All CCRF Research Grants will be reviewed and evaluted carefully. Below you will find specific information about how that process works for the majority of awards made:
- Applications are screened by CCRF staff for completeness.
- A committee of 3-4 faculty and undergraduate research professionals will review your application, examining your essay for evidence of the nature, extent, and quality of your research activities and the role you play in this research. Two of these reviewers will be researchers in areas close to your project discipline, but may not be experts in the precise area of focus of the proposed project (e.g., a student working in English might have reviewers from Mathematics, IME, Philosophy, History or Psychology). The third reviewer will be a “generalist.” This reviewer is generally a faculty or staff member who understands the undergraduate research enterprise well. Reviewers provide numerical scores and comments, based on a rubric that encompasses the criteria specified in the Evalutation Criteria section found below.
- All applicants receive notification and all applicants, funded or not funded, can request an appointment to receive feedback on their applications.
- The review process takes up to 5 weeks; it can take longer depending on the number of candidates.
The committee evaluating your application will use the criteria list below. They will consider your application holistically; not every point needs to be addressed, as they are suggested factors recommended to the reviewers.
- Adequate academic preparation for proposed work and the student’s potential for success
- Motivation: sincere curiosity and interest in topic or research experience
- Research mentor’s overall assessment of student’s abilities and potential for learning and contributing to the research
Understanding of Research
- Clarity and depth of the project description
- Qualtity of written proposal
- Student’s ability to place his/her research in a broader context
- Student’s demonstrated facility with the concepts, methodologies, and questions in the field of study; project description clearly written in student’s own voice
- Student’s articulation of his/her responsibilities and how they relate to the overall research project
Quality and Intensity of Experience
- Student’s investment in the research
- Level of participation and challenge for the student’s point of development
- Quality of mentoring support and the research environment
Educational and Long-Term Impact
- Achieved and potential learning benefits of research experience
- Longer-term education and/or career goals and describes how research experience moves them toward goals
- Impact of financial support on student’s engagement with research and impact of selection as a research grant recipient