SCIO is pleased to announce the spring 2018 de Jager prizewinners.

The de Jager prize is awarded in recognition of outstanding scholarly work, submitted by each awardee during the Scholars’ Semester in Oxford. Awarded at the close of each term, the de Jager prize is facilitated by Geoffrey and Caroline de Jager, whose generous gift to each prize winner is reflective of their long-standing commitment to academic excellence.

The prizewinners for Hilary Term 2018, along with their sending institutions, are named below.

Prize Name Institution
British culture courseNathalia BellGraduate
British culture course Katie MrazAzusa Pacific University
Research seminarKatherine HumesBelhaven University
Research seminar Rachel Marcelia George Fox University
Research seminarRebecca Onnen University of Sioux Falls
Research seminarMadylin Reno Wheaton College
Research seminarCarolyn RichardsGordon College
Thesis Katie Steininger Gordon College

Two students reflect on their time on the programme:

I arrived in Oxford with a hunger to give my ideas, which covered various disciplines (and which did not, as far as I was aware, fit into rigid academic categories), a tangible form. My experience at SCIO and the guidance of my tutors allowed me to expand, sharpen, and focus these ideas and to find new academic contexts and discussions in which to express that about which I cared so much. I now have confidence to apply for doctoral programmes and to carry out studies based on what I wrote with SCIO.  It was incredible to be part of a group where individual visions were nurtured and supported by the fellowship. At Oxford, these ideas grew in both formal and informal settings. Being in a city full of such vibrancy and places of culture and community, discussions spontaneously occurred, accompanied by short walks to local restaurants and pubs. I’ll never forget the excitement and adventurous delight of being at the heart of Oxford surrounded by passionate characters eager to engage with the deeper questions of life and truth.

Nathalia Bell

The Oxford tutorial system has a bipartite attraction: first, it allows the student to research a specific topic that is of his/her interest; second, it teaches the student not to waste time. The two parts are inseparable in a good tutorial. Every hour of research, every minute of the tutorial is intentional. All the time I spent researching was important to my topic and argument: I was able to research countless hours on the things that I felt were important to both my tutorial and future academic endeavours. My tutors were also intentional in our tutorials: they showed me that they cared about my success in each essay and about my success as a young scholar. The city of Oxford is an extension of the tutorial setting: everyone is asking questions and diligently researching, and scholars are discussing and debating ideas. Both Oxford and my tutorials taught me to defend my arguments well, be intentional with time and questions, and spend time with the ideas I love.

Katherine Humes