Freshman Research Scholars Handbook 2011-2012

Scholar Development and Recognition 334 Student Union 405-744-7313 [email protected]

O K L A H O M A S T A T E U N I V E R S I T Y

FRESHMAN RESEARCH SCHOLARS 2 0 1 1 - 2 0 1 2 H A N D B O O K

INTRODUCTION

Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2011-2012 Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Requirements Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FRS Project Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PROGRAM FORMS and GUIDELINES

FACULTY MENTOR AGREEMENT and PROGRESS REPORT

Finding a Faculty Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Message for Faculty Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Faculty Mentor Agreement Form – Due: 2 Dec. 2011 . . . . . . . . . . . . . . . . . . . . . .

Progress Report Form – Due: 2 Dec. 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

COLLOQUIUM

Colloquium Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Notification of Participation Form – Due: TBA . . . . . . . . . . . . . . . . . . . . . . . . . .

Colloquium Presentation Judging Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FINAL REPORT

Final Report Guidelines – Due: 27 Apr. 2012 . . . . . . . . . . . . . . . . . . . . . . . . . .

PROGRAM EVALUATION

Program Evaluation Form – Due: 27 Apr. 2012 . . . . . . . . . . . . . . . . . . . . . . . . .

RESEARCH RESOURCES

Responsible Conduct in Research (RCR) Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Research Compliance and Institutional Review Board (IRB) . . . . . . . . . . . . . . . . . . . . .

Guide to Undergraduate Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bibliography of Research Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

OSU Library Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PRESENTING and WRITING RESEARCH

Guide to Effective Research Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Guide to Effective Writing Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

UNDERGRADUATE RESEARCH OPPORTUNITIES

Lew Wentz Research Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Niblack Research Scholars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

NSF’s Research Experiences for Undergraduates . . . . . . . . . . . . . . . . . . . . . . . . . .

PRESTIGIOUS NATIONAL and INTERNATIONAL SCHOLARSHIPS

Barry M. Goldwater Scholarship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Udall Scholarship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Other Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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I N T R O D U C T I O N

W e l c o m e t o t h e P r o g r a m

Congratulations on your selection to The Freshman Research Scholars Program (FRS) and welcome to your

first chance to engage in research at Oklahoma State University. The purpose of this program is to introduce you to collegiate research in a way that both challenges and inspires. Throughout the year you will have the unique opportunity to meet like-minded scholars and learn from the most innovative researchers on campus. Your experience and some requirements may vary by college, but the common requirements are outlined here.

During the fall semester you will be asked to find a faculty member to serve as your mentor, who will guide you through the development and implementation of a research project in the spring. Near the end of the fall semester you are required to submit a Progress Report in which you will be asked to provide an overview of your fall experience and briefly summarize your plans for the spring. In the fall semester you are also required to submit a Faculty Mentor Agreement, which will serve as a contract between you and your faculty mentor.

Near the end of the spring semester you will have the option of either presenting your research at the FRS

Colloquium or submitting a Final Report on your experience. All FRS must submit a Program Evaluation form whether you presented at the FRS Colloquium or submitted a Final Report. You will also attend a few mandatory meetings scheduled throughout the year. Details and guidelines for all of the program requirements are included in this handbook, so read carefully. All of the required forms included in this handbook are available as fill-in form PDFs here: http://scholardevelopment.okstate.edu/freshmanresearch.html. I will deliver regular communication to your official OSU email account, so please check your box frequently or have your mail forwarded to an account that you do. I will post additional information and brief reminders on Twitter and OKStateU.com, so sign up to receive updates at www.twitter.com/osu_frs and join the “Freshman Research Scholars” group on OKStateU.com. At some point in the research process, your faculty mentor may ask you to complete a short online tutorial in the Responsible Conduct of Research (RCR) or submit your research plan to the Institutional Review Board (IRB) for research compliance. Additional details about these processes are included in this handbook.

As a FRS you will have the distinct advantage of an early introduction to collegiate research. OSU has many opportunities available for undergraduates to engage in research beyond this program, such as the Wentz and Niblack programs detailed here, so I hope you consider this your first step in a long journey of discovery.

I have included a short list of prestigious national and international scholarship opportunities that are

available to bright and motivated scholars, such as you. Former FRS students have been very successful in these competitions. If you have questions about any of the research programs or scholarships listed, do not hesitate to contact The Henry Bellmon Office of Scholar Development and Recognition (334 Student Union).

Again, congratulations and welcome. I hope your experience in FRS will inspire you to continue your development as an innovative scholar. If you have any questions please contact me, your college coordinator or The Office of Scholar Development and Recognition.

Tim O’Neil Freshman Research Scholars Program, Director OSU Journal of Undergraduate Research, Editor The Henry Bellmon Office of Scholar Development and Recognition 334 Student Union, Stillwater, OK 74078 744-7313, [email protected]

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S e l e c t i o n s f r o m R . W . E m e r s o n ’ s “ T h e A m e r i c a n S c h o l a r ”

P h i B e t a K a p p a O r a t i o n , C a m b r i d g e 1 8 3 7

[. . .] The theory of books is noble. The scholar of the first age received into him the world around; brooded thereon; gave it the new arrangement of his own mind, and uttered it again. It came into him, life; it went out from him, truth. It came to him, short-lived actions; it

went out from him, immortal thoughts. It came to him, business; it went from him, poetry. It was dead fact; now, it is quick thought. It can stand, and it can go. It now endures, it now flies, it now inspires. Precisely in proportion to the depth of mind from which it issued, so high does it soar, so long does it sing. Or, I might say, it depends on how far the process had gone, of transmuting life into truth. In proportion to the completeness of the distillation, so will the purity and imperishableness of the product be. But none is quite perfect. As no air-pump can by any means make a perfect vacuum, so neither can any artist entirely exclude the conventional, the local, the perishable from his book, or write a book of pure thought, that shall be as

efficient, in all respects, to a remote posterity, as to contemporaries, or rather to the second age. Each age, it is found, must write its own books; or rather, each generation for the next succeeding. The books of an older period will not fit this. Yet hence arises a grave mischief. The sacredness which attaches to the act of creation—the act of thought—is transferred to the record. The poet chanting, was felt to be a divine man: henceforth the chant is divine also. The writer was a just and wise spirit: henceforward it is settled, the book is perfect; as love of the hero

corrupts into worship of his statue. Instantly, the book becomes noxious: the guide is a tyrant. The

sluggish and perverted mind of the multitude, slow to open to the incursions of Reason, having once so opened, having once received this book, stands upon it, and makes an outcry, if it is disparaged. Colleges are built on it. Books are written on it by thinkers, not by Man Thinking; by men of talent, that is, who start wrong,

who set out from accepted dogmas, not from their own sight of principles. Meek young men grow up in libraries, believing it their duty to accept the views, which Cicero, which Locke, which Bacon, have given, forgetful that Cicero, Locke, and Bacon were only young men in libraries, when they wrote these books.

Hence, instead of Man Thinking, we have the bookworm. Hence, the book-learned class, who value

books, as such; not as related to nature and the human constitution, but as making a sort of Third Estate with the world and the soul. Hence, the restorers of readings, the emendators, the bibliomaniacs of all degrees.

Books are the best of things, well used; abused, among the worst. What is the right use? What

is the one end, which all means go to effect? They are for nothing but to inspire. I had better never see a book, than to be warped by its attraction clean out of my own orbit, and made a satellite instead of a system. The one thing in the world, of value, is the active soul. This every man is entitled to; this every man contains within him, although, in almost all men, obstructed, and as yet unborn. The soul active sees absolute truth; and utters truth, or creates. In this action, it is genius; not the privilege of here and there a favorite, but the sound

estate of every man. In its essence, it is progressive. The book, the college, the school of art, the institution of any kind, stop with some past utterance of genius. This is good, say they—let us hold by this. They pin me down. They look backward and not forward. But genius looks forward: the eyes of man are set in his forehead, not in his hindhead: man hopes: genius creates.

Whatever talents may be, if the man create not, the pure efflux of the Deity is not his;--cinders and smoke

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there may be, but not yet flame. There are creative manners, there are creative actions, and creative words; manners, actions, words, that is, indicative of no custom or authority, but springing spontaneous from the mind's own sense of good and fair. [. . .] Of course, there is a portion of reading quite indispensable to a wise man. History and exact science he must

learn by laborious reading. Colleges, in like manner, have their indispensable office—to teach elements. But they can only highly serve us, when they aim not to drill, but to create; when

they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame. Thought and knowledge are natures in which apparatus and pretension avail nothing. Gowns, and pecuniary foundations, though towns of gold, can never countervail the least sentence or syllable of wit. Forget this, and our American colleges will recede in their public importance, whilst they grow richer every year. [. . .]

