these projects were supported by internal or external funds, but most were not. The following are examples of the types of projects that took place at Weber State in the past 12 months.

• Dr. Bill Clapp in the Department of Computer & Electronics Engineering Technology and three students investigated the phenomenon of high voltage spikes and noise which travel down transmission lines during lightning storms and power outages. As a result of their work, they improved the efficiency of a device that helps filter out the noise.
  
• Dance faculty member Joanne Lawrence and students worked with Jonathan Reidel of the internationally acclaimed Limón Company during fall 2002, followed by a presentation of a studio concert. This past spring, Reidel returned to work with the students for a fully staged performance of the suite, along with original works choreographed by four students.
  
• Dr. Bryan Dorsey in the Department of Geography works with groups of 10 to 15 students each year in academic service learning projects on urban and regional planning issues. In past years, the projects have involved the drafting of general plans for the cities of Marriott-Slaterville, Sunset, and Washington Terrace. These general plans have been published and adopted for official use by municipalities.

While students are the main beneficiaries from these types of projects, faculty benefit too—working in mentoring relationship energizes them. Professor Colin Inglefield was involved in two physics research projects this past year with student Jeremy Conlin, studying properties of semiconducting materials. Professor Inglefield says having students work on such projects increases the overall productivity of his research group and provides an extra dimension to his scholarly endeavors: "It's exciting to work alongside a student doing research in my field. This type of partnership has resulted in a strong tradition of scholarship among students and faculty in our department."

Faculty and student collaboration increases our students’ marketability, allows them to apply theory, and fosters strong ties to Weber State. Faculty forge close connections with students through one-on-one mentoring, stay current in scholarship and developments within their discipline, and improve their pedagogical skills.

A Chinese proverb says, "Tell me and I forget. Show me and I remember. Involve me and I understand." We are excited about expanding opportunities for students to be involved and understand at Weber State University.

Sincerely,

F. Ann Millner
President
Weber State University