During his summer research, senior Lowell Mower learned that “while doing primary source research, you have to learn to absorb the information, not necessarily look for what you think may be there.” A University of New Hampshire at Manchester student from Merrimack, New Hampshire, Lowell will graduate this spring with a Bachelor of Arts in history. He plans to attend graduate school for a Ph.D. and aspires to teach at a post-secondary institution. He submitted to Inquiry, he said, because he “knew the process would be valuable for my future educational ambitions.”
Professor John Resch is a frequent mentor of undergraduates at the University of New Hampshire at Manchester, where he has been for 39 years. He specializes in American history, specifically in the Revolutionary Era and the Early Republic, 1750 through 1860, and has taught American History as a Fulbright Scholar in Hungary and China. His work with Lowell began as an independent study, then continued through an application for a Summer Undergraduate Research Fellowship and the research and report supported by it. Finally, he helped Lowell revise his paper for the Inquiry article. Dr. Resch finds mentoring students provides him “great satisfaction in guiding and supporting them in their growth.” Writing for Inquiry’s broad audience, he feels, is “more challenging” than writing for a class assignment: “It demands different and, I would say, more sophisticated skills” and “the student is working on a [higher] level of discovery and creativity.”
Read Lowell Mower’s research article The 1754 Excise on Spirituous Liquors: Taxes, Political Rhetoric, and the English Concept of Liberty in Eighteenth-Century Colonial Massachusetts >>