In self-trust, all the virtues are comprehended. Free should the scholar be—free and brave. Free

even to the definition of freedom, "without any hindrance that does not arise out of his own constitution." Brave; for fear is a thing, which a scholar by his very function puts behind him. Fear always springs from ignorance. It is a shame to him if his tranquility, amid dangerous times, arise from the presumption, that, like children and women, his is a protected class; or if he seek a temporary peace by the diversion of his thoughts from politics or vexed questions, hiding his head like an ostrich in the flowering bushes, peeping into microscopes, and turning rhymes, as a boy whistles to keep his courage up. So is the danger a danger still; so is the fear worse. Manlike let him turn and face it. Let him look into its eye and search its nature, inspect its origin,--see the whelping of this lion,--which lies no great way back; he will then find in himself a perfect comprehension of its nature and extent; he will have made his hands meet on the other side, and can henceforth defy it, and pass on superior. The world is his, who can see through its pretension. What deafness, what stone-blind custom, what overgrown error you behold, is there only by sufferance,--by your sufferance. See it to be a lie, and you have already dealt it its mortal blow. [. . .]

Help must come from the bosom alone. The scholar is that man who must take up into himself all the ability of the time, all the contributions of the past, all the hopes of the future. He must be an university of knowledges. If there be one lesson more than another, which should pierce

his ear, it is, The world is nothing, the man is all; in yourself is the law of all nature, and you know not yet how

a globule of sap ascends; in yourself slumbers the whole of Reason; it is for you to know all, it is for you to dare all. [. . .]

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2 0 1 1 - 2 0 1 2 S c h e d u l e

FALL 2011

INTRODUCTORY MEETING – TBA: _________________ All scholars will come together as a group to socialize and learn about program details. Former scholars will share their experiences with undergraduate research and offer strategies for successfully conducting projects of their own. College groups will break out to meet with their college coordinators.

SCHOLAR DEVELOPMENT RECEPTION – TBA: _________________

All scholars will meet to learn about The Office of Scholar Development and Recognition at OSU. Former scholars will share their experiences with the office and discuss how to successfully apply for Wentz Research Awards, Niblack research scholarships and other prestigious national and international scholarships.

RESEARCH PROPOSAL WORKSHOP – TBA: _________________ Scholars will receive help developing research proposals for FRS and/or the Wentz/Niblack research programs.

PROGRESS REPORT & MENTOR AGREEMENT DEADLINE – Friday, December 2

All scholars will be required to submit a completed Progress Report to The Office of Scholar Development and Recognition (334 Student Union) which describes their activities during the fall semester and explains their plans for the spring. Scholars will also be required to submit a Faculty Mentor Agreement by the same date.

SPRING 2012

RESEARCH PRESENTATION SEMINAR – TBA: _________________ All scholars will meet to learn how to prepare and deliver effective research presentations.

FRESHMAN RESEARCH SCHOLARS COLLOQUIUM – TBA: _________________ Scholars may choose to present the results of their research at the annual colloquium and reception.

- Notice of Participation Deadline: TBA: _________________

FINAL REPORT & PROGRAM EVALUATION DEADLINE – Friday, April 27 Scholars have the option of submitting a detailed Final Report on their research in lieu of participation in the colloquium. All scholars must submit a Program Evaluation form by the same deadline—even if they participated in the colloquium.

PROGRAM CONTACT INFORMATION

TIM O’NEIL, Director Freshman Research Scholars [email protected]

BOB GRAALMAN, Director Scholar Development & Recognition [email protected]

GAIL GILLILAN, Senior Unit Assistant Scholar Development & Recognition [email protected]

Amy Martindale, A&S Coordinator [email protected], 744-5658, 213 Life Sc. East

Ed Miller, CASNR Coordinator [email protected], 744-5395, 136 Ag Hall

Kevin Moore, CEAT Coordinator [email protected], 744-5276, 101 Eng. North

Steve Harrist, COE Coordinator [email protected], 744-4837, 426 Willard

Mark Weiser, SSB Coordinator [email protected], 744-5064, 201 Business

Shiretta Ownbey, HES Coordinator [email protected], 744-5053, 101 HES

Christine Johnson, HES Coordinator [email protected], 744-8551, 139 HES

Laura Little, HES Coordinator [email protected], 744-9058, 101 HES

Mentor Guid e

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P r o g r a m R e q u i r e m e n t s C h e c k l i s t

FALL 2011

ATTEND INTRODUCTORY MEETING ON _______ S U BS T I T U T E M E E T I N G W I T H P ROG RA M D I RE C T O R I N E V E N T OF S C H E D U L I N G C O N F L I C T

ATTEND SCHOLAR DEVELOPMENT MEETING ON _______ S U BS T I T U T E M E E T I N G W I T H P ROG RA M D I RE C T O R I N E V E N T OF S C H E D U L I N G C O N F L I C T

ATTEND RESEARCH PROPOSAL WORKSHOP ON _______ S U BS T I T U T E M E E T I N G W I T H P ROG RA M D I RE C T O R I N E V E N T OF S C H E D U L I N G C O N F L I C T

SUBMIT FACULTY MENTOR AGREEMENT FORM BY 2 Dec. 2011

SUBMIT PROGRESS REPORT BY 2 Dec. 2011

MAINTAIN MINIMUM 3.0 GPA

COMPLETE 12 CREDIT HOURS

SPRING 2012

ATTEND PRESENTATION SEMINAR ON _______ S U BS T I T U T E M E E T I N G W I T H P ROG RA M D I RE C T O R I N E V E N T OF S C H E D U L I N G C O N F L I C T

PRESENT AT COLLOQUIUM ON _______ OR SUBMIT FINAL REPORT BY 27 Apr. S T U D E N T S M U S T S U BM I T A C OP Y OF C OL L OQ U I U M P RE S E N T A T I ON M A T E RI A L S

SUBMIT PROGRAM EVALUATION FORM BY 27 Apr. 2012 MAINTAIN MINIMUM 3.0 GPA

COMPLETE 12 CREDIT HOURS

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F r e q u e n t l y A s k e d Q u e s t i o n s

Q: How is my scholarship distributed? A: Half of your scholarship ($500) is deposited directly into your bursar account at the beginning of the fall semester. The other half is disbursed in two parts: once at the beginning of the spring semester if you attended all program meetings (or satisfied the requirement by meeting with the program director), completed at least 12 credit hours, maintained a 3.0 GPA, submitted a Progress Report and Faculty Mentor Agreement; once at the end of the spring semester, if you attended all program meetings (or satisfied the requirement by meeting with the program director), completed at least 12 credit hours, maintained a 3.0 GPA, either presented at the Colloquium or submitted a Final Report, and submitted a Program Evaluation form. Q: Am I required to work on a project in my major? A: NO. Your project can be in any discipline or interdisciplinary. Q: How many hours should I devote to the program? A: You should plan on averaging between 3 to 5 hours a week on your project. Q: Am I required to work on an independent research project? A: NO. You can work on an aspect of an established research program. However, remember that your participation should be a collaborative effort between you and your mentor that allows you to develop your research skills. Q: Can I work under the supervision of a graduate student mentor? A: YES. You can as long as the graduate student’s faculty advisor has agreed to the arrangement and will serve as your official faculty mentor. Q: What happens if I do not submit my Progress Report and/or Faculty Mentor Agreement? A: You will not receive the second half of your scholarship ($500). Q: What happens if I do not present at the FRS Colloquium or submit a Final Report? A: You will not receive the second installment of your spring scholarship disbursement ($250). Q: How many credit hours must I take to stay in the program? A: You need to complete 12 credit hours per semester in the fall and spring semesters of the program. Q: What GPA do I need to maintain to stay in the program? A: You must maintain at least a 3.0 institutional GPA. Q: Is there a way to continue participation even if I fail to meet one or more of the requirements? A: YES. You can submit an Appeals Form to explain extenuating circumstances that resulted in your failure to meet the minimum program requirements. All appeals will be considered and decisions made in a timely manner. Q: Am I required to present at the FRS Colloquium? A: NO. You have the option of submitting a Final Report in lieu of presenting at the FRS Colloquium. Q: What are the guidelines for the Final Report? A: Refer to “Guidelines for the Final Report.”

