A New Approach to Undergraduate Research at AUA

Student engagement in research is vital to the academic and personal growth of students in the Bachelor of Arts in Politics and Governance (BAPG) program at the American University of Armenia (AUA). This aligns with the Program’s goal of teaching analytical skills necessary for evaluating conflicting arguments, gathering and presenting relevant evidence, and reaching reasoned conclusions. Students’ understanding and hands-on experience with the entire research process, including data analysis, visualization, and interpretation are consistent with BAPG’s strong emphasis on research starting from the first semester. 

Chair of the BAPG program Dr. Yevgenya Jenny Paturyan shared with us some exciting updates, including a new approach to involving undergraduate students in research and a rising trend of students beginning work early which has pushed the importance of equipping them with the proper research skills sooner. 

What is the importance of involving BAPG students in research at AUA?

We believe that research skills give a person a very solid foundation for critical thinking and critical consumption of information, regardless of whether they will choose research as their future career path. We also believe misinformation and the vast amounts of information readily available is an important challenge of the 21st century. As future decision-makers, BAPG students need to learn how to deal with an oversupply of information and misinformation, how to process it efficiently and make the best possible decisions, given the situation. In essence, teaching research skills is teaching how to ask a series of systematic questions related to data while developing critical thinking, logic, and discipline of the mind.

What was the reasoning for allowing undergraduate students to develop research skills earlier, something that was previously reserved for graduate students only?

The importance of involving students in research at AUA is huge. It gives them a sense of what research really feels like — the excitement but also the tedium, the real challenges that arise when things don't go as planned, and the need to creatively adapt the knowledge from textbook to reality. It solidifies what they learn in class; pushes them to be better organized, and responsible; and broadens their horizons. For this reason, we have begun to also incorporate research for undergraduate students, something that was previously primarily reserved for graduate students only.

Another reason is that we are seeing an increasing number of AUA undergraduates beginning to work earlier, even during their undergraduate studies. While I have reservations about combining undergraduate education with work, we cannot ignore this trend. If they are going to start working earlier, we need to equip them with the necessary tools earlier. Research skills are powerful tools, and we can't afford to wait until our students reach the graduate level and only then decide that they are ready. 

Throughout the research process, what are some of the top traits that students begin to develop?

I would describe it as an interesting combination of intellectual humility and confidence. They often start with a simplistic or nihilistic perception of the social world. An example of the first is a belief that there is only one "right" solution to a problem. They keep looking for a "quick fix" to poverty, Artsakh independence, democracy in Armenia, and so on. An example of the nihilistic perception is a belief that there is no "truth" as such; everyone has their own truths and, therefore, anything goes. It all depends on how convincingly you can argue for your version of "truth." Frankly, that leads to a lot of demagoguery. 

By learning research methods and processes, students understand that social reality is complex, easy fixes are unlikely, and definite answers are rare, but this does not mean that anything goes. They develop a better sense of what can realistically be tackled with research, data, logic, and so on, while developing immunity to demagoguery. They understand the limitations of solid empirical evidence but they are also able to rely on that evidence instead of empty talk: it's like a smaller but solid footing one needs to securely navigate shifting sands and currents of modern challenges.