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Jared Peterson ’21 and Zachary Klein ’21

Peterson and Klein teamed up to research Jane Addams’ peace advocacy in pre- and post-World War I, respectively. Their research built on last year’s Richter findings and add to the Digital Chicago web page created by their faculty mentor, Associate Professor of Politics James Marquardt.

Q. What type of individual research did you conduct?
Peterson: I worked on a project that focused on Jane Addams, founder of Hull House, and her theory of New Internationalism, which she used to understand the world and guide her actions throughout her life. I specifically focused on her work from the founding of Hull House in 1889 to the start of World War I in 1914. My work within this time period revolved around the factors that influenced Addams’ theory and how her theory compared to theories of other pacifists of her time, like Tolstoy.
Klein: I conducted research about the peace advocacy in the post-World War I world by Jane Addams. I looked into her critique of institutions created after the war on the League of Nations, World Court, and Kellogg-Briand Pact. Additionally, I researched her efforts to provide food aid to the war-torn European nation, advocate for disarmament and a change in the norms that govern the use of force as a tool to achieve a nation’s foreign policy goals.

Q. How do you think this experience will impact your future?
Peterson: My experience in the Richter Scholar Program helped me better understand how to conduct academic research as well as grow my understanding of international relations theories.
Klein: The Richter Program will help prepare me for upper-level courses that require lots of research in a short time and translating that research into a paper. It also placed me in an environment in which I was able to access resources to help me achieve my career goals.

Q. What was it like working together with a professor?

Peterson: Going to a small liberal arts college already gives students a more intimate learning environment, but working in the Richter Scholar Program takes that personalization to another level. In a normal class setting, professors are already knowledgeable about their fields of study. In Richter, the professor is open about still learning certain topics within the subject, thereby giving students an opportunity to work with the   
professor and exchange information. One major difference between a class and Richter setting is the final product. In Richter, students are working to create something to be used by students, educators, and researchers in the future, which gives the Richter scholars a greater sense of fulfillment and accomplishment.
Klein: The interactions I had with Professor Marquardt during the Richter program still feel very much like a classroom relationship. Professor Marquardt pointed me in a direction to research and then I brought back to him what I found. While there was no grade attached to the work, it still felt as if I was in class—just on a much smaller scale.

Q. What was your favorite part of the Richter Scholar Program?
Peterson: Learning about Jane Addams, who I knew next to nothing about before this project, and how she has impacted the world.
Klein: Meeting other people I did not have the chance to meet during the school year. The work was enjoyable and exciting, but being able to engage with others who are of the same academic commitment as I am was a great and reassuring experience.

Q. What did you learn about yourself during the program?
Peterson: I learned that I enjoy the theories of international relations and their geneses far more than I thought I would prior to the program. I look forward to learning more about and synthesizing more work on Addams’ theories in the future.
Klein: The structure of the research program has put into greater perspective how important time management skills are. Even though college as a whole requires more extensive time management than high school, Richter challenged me to focus more on devoting time to my work and being efficient than a normal college course requires.

—By Sangjun Hornewer ’20