Continued on next page . . .

Mentor Guid e

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Q: What do I do if I haven’t completed any research or my results aren’t complete? A: You must still either present your methodology and anticipated results at the FRS Colloquium or write a Final Report explaining as much of your research as possible and explain what factors contributed to your inability to complete a project. Q: Who do I talk to if I am having trouble finding a faculty mentor? A: Refer to “Finding a Faculty Mentor.” Q: Where do I find all of the required forms for the program? A: All of the required forms are included in this handbook for photocopying or printing (NOT RIPPING!) and are also available as fill-in form PDFs online at http://scholardevelopment.okstate.edu/freshmanresearch.html.

Q: Do I need to be enrolled in university payroll to participate in the program? A: NO. The scholarship you receive for your participation in the program is not paid through the payroll system. Q: What do I do if I am asked to complete Responsible Conduct in Research (RCR) Training? A: Refer to “Responsible Conduct in Research (RCR) Training.” Q: What do I do if I am asked to submit my project to the Institutional Review Board (IRB)? A: Refer to “Research Compliance and IRB.”

Q: Am I allowed to be confused about what to do? A: NO. Seek the assistance of your program director, college coordinator or faculty mentor if you are confused.

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F R S P r o j e c t E x a m p l e s , 2 0 0 9 - 2 0 1 0

Gene Expression Changes in Muscle and Liver Tissues at Various Treatment Times of Feedlot Calves with Clinical Signs of Bovine Respiratory Disease

I honestly had no clue of what I could have done for a research project when I applied for this program. When I learned

that I could assist with an ongoing project, I knew this option was the best for me. I then asked my academic advisor if he knew of any research trials in the field of cattle research that I could assist with. I was very surprised that the trial I would assist with would be in the field of molecular biology. I was more interested in the nutrition side of animal production, rather than genetics. At first, I only observed the procedures and labeled test tubes and containers. I gradually got to the point where I completed procedures on my own. I felt some pressure when doing lab work on my own, as if I messed up, the samples could not be replaced as the animals the samples where obtained from had already been slaughtered for carcass data and the study’s data would be incomplete. However, I realize that it was a compliment that my research advisor felt I could do the procedures on my own. I had some basic knowledge of lab technique, nucleic acid processes, and some lab procedures such as gel electrophoresis from high school biology, but now I have a much more in-depth understanding of general lab technique and procedures used in microbiology research. I do wish I could have worked on this project for a longer period of time and gotten results, but I did enjoy the work I did do. One major revelation I had was that I enjoy research more than I thought. While I did not apply for a Wentz or Niblack project this year, I plan to in the future. I also know that because of the opportunity to participate in this project, I will do more research in college and my career, whether it is when I become a veterinarian or receive a PhD.

Dietary Effects on Insulin and IGF-I Levels in Growing Horses

My experience in the FRS program involved working amidst an ongoing research project. During the fall and spring semesters, I assisted an animal science graduate student with the beginnings of her equine research. During the fall, data was collected from 17 yearling Quarter Horses. The yearlings were fed various rations composed of alfalfa, alfalfa and starch, and alfalfa and oil. My duties consisted of centrifuging the blood samples collected during the study and transferring the serum to new tubes to be stored and analyzed next fall. Outside of the lab, I helped pick stalls, mix feed rations, and exercise the horses. Next fall, I will be studying the collected blood samples for my Wentz Research Project. Because of FRS, I am now fully acquainted with many of the faculty in the Animal Science Department and a recipient of the Wentz Research Project award. At the beginning of the fall semester, I did not picture myself pursuing any other research endeavors, but being in the program steered me in a whole new direction. I now have a new outlook on research as a whole and cannot wait to begin my research next fall.

The Relationship Between Alcohol Consumption and Body Image in College-Aged Students

In my project, I disseminated a survey to approximately 114 female college students enrolled in an introductory level nutrition course. Participants voluntarily completed the survey and no incentives were offered in exchange for their participation. Data were entered into SPSS for analysis. Descriptive statistics were calculated for demographic variables. Pearson’s correlational analyses was conducted to determine whether significant associations existed between body image scores and alcohol consumption scores. I greatly benefited from working with my mentor on my FRS project this year. I learned so much about research as a process, the advantages and challenges conducting research poses, and gained experience with research that will prepare me for other research endeavors such as the Wentz and Niblack awards. The FRS Colloquium was an excellent event in which to participate; I enjoyed sharing my knowledge with others and felt that all the work I had done as an FRS finally culminated into one meaningful experience that I hope had an impact.

Women’s Basketball and Track Athlete’s Energy Intake Versus Resting Energy Expenditure

The research I chose to take part of was similar to a study my two mentors had already done. It was an ongoing project where I was given an explanation of the research that had already been done in addition to further steps that I would take with them. By observing an actual study of athletes, I learned not only how professionals use advanced technology but also the way athletes view themselves and how their data relates to the physical appearance of the person. Overall, my experience was beneficial to my continuing knowledge about the subject. My mentor gave me a detailed reference of how research is conducted and helped me learn the art of analyzing data and applying it to real life. In the future, I hope to pursue or participate in other studies concerning body composition of athletes and other aspects of health and exercise performance.

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Investigating How Drug Properties Play a Role in the Release Characteristics from Drug Delivery Systems

I explored the possibilities of research in biomedical applications of chemical engineering. I learned how to design and propose a research project and about the unpredictable nature of research. First, I read articles about the use of nanoparticles as an alternative drug delivery method for drugs that are not suitable for oral administration. Reading current research publications enlightened me far beyond my textbook knowledge of chemistry and challenged me to find a niche in the study of drug encapsulation and release. Next, I talked to my mentor about possible projects and proceeded to write a research proposal. I learned that writing a proposal requires extensive planning and investigation. With a proposal on paper and a procedure printed, the laboratory experiments seemed tangible. In practice, however, the timing did not work out. I made a batch of nanoparticles with a graduate student at night, but the procedure for their formulation was still being perfected. We later remade them and progressed to centrifuge the samples. I anticipating making more particles, but the materials were on backorder, causing much distress for everyone working in the lab. My project was on hold. My mentor suggested writing a Wentz Research proposal, so I decided to include my FRS project in a larger study of drug release properties. I think the most important thing I learned was how to write a specific research proposal while still communicating broad purpose and possibilities. This came primarily through writing my Wentz proposal.

Third Instar Ladybeetle Feeding Habits on Mummified Aphids

I learned how to make connections throughout the project. I am usually a more shy individual when it comes to introductions to new people, and this research project forced me to not only find a professor willing to work with me, but define what kind of interests I have in my field. It helped me grow in how I treat situations and my responsiveness to them. I learned I had to stay on top of things and know when deadlines were, along with staying in contact with those involved in the project. My schedule was in my hands, and I had to coordinate it in order to try and accomplish my goals. This experience gave me time to learn how to balance work, fun, responsibilities, and school, giving a whole new meaning to multitasking. I love the part of the project I was able to do, which was the beginning care of the colonies. My mentors were sad to see me go and offered to let me work with them again should I want to try and do the project next year or pursue another project that is completely my own idea. I was very thankful for the experience and would not trade all the skills I learned for anything. The experience was invaluable and not only fun, but educational as well.

Understanding the Substitution of Various R Groups on N-Heterocyclic Pd Based Complexes When I first arrived in the chemistry lab, I was assuming that my mentor would assign me a bench to work at and give me instructions on what to do. Instead, he showed me to a computer and told me to look up procedures to make certain complexes and try to find the most efficient one. This search took me a lot longer than what I expected to do. I was reading tons and tons of academic journal articles while trying to make sense out of all of them. However, by the time I was finished, I felt like I knew the subject a lot more. When I started actually setting up the experiments, I felt that the steps I needed to take seemed to make sense to me. I know that I would not have felt the same way if my mentor just blatantly told me what to do. I would have just been a robot doing exactly what he told me to do without thinking. My task was to simply synthesize one of the many catalysts that the overall project my mentor was conducting would use. I first had to make a solution of Pd(OAC)2, an iodine-based salt, K-tert-But-OH, and KI. First, I had to synthesize the salt. After doing so, I put all of the four reactants in flask and left it stirring for about 24 hours, according to the literature. Afterward, I purified it using a method known as soxhlet extraction. Then, I began the experimental steps to convert the palladium complex into the catalyst.

Examining the Relationship Between Media and Food Choices Among College Students at OSU The idea for my research project came from my passion to serve others. I’ve always known that I wanted to do into a Hospitality related career, and I’ve always enjoyed cooking and preparing food. The popularity of The Food Network has led to my interest in the relationship between media and food choices. Because I am a student at OSU, the obvious subjects to research this relationship with are college students at OSU. The theoretical framework that I used in this research project is the assumption that people are affected by their surroundings. The conceptual framework is that if they are being affected by television programs that show the importance of a healthy, balanced diet, then it will positively benefit the person watching the show. The research instrument I used was a questionnaire.

The Effects of Blueberries on Cardiovascular Disease Risk Factors in Subjects with Metabolic Syndrome After taking part in this project, I now understand how to read and (mostly!) understand research journal articles, how to perform a research study, and how to write a final report about my research. And although through this experience I have decided that performing research is probably not what I want to do with my life, I have learned valuable skills that I can take with me wherever I go. For instance, these skills are going to be very beneficial to me as a dietician because I will need to keep up with the latest research on nutrition related topics.

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P R O G R A M F O R M S a n d G U I D E L I N E S

F i n d i n g a F a c u l t y M e n t o r

All scholars must complete a Faculty Mentor Agreement form and submit it to The Office of Scholar Development (334 Student Union) by 2 Dec. 2011

Identifying a faculty mentor is the most important aspect of this program and also one of the most challenging tasks for students new the university. Deciding who to work with the for the duration of the program is an important decision, so take the time necessary to find someone who feels like a good match. Below you will find some tips that can help.

Narrow your interests down to a few lines of inquiry before you begin looking for a mentor. Your mentor can help you further narrow your focus and set you on a research path if they know what interests you most.

Visit your department or program webpage and investigate faculty research interests and see how they compare to your own.

Explore some of the major university research initiatives at http://www.vpr.okstate.edu/ to find out if you can join an existing project.

Some current research projects are listed at http://www.vpr.okstate.edu/research-communications/top-research-picks.

Investigate recently funded research projects and abstracts at http://urs.okstate.edu/index.php/research.

Talk to the department head, advisor or college coordinator in the discipline in which you want to work.

When in doubt, talk to a trusted advisor. Once you have found a faculty member you would like to work with, drop by during his/her student office hours (you can find out office hours by asking the department’s administrative assistant or from the individual faculty member’s website) or ask to make an appointment. You can find contact information on the faculty mentor website or on the OSU Directory at http://app.it.okstate.edu/directory. It’s best to call than email to set up the initial appointment. You and your mentor should work together to establish a plan and schedule that will work for both of you. There are no set parameters; your participation can be tailored to your specific project and needs. You may do any combination of the following:

o Work on an independent project you design o Work on an aspect of an existing research project/program o Work to refine a project proposal to submit as a Wentz Research Project award and/or a Niblack

Research award for next year.

The FRS Guide for Faculty Mentors is included in this handbook to help explain the program

requirements to your faculty mentor. Please, make a copy available to your mentor.

http://app.it.okstate.edu/directory

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M e s s a g e f o r F a c u l t y M e n t o r s

Thank you for thinking about mentoring a student in The Freshman Research Scholars (FRS) Program. The exceptional student who has requested your assistance was chosen for this program after a rigorous selection process based on proven academic success at the secondary level and a demonstrated drive to expand their university experience beyond coursework.

As you may already know, the FRS program has helped many of OSU’s most talented students achieve

remarkable success over the past 10 years. For example, 10 of the last 11 Goldwater Scholars from OSU have been FRS students. You can feel confident that this student is uniquely qualified to take on the responsibility of university-level research.

The primary goal of FRS is to introduce such promising students to research in a structured, but flexible,

manner than allows for the inefficiencies of inexperience. Many students will thrive in the program while others will gain the personal insight that research is not for them. As a result, I ask you to keep in mind that this is the student’s first attempt at a task of this scale.

During the fall semester FRS students are required to identify a faculty member to serve as their mentor

for the academic year. Students may work under the direction of a graduate student, but a faculty member must agree to the arrangement and serve as the official mentor. Once the student has identified a faculty mentor, the two must complete the attached Faculty Mentor Agreement form (DEADLINE: 2 Dec. 2011). Throughout the year students will be required to attend meetings and seminars to introduce them to various aspects of university research, but their relationship with their faculty mentor is the most important aspect of the program.

After the FRS student finds a mentor willing to work with them, they should meet to discuss a regular

meeting schedule to develop and implement a research plan. FRS students are not required to develop original research projects, but are encouraged to do so. Regular participation in the operation of an existing project is an acceptable level of activity as long as the student is not relegated to simply cleaning lab supplies and data entry.

At the end of the fall semester FRS students are required to submit the attached Progress Report

(DEADLINE: 2 Dec. 2011) that provides a brief summary of their activities to date and their plans for the spring. Near the end of the spring semester FRS students will be invited to share the results of their research at a semi-formal colloquium. Faculty mentors are encouraged to attend this event—specific details forthcoming.

FRS students receive a scholarship for their participation and should not be enrolled in the university

payroll system for their activities. OSU Policy #4-0201 requires some undergraduates engaged in research activities to complete Responsible Conduct in Research (RCR) training. The implementation of this policy is largely left to the discretion of the faculty mentor, so I ask that you avoid requiring it unless you feel it is necessary.

I sincerely thank you for considering mentoring a FRS student this year. Without the generous support of

the OSU faculty, programs like this would not work. With nationally recognized undergraduate research programs like Wentz and Niblack, this early introduction could help these students become experienced researchers before graduation. More information about the program and student requirements can be found in the attachments. Please, do not hesitate to contact me if you have any questions.

Tim O’Neil Freshman Research Scholars Program, Director Office of Scholar Development and Recognition 334 Student Union, Stillwater, OK 74078 405-744-7313, [email protected]

Attached: Program Schedule Faculty Mentor Agreement Progress Report FAQ

Mentor Guid e

1 of 5

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F a c u l t y M e n t o r A g r e e m e n t

This form is to be completed and signed by both the student and the faculty mentor (NO PENCIL). Please, return to The Office of Scholar Development and Recognition (334 SU) by 2 Dec. 2011.

Freshman Research Scholar Name: _______________________________________________________________

OSU Campus-Wide ID# (CWID): __________________________________________________________________

Campus Address: ______________________________________________________________________________

Campus Phone: _______________________________________________________________________________

E-Mail Address: _______________________________________________________________________________

Faculty Mentor Name: __________________________________________________________________________

College: ______________________________________________________________________________________

Department: __________________________________________________________________________________

Campus Address: ______________________________________________________________________________

Campus Phone: _______________________________________________________________________________

E-Mail Address: _______________________________________________________________________________

Graduate Student Mentor Name (If Applicable): ______________________________________________________

PROJECT TITLE : _____________________________________________________________________

________________________________________________________________ ________________________________________________________________

The Freshman Research Scholar and Faculty Mentor named above have met and established a plan and schedule for participation in The Freshman Research Scholars Program for the spring 2012 semester. If there are any questions or problems concerning participation in program activities, feel free to contact The Office of Scholar Development and we will try to assist and address concerns as needed. The FRS Guide for Faculty Mentors explains all of the program requirements and is available upon request.

SIGNED:

____________________________________________________________________ DATE: ___________

FRESHMAN RESEARCH SCHOLAR

____________________________________________________________________ DATE: ___________

FACULTY MENTOR

Mentor Guid e

3 of 5

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P r o g r e s s R e p o r t

This form is to be completed and signed by the student (NO PENCIL). Please, return to The Office of Scholar Development and Recognition (334 SU) by 2 Dec. 2011

FRESHMAN RESEARCH SCHOLAR’S NAME: ___________________________________________________________ FACULTY MENTOR’S NAME: ______________________________________________________________________ Summarize your fall activities to date as related to the program (whether you are in a class or working

individually on research already). This can help us evaluate future needs pertaining to your experience. Briefly describe your plans for the spring semester, especially if you have identified a research project. If you

have not yet identified a project, please indicate an area of interest, and we will try to help.

SIGNED:

_____________________________________________________________________________________ DATE: ___________

FRESHMAN RESEARCH SCHOLAR

_____________________________________________________________________________________ DATE: ___________

FACULTY MENTOR

Mentor Guid e

4 of 5

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C o l l o q u i u m G u i d e l i n e s

If you intend to participate in the colloquium, you must complete and submit the Notification of Participation form to The Office of Scholar Development (334 SU) by _______.

Each spring FRS have the opportunity to present the results of their research at a formal colloquium and reception. Students can choose to submit a Final Report in lieu of presenting, but participation is strongly encouraged. The colloquium is a unique opportunity for scholars to share their work with peers, family, and friends. Also, scholars who choose to participate gain valuable experience presenting research, which progresses their academic careers. Scholars can participate by either creating a poster or delivering an oral presentation: POSTER DISPLAYS can follow a wide variety of formats (4’ x 5’ is standard), examples of which can be found

in the Office of Scholar Development (334 SU) upon request.

Students must bring their own poster supports as they will need to be free-standing from a table-top.

Printers can print from many file types, but most students choose to format their posters in PowerPoint.

Students can have their poster displays printed at any location, but OSU Cartography Services (744-7344 or 744-6250, 319 Murray Hall) has a large format printer that is conveniently located on campus.

Students are responsible for the cost of printing posters and other presentation supplies.

Students should expect to stand with their posters during the colloquium to answer questions and explain details of their project.

ORAL PRESENTATIONS should be designed to last 6-8 minutes, and presenters should expect a few minutes

of follow-up questions. Students may elect to employ PowerPoint. Dress for this event is Business/Business Casual.

Students who worked as a group with other current FRS students may elect to present collaboratively, but each member should contribute an equal share of the presentation.

Students must provide a legible copy (printed on 8.5”x11” paper; color optional) of their presentation materials to the program director (334 SU) by 27 Apr. 2012. All presenters must also submit a Program Evaluation form.

Each year cash prizes are awarded for the best presentations. Additionally, the scholar with the best overall presentation will have their expenses defrayed to attend the following year’s National Conference for Undergraduate Research (www.ncur.org) to present his/her research in a national forum.

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N o t i c e o f P a r t i c i p a t i o n i n C o l l o q u i u m

If you intend to participate in the colloquium, you must complete this form (NO PENCIL) and submit it to The Office of Scholar Development and Recognition (334 SU) by ________.

Freshman Research Scholar Name: ____________________________________________________________ College and/or Department: ________________________________________________________________

Major: _________________________________________________________________________________ Hometown: _____________________________________________________________________________ Faculty Mentor Name: ____________________________________________________________________ Presentation Title: _______________________________________________________________________ ______________________________________________________________________________________ Presentation Type (check one): POSTER ORAL Does your presentation require a computer and projector? (check one): YES NO Number of Guests: ________ (Please, feel free to invite your friends and family, and do not forget to invite your faculty mentor.) If your presentation has any special requirements, please explain below:

Don’t forget to prepare a co py* of your presentation for the program director!

*Presentation copies can take the form of PowerPoint slide handouts or plain text documents as long as the text and images are legible. Copies should be printed on standard 8.5” x 11” paper (color optional). Students who’d

like to share their presentation with future FRS students can also submit electronic versions of their presentation.

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C o l l o q u i u m J u d g i n g F o r m

STUDENT PRESENTER’S NAME: __________________________________________________________________________

TITLE (DESCRIPTIVE, EXPLAINS THE PROJECT)

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT K INTRODUCTION (STATEMENT OF PROBLEM, BACKGROUND)

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT K THEORY AND/OR METHOD (APPROPRIATE APPLICATION, ORIGINAL APPROACH, CLEAR DESIGN)

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT K CONCLUSIONS/RESULTS (REALISTIC, REPEATABLE, POSSIBLE EXTENSIONS)

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT K PRESENTATION (DELIVERY, QUALITY AND CLARITY, POISE)

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT K VISUAL AIDS (ORGANIZATION, HELPFULNESS, CLARITY)

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT K ABILITY TO ANSWER QUESTIONS

1 ------------ 2 ------------ 3 ------------ 4 ------------ 5 ------------ 6 ------------ 7 ------------ 8 ------------ 9 ------------ 10 POOR FAIR EXCELLENT

_____ TOTAL POINTS (OUT OF 70 POSSIBLE POINTS) JUDGE’S NAME: ________________________________________________ COMMENTS:

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O S U P R E S S R E L E A S E

O S U S t u d e n t s I n v i t e d t o P r e s e n t R e s e a r c h a t N C U R

Six Oklahoma State University students in the Oklahoma Louis Stokes Alliance for Minority Participation program and one student from nutritional sciences, have been invited to present their research at the National Conference on Undergraduate Research at the University of Montana in Missoula on April 15-17. The conference is dedicated to promoting undergraduate research, scholarship and creative activity in all fields of study. “This annual gathering welcomes up to 2,600 scholars and their faculty mentors from throughout the United States,” said Kay Porter, OSU program manager. “NCUR creates a unique environment for the celebration and promotion of undergraduate student achievement.” OSU OK-LSAMP students who will attend are Andrew Mock, Edmond architectural engineering senior; Ryan Jordan, Bartlesville geology senior; Lydia Meador, Broken Arrow botany/biochemistry/molecular biology senior; Dalton Kelley, Carnegie mechanical engineering senior; Lauren White, Idabel environmental science junior; Alesia Hallmark, Chandler zoology and botany senior. Also invited to present from OSU is student Morgan Kinsey, Stillwater nutritional sciences sophomore.

The OK-LSAMP program works with minority students in the STEM disciplines, science, technology, engineering and math, providing opportunities to interact with faculty and scientists, participate in research activities, present at national conferences and prepare for transition into graduate programs or the workforce.

The program is directed Dr. Gordon Emslie, Regents Professor of Physics, dean of the Graduate College, and associate vice president for research, and is a part of the Division of Institutional Diversity under the guidance of Interim Associate Vice President Jason Kirksey. OSU’s OK-LSAMP scholars also recently attended the Women in Science Conference in Oklahoma City where they worked with young women in junior high and school who wanted to learn more about pursuing careers in the sciences. OSU’s EPSCoR office was a sponsor of the conference. Eleven institutions in Oklahoma are part of the OK-LSAMP, and OSU is the lead institution for this $2.5 million National Science Foundation Grant that was awarded in 2009. This award begins the 16

th year Oklahoma has been

a part of the LSAMP program.

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F i n a l R e p o r t G u i d e l i n e s

All FRS, who did not present at the FRS Colloquium, must complete a Final Report and submit it to The Office of Scholar Development (334 Student Union) by 27 Apr. 2012.

Depending on your experience, you should do one of the following:

If you completed an independent research project:

o Your report should be similar to your research proposal with an introduction (purpose/research question, problem area and importance), methods, results and conclusions/discussion.

If you worked on an ongoing research project:

o Your report should include an introduction (purpose/research question and the problem area and importance), a methods section describing the work you participated in and any preliminary results.

If you did not find a mentor and/or did not work on a research project:

o You should write a short summary of what you learned from the experience that you did have, noting when and where difficulties arose and how the decisions you made affected your progress in the program.

Formatting:

All reports should be typed in a 12 pt. font (single-spaced) and follow the citation guidelines of the scholar’s field (MLA, Chicago, APA, etc.).

All reports should be at least 2 singled-spaced pages of text—excluding images, graphs or other visual materials—written in a formal academic prose style free of errors.

Notes:

If you completed a Wentz or Niblack Research Award application your report should include a copy of your research proposal.

If you worked with other current FRS students as part of a group, you may elect to submit a collaborative report. But the length of the report should increase relative to the number of students in a group—e.g. a group of 2 students should submit 4 single-spaced pages, a group of 3 should submit 6 pages and so forth.

Don’t forget to submit a Program Evaluation form by the same deadline!

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P r o g r a m E v a l u a t i o n F o r m ( P a g e 1 o f 2 )

Please, complete the following form to the best of your ability and return to The Office of Scholar Development and Recognition (334 SU) by 27 Apr. 2012.

NAME:

COLLEGE:

MAJOR:

FACULTY MENTOR:

How did you learn about the program?

What convinced you to participate?

Did the program factor into your selection of OSU? YES / NO

Do you anticipate further research at OSU? YES / MAYBE / NO

Do you plan on applying for a major national scholarship? YES / MAYBE / NO

Do you plan on attending graduate school? YES / MAYBE / NO

Did FRS contribute to your understanding of research? YES / NO

Did you participate in the Freshman Research Scholars Program Colloquium? YES / NO If YES:

What type of presentation did you deliver? ORAL / POSTER

What was the title of your presentation? __________________________________________________________

Did you apply for a Wentz/Niblack Research Award? YES / NO If YES:

What is the title of your project? ________________________________________________________________

Who is your project faculty mentor? _____________________________________________________________

PLEASE RATE THE FOLLOWING: (Not Satisfied) (Fully Satisfied)

Overall Experience:

Helpfulness of College Coordinator:

Helpfulness of Program Director:

Helpfulness of Faculty Mentor:

Clarity of Requirements:

1 – – – – – – 2 – – – – – – 3 – – – – – – 4 – – – – – – 5

1 – – – – – – 2 – – – – – – 3 – – – – – – 4 – – – – – – 5

1 – – – – – – 2 – – – – – – 3 – – – – – – 4 – – – – – – 5

1 – – – – – – 2 – – – – – – 3 – – – – – – 4 – – – – – – 5

1 – – – – – – 2 – – – – – – 3 – – – – – – 4 – – – – – – 5

COMMENTS: ___________________________________________________________________________

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P r o g r a m E v a l u a t i o n F o r m ( P a g e 2 o f 2 )

Briefly explain how you chose the topic and focus of your research project. If you did not identify a project, explain what obstacles prevented you from doing so.

Breifly describe the interactions with your faculty mentor (and, if applicable, graduate assistant).

Did your project go according to plan? YES / NO If NO: Why?

What was the most valuable lesson you learned from participation in this program?

Attach additional pages as necessary.

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RESEARCH RESOURCES

R e s p o n s i b l e C o n d u c t i n R e s e a r c h ( R C R )

OSU Policy 4-0201 requires some undergraduates engaged in research to complete Responisble Conduct in Research (RCR) training. Some of you may be asked by your faculty mentor to complete the online training program. Your faculty mentor is authorized to determine if you need to complete RCR training based on the nature of your research activities.

OSU makes use of the Collaborative Institutional Training Initiative (CITI) as a component of training in the area of Responsible Conduct of Research (RCR). This online training program consists of a series of tutorial modules focusing on different aspects of RCR and is intended for anyone engaged in research. The training is appropriate for faculty, staff and students conducting research in the natural sciences, physical sciences, social and behavioral sciences, humanities, and fine arts.

Modules include instructional material, case studies, and additional suggested readings. At the end of each module is a short quiz. The results of each quiz are recorded and provided to you and to the Office of University Research Compliance. You must have a cumulative score of 80% to pass/complete the course. For additional information refer to http://compliance.vpr.okstate.edu/Ethical/CITI_RCR.aspx

Directions for signing up for the CITI RCR tutorial:

Open your internet browser and go to the CITI Program (https://www.citiprogram.org/). This is the CITI welcome and login/registration page. You must register to obtain a user name and password.

If you have not previously registered with CITI, click on New Users Register Here. This will take you to a Course Registration page. If you previously registered with CITI as being affiliated with Oklahoma State University, simply enter your existing username and password in the appropriate fields, which will take you to the “Main Menu” where you can add a course or update your learner group (This option is located just below the course completion report section). If you previously registered with CITI, proceed to Step 13. Otherwise, proceed to Step 3.

Under 1: Select your Institution or Organization by clicking on the participating institutions drop down box. Find Oklahoma State University and select it. Do not enter anything else in the other drop down box fields in Item 1.

Under 2: Select your Username and Password – enter a unique username and password according to the parameters described in the instructions. Try to remember or keep this username and password on hand so you can access CITI at any time.

Under 3: Enter your first and last name in the fields provided.

Under 4: Enter your e-mail address. You have the option of including a secondary e-mail address.

Click the Submit button. This will take you to a second registration page.

Select your language preference and enter your institutional email address. Select gender, the highest degree obtained, and complete all other required information (indicated by an *).

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You will be directed to a new page that allows you to select your curriculum from various training courses, which include Human Subjects Research (Items 1 and 2), Laboratory Animal Welfare (Item 3), and Responsible Conduct of Research (Item 4).

Select all discipline areas that apply.

If you only need to complete the Responsible Conduct of Research (RCR) curriculum, simply scroll down the page and select one of the RCR modules listed under Question 4. You do not need to respond to Item 1, 2 or 3 if you do not need to complete the Human Subjects Research (IRB) curriculum or the Laboratory Animal Welfare (IACUC) curriculum. Once you have made your selection(s), simply scroll down to the bottom of the page and click on “Submit.”

On the next screen, you can affiliate with another institution, such as a VA Medical Center. This is not applicable to most of us. As such, we recommend that you click “No.”

On the “Main Menu,” which will come up automatically every time you log into the CITI program, you can verify that your e-mail address is accurate. Make changes as needed. In the center of the Main Menu page, you will see a list of the courses in which you enrolled.

If you previously completed any CITI courses, you will see a list of your completion report(s). To register for a course you have not yet taken, you must click on the link “Add a course or update your learner groups” (This option is located just below the course completion report section.). You will be directed to a new page that allows you to select a new curriculum. Once you have made your selection, click on “Continue.” You will be directed to a page that allows you to see all the groups and courses in which you are enrolled. Simply scroll to the bottom of the page and click on “Go Back to Learner's Main Menu.”

You may now enter the course course you wish to complete by clicking on “Enter,” which is located in the Status column. The Real Video plugin is required for viewing some of the Case Study videos. It is not mandatory for completion of the course only for enhancement of the experience. You do not have to complete the set of training modules in one sitting. The Incomplete indicator on the Learner’s Menu will be changed to Complete and the quiz grade will be shown once you successfully complete the course.

Once you complete the course(s), you can print a completion report. In addition, you should be able to save your CITI completion report as a MS Word document or a PDF file. CITI will automatically notify the Office of University Research Compliance of completion results (pass/fail). Print your completion report and keep a copy for your records.

23

OSU HUMAN SUBJECT RESEARCH

PROTECTION (IRB) STEP-BY-STEP

It is the policy of Oklahoma State University that all research involving human subjects conducted by faculty, students, or staff of OSU shall be submitted to the OSU Institutional Re-view Board (IRB) for review before the research is initiated. STEP 1: REVIEW HUMAN SUBJECT RESEARCH WEBSITE AND/OR HANDBOOK FOR PROTECTION OF HUMAN SUBJECTS IN RESEARCH STEP 2: DETERMINE IF PROJECT IS RESEARCH WITH HUMAN SUBJECTS (NEED FOR IRB REVIEW) STEP 3: COMPLETE REQUIRED TRAINING STEP 4: IRB APPLICATION PREPARATION AND REVIEW STEP 5: PROTOCOL MODIFICATION/ADVERSE EVENT REPORTING STEP 6: PROTOCOL CONTINUATION/CLOSURE

24

STEP 1: REVIEW HUMAN SUBJECT RESEARCH WEBSITE AND/OR HANDBOOK FOR PROTECTION OF HUMAN SUBJECTS IN RESEARCH The OSU Institutional Review Board (IRB) website, http://compliance.vpr.okstate.edu/IRB/irb-index.aspx, and the OSU Handbook for Protection of Human Subjects in Research are a valuable resource for informa-tion on the protection of human subjects in research and the IRB application and review process at OSU. Here you will find information to help you determine the need for IRB review, how to apply to the IRB for re-view, forms and training requirements. Contact information for the IRB Chair, members and staff is also pro-vided.

STEP 2: DETERMINE IF PROJECT IS RESEARCH WITH HUMAN SUBJECTS (NEED FOR IRB REVIEW) To determine if your project requires IRB review you will need to assess if it meets the definition of research and if human subjects are truly involved. The regulatory definitions of research and human subject can be found on the IRB website at http://compliance.vpr.okstate.edu/IRB/definitions.aspx#Research. A quick guide for determining the need for IRB review is available on the IRB website at http://compliance.vpr.okstate.edu/IRB/need_for_IRB.aspx. For some categories of research it is difficult to determine whether they qualify as human subject research. To assist with this determination and to provide documentation of the decision, the IRB has developed a form, Request for Determination of Non-Research, Non-Human Subject found on the IRB website at http://compliance.vpr.okstate.edu/IRB/forms.aspx. This form should be completed by any OSU researcher that is unsure of the need for IRB review of their project. The form will be reviewed by the IRB Manager or IRB Chair, signed and returned to the researcher as documentation of the decision. Copies of the form will be retained in the IRB office.

STEP 3: COMPLETE REQUIRED TRAINING Oklahoma State University requires that all principal investigators conducting research involving human sub-jects (faculty, staff or student) complete a training program in basic human subjects protection, regardless of whether the research is funded or not or the source of funding. The basic training is provided through an online web-based course provided through the Collaborative IRB Training Initiative (CITI) hosted by the Uni-versity of Miami. Information on the required training program and links to the online training web site can be found on the IRB website at http://compliance.vpr.okstate.edu/IRB/training.aspx. Who Must Train?

• OSU Principal Investigators and Advisors Any OSU faculty member, staff member or student who is listed as a principal investigator in a re-search project that involves human subjects, or who is acting as advisor to a student conducting such research, must complete the required CITI training modules prior to submission of a protocol. PIs are responsible for ensuring adequate training of their personnel.

• OSU IRB Members/Alternates and IRB Staff

IRB members, alternate members and IRB staff are required to complete the required CITI training modules within three months of their appointment to the IRB.

• OSU Institutional Officials

The Vice President for Research, University Research Compliance Director, Associate Deans for Re-search and Department Heads are required to complete the CITI training modules required for OSU administrators.

25

STEP 4: IRB APPLICATION PREPARATION AND REVIEW The OSU Office of University Research Compliance coordinates the IRB application and review processes. The IRB website http://compliance.vpr.okstate.edu/IRB/irb-index.aspx will link you to information, forms, and meeting dates that will assist you in the application process. The OSU IRB application form is available electronically; it can be accessed and downloaded from the IRB web page http://compliance.vpr.okstate.edu/IRB/forms.aspx. The University Research Compliance IRB staff is available at any time to assist with completion of the application form and to answer any questions about the required supporting documents. IRB applications will be reviewed by the IRB at one of four levels:

• Exempt • Expedited • Expedited Special Population • Full Board

The PI designates the level of review when the application is submitted. The level of review depends on an evaluation of the potential risk and benefits to the human subjects, whether the subjects include members of special population (see the IRB website) and the federal guidelines that define the review process. Informa-tion to help in determining the appropriate level of review can be found on the IRB website at http://compliance.vpr.okstate.edu/IRB/application-det.aspx. Before you submit your IRB application, be sure:

• To read the Guide to Completion of the IRB Application Form, found on the IRB website at http://compliance.vpr.okstate.edu/IRB/forms.aspx.

• You are using the most recent version of application • Everyone who signs the application has completed the required human subjects protection training • All signatures have been obtained (PIs, Advisor, Department Head, Associate Dean for Research) • Short version vitas for all PIs and Advisor are attached • To include permission from study location if it is different institution located off campus • If your application requires full board review, be sure you turn it in before the meeting deadline • To include informed consent/assent forms • To include recruiting materials including scripts, letters, or flyers to be provided prior to subjects’ agreement to participate • To include copies of all instruments such as questionnaires, surveys, tests, screening forms • To include copy of grant proposal if project is funded

One original copy of the complete, signed application including all required attachments must be submitted to the IRB office located in University Research Compliance office in 219 Cordell North. The schedule for sub-mission of your application is dependent on the level of review.

PIs should be sure to allow ample time for review, keeping in mind that IRB committee members have other full-time positions. Most exempt status and expedited reviews can be accomplished in seven to ten days. Expedited special population and full board reviews will take longer.

Type of Review Submission

Exempt Status Any time

Expedited Any time

Expedited Special Population Any time

Full Board 14 days prior to meeting date (posted on web site)

Type of Review Submission

Exempt Status Any time

Expedited Any time

Expedited Special Population Any time

Full Board 14 days prior to meeting date (posted on web site)

26

STEP 5: PROTOCOL MODIFICATION/ADVERSE EVENT REPORTING Your research activities must be carried out within the parameters of the approved protocol. Any change to the protocol, whether in design, sampling, recruitment of subjects, consent procedures, etc. requires an offi-cial modification request and approval. Modification of a protocol does not change the original approval expi-ration date. A request for a modification of an approved protocol must be made in writing by completing the Modification form available for download from the IRB website http://compliance.vpr.okstate.edu/IRB/forms.aspx. One copy of the Modification form and any revised materials are to be submitted to the IRB office in the Office of University Research Compliance, 219 Cordell North. Adverse events are those which cause unanticipated harm to subjects or others. Unanticipated problems in-volve risks that are not explained in the consent process. To insure compliance with the federal regulations, the OSU IRB requires investigators to report any such occurrence to the IRB Chair within 24 hours of the event. A form for reporting an event or problem is available on the IRB web page http://compliance.vpr.okstate.edu/IRB/forms.aspx. STEP 6: PROTOCOL CONTINUATION/CLOSURE Ensuring responsible conduct of research is an on-going process. Federal regulations require the continuing review of human subjects research by the IRB at intervals appropriate to the degree of risk, but not less than once per year. The goals of this process are to re-evaluate the acceptability of the risk/benefit ratio and the safeguards for subjects, and to confirm that the approved protocol has been followed. Any research activity initially reviewed and approved by the OSU IRB is subject to continuing review. PIs will be notified by the IRB office that a protocol renewal date is approaching 60 days prior to the first of the month of the protocol expiration date. A second notice will be sent 30 days prior to the first of the month of the protocol expiration date. If the PI does not request closure or submit a Continuation/Renewal form prior to the expiration date of the protocol, the PI will be notified that IRB approval of the protocol has expired and that the protocol has been closed. If protocol approval lapses and/or the protocol closed, no human subject data collection may continue without submission and approval of a new application form. The required Continuation/Renewal form can be accessed at the IRB website at http://compliance.vpr.okstate.edu/IRB/forms.aspx. The Continuation/Renewal form should be accompa-nied by the current informed consent document, recruitment script, and any new materials or instruments to be added to the protocol. Forms are to be submitted to the IRB office, 219 Cordell North, a minimum of two weeks prior to the expiration date of the protocol.

CONTACTS The mission of the IRB staff is to provide for the protection of human subjects participating in OSU research projects while assisting you in attaining your research objectives. We are available to answer any questions or address any concerns you may have. Please feel free to give us a call or drop by our office anytime. The IRB office is located in 219 Cordell North and can be reached at 405-744-1676.

Dr. Shelia Kennison Beth McTernan Diana Jacobs IRB Chair IRB Manager IRB Coordinator

[email protected] [email protected] [email protected]

27

IRB Review of Case Studies Case studies generally involve the collection and presentation of detailed information about a particular participant or small group to highlight an interesting condition, treatment, presentation or outcome. When considering a case study, one of your first questions should be: does this study need IRB review? The approach to this question is the same as that for any study involving human subjects. The researcher must first answer the question: Does my study meet the definition of research? What constitutes “research”? Research is defined as a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge. (45CFR46.102(d)) A single retrospective case study that reports the observation of a single subject receiving the normal standard of care (no new or novel procedures) is generally not considered research. There is no intent to test a hypothesis via systematic analysis, or add to a body of knowledge. However, when a series (more than one) of subject observations is compiled in such a manner that would allow possible extrapolation of the results to a larger population, this would likely represent research. What to do? At OSU, the decision if a proposed case study meets the definition of research should be made in concert with the IRB, either through discussions or via submission of the Determination of Non-Human Subject or Non Research form (http://compliance.vpr.okstate.edu/hsp/NonHumanNonResearch%20form.doc). Whether IRB review is required or not, care must be taken to protect the confidentiality of the subject’s private information, including compliance with any requirements of the Health Insurance Portability and Accountability Act (HIPAA). For more assistance please call or come by the IRB Office located in the Office of University Research Compliance, 219 Cordell North, 405.744.1676 or [email protected].

Oklahoma State University Institutional Review Board, 219 Cordell North, Stillwater, OK 74078 405.744.1676, [email protected]

http://compliance.vpr.okstate.edu/hsp/NonHumanNonResearch form.doc

mailto:[email protected]

28


RESEARCH RESOURCES

G u i d e t o U n d e r g r a d u a t e R e s e a r c h : T i m e M a n a g e m e n t

Unlike traditional college courses, undergraduate research is a relatively unstructured experience. You will find that you have a great deal of freedom and flexibility in terms of what you do and when you choose to do it. This can be both a good or a bad thing depending on how effectively you are able to manage your time. Here we offer some tips on time management that will help you get the most out of your undergraduate research experience. Suggestions on How to Get Off to a Good Start on Your Research Project

Make sure that you know what the goals, objectives, and deadlines, if any, are for your research project and establish a project timeline. Good time management begins with an appropriate appreciation for the "big picture." If you don't know where you are going then you will never get there. At the same time it is important to establish a deadline for accomplishing the goal even if the deadline is artificial. Most people work more effectively when they must meet a deadline. It is also important to take time at the outset to plan how you are going to achieve the goal. The individual, bite-size tasks you will need to accomplish in order to achieve your goal are what we refer to as the objectives. Next you will need to figure out how much time you will need in order to accomplish each objective. It is also a wise idea to think about whether or not each objective must be accomplished sequentially or whether any of the objectives can be tackled independent of the rest. This will give you flexibility. With the project outlined as suggested above, you will find it much easier to accomplish your project on time.

Take time at the start to research your project to orient yourself with respect to your project and the work environment. What project will you be working on? What information is already known about the problem, materials with which you will work, etc. Be sure to do the necessary background work on your facilities. If you work in a lab, good questions include: How do things get done in your lab? For example, how does one order chemicals, reagents, and/or supplies? How do new group members get trained on any specialized equipment/instrumentation? How is the lab organized, i.e., where are the chemicals, instruments, etc. located in the laboratory?

Use an organizer or day planner. If you don't already use a day planner or agenda, consider purchasing a simple one and beginning to learn to use it to track appointments, telephone conversations, e-mail and any written correspondence, etc. related to your research project day planners can be extremely powerful tools when used reflectively. They can help you see how you spend your time which can in turn can help you learn how to better prioritize your time which will give you more time to do the things you really want to do.

Adopt a regular work schedule. Establish a regular work schedule for yourself that you will be able to sustain and you strive to keep to that schedule. To do this it is best to begin by identifying all of the regular activities including time spent commuting, lecture and lab sections, part-time jobs, clubs, sports, etc. Then, block out, i.e., set aside time for your research each week. It won't work unless you keep to it.

Prioritize. If you aren't used to long term or short term planning, you might want to begin by keeping "to do" lists for each day. Prioritize the tasks listed for the day and then work through them in the order of their priority. At the end of the day, evaluate your progress and prepare a new list for the next day.

Know yourself. Know your limitations –time and abilities. Don't take on more than you think you can accomplish.

29


Communicate regularly with your mentor. If you find yourself unable to move forward on any task related to your project, meet with your mentor as soon as possible to discuss possible options and/or solutions. Don't get in the mistaken mindset of thinking that you can only meet with your mentor when you have obtained positive results on your project. You will make stronger and more consistent progress on your project if you discuss difficulties as well as accomplishments with your mentor. Remember their role isn't to judge you but to teach you.

Learn how to stay focused and on task. Until you are confident in your ability, put all your effort into doing one thing at a time. Learn how to say "no" when necessary to requests from your mentor, friends, family, etc. that will divert needed energies from the task at hand.

Experiments usually take time to do well—usually more time than you think. This is often the case when you are mastering a new experimental protocol, learning to use a different instrument, etc. Be sure to schedule blocks of time in order to make progress on your project.

Understand what you are doing before you try to do anything in the lab. If you don't understand, ask. If you still don't understand, ask again or ask someone else. It may not seem like this is a time-saving tool but this really is a time saver. If you understand what you are doing when you set about to do it, you are more likely to do it right the first time.

FAQ

Question: I have an examination and need to spend my time preparing for the exam. I really want to just forget about my research this week. What should I do?

Answer: Make an appointment to speak with your mentor. I can't guarantee their response but every research mentor wants to see his/her undergraduate researchers succeed both in the classroom and out. It is important to touch base with your mentor as he/she may have deadlines to meet. It is also simply the mature, responsible thing to do. I can't guarantee that your mentor won't be disappointed. However, if you don't tell him/her about the exam and if you simply don't show up to lab, then I can guarantee that he/she won't be very happy.

From WebGuru’s Nuts and Bolts of Undergraduate Research: http://www.webguru.neu.edu/nuts_and_bolts/time_management/

30


RESEARCH RESOURCES

G u i d e t o U n d e r g r a d u a t e R e s e a r c h : W o r k i n g I n d e p e n d e n t l y

One of the abilities that most faculty mentors desire to cultivate in their undergraduate charges is independence. In this section, we'll discuss some strategies that will help you learn how to become a self-motivated, self-regulating independent researcher. You will find that the principles you learn here are foundational to lifelong learning, professional growth, development, and long term career satisfaction. They will stand you in good stead in your life no matter your specific choice of career or career path. A good place to begin is by carefully thinking about your own learning style:

Do you like to work independently or do you need a more structured environment?

Are you self-motivated or do you need regular feedback in order to make progress?

Do you work best at your own pace or when prodded by others?

What does it mean to be independent?

It means:

Becoming self-aware, self-monitoring and self-correcting;

Knowing what you need to do;

Taking the initiative rather than waiting to be told what to do;

Doing what is asked to the best of your ability, without the need for external prodding, and working until the job is completed;

Learning to work at a pace that you can sustain;

Taking ownership of your mistakes without looking for excuses; and

Refusing to let self-doubt or negative emotions due to negative past experiences take you off course.

Key to being independent is your:

Self-awareness,

Self-motivation, and

Self-regulation.

Self-Awareness

Self-awareness refers to your knowledge and understanding of yourself—your emotions, beliefs, assumptions, biases, knowledge base, abilities, motivations, interests, etc. As you carry out your undergraduate research project, make a conscious effort to learn about yourself—your abilities, beliefs, likes and dislikes.

Some useful questions to think about in this regard are the following:

What kind of research do you enjoy doing? Fundamental or applied?

Do you enjoy working in the lab or in an office?

Do you enjoy explaining your work? How? Orally? In Writing? Both?

Do you like working with others as a member of a team or do you prefer to work by yourself?

Are you a good listener?

Can you handle personal conflict?

31


Do you prefer delving into a problem deeply?

Do you see the "big picture"?

Do you prefer to work on short term projects (6 months or less) or long term projects?

Do you enjoy using instrumentation? What kinds?

Do you enjoy using computers and/or software?

Do you enjoy travel? Can you speak one or more foreign languages conversationally? Can you read in another language?

Are you self-motivated? Do you require external prompts in order to meet deadlines?

Your answers to these questions will help you identify your skill set, interests, career path, and motivators. Personality assessment can also be very useful in helping you gain insight into yourself, your strengths, weaknesses, motivators and provide you with insights into how to grow personally and professionally. Examples of frequently used personality assessment tools include the Myers-Briggs Personality Type Indicator (MBPI), the Caliper Profile, and the Kiersey Temperament Sorter. It is useful to be aware of these tools as private industry often uses these in making hiring, performance appraisal, and team building. A number of these personality assessment tools are available on the world-wide web. The MBPI is used widely. If you ask around, it is highly likely that you will be able to find an office at your academic institution where you can complete the MBPI and obtain your personality profile at no cost.

Self-Motivation

Self-motivation refers to your ability to identify effective methods of getting yourself to move from thought to action. Everyone is different. Some individuals are highly self-motivated while others require the imposition of external deadlines or some type of reward or penalty in order to move from thought to action. Identifying your specific needs in this area is the first step. A common barrier to action is often the perception that a task is too large or too complex to accomplish. If that is an issue for you, then a useful practice is to break down the job into several smaller, more "doable" tasks each of which you can envision accomplishing in a set time period.

Self-Regulation

Self-regulation focuses on your ability to affect personal and professional growth based on your self-awareness and motivation.

Useful questions you should ask yourself in an effort to self-regulate are the following:

Who will provide direct supervision or oversight on my project? With what frequency (daily, weekly, etc.)?

What are the deadlines, if any, relevant to my research project?

What are the formal requirements, if any, for my research? These might include progress reports, oral presentations, a final written report or thesis?

What are the outcomes that I desire from my participation in this project? What, if anything, do I need to do in order to achieve these outcomes?

Day planners can be extremely tools facilitating self-regulation. There are a number of commercial companies such as Day Timer and Franklin Covey that sell day planner products and services (books, magazines, and seminars) in support of their planner products. Today a growing number of colleges and universities are providing their students with planners and offer free seminars on how to use them effectively (time management).

From WebGuru’s Nuts and Bolts of Undergraduate Research: http://www.webguru.neu.edu/nuts_and_bolts/independently/

32


RESEARCH RESOURCES

B i b l i o g r a p h y o f R e s o u r c e s

GENERAL REFERENCE

Independent Scholar's Handbook: How to Turn Your Interest in Any Subject into Expertise by Ronald Gross Research Guide for Undergraduate Students by Nancy Baker and Nancy Huling The Craft of Research by Wayne C. Booth The Good Research Guide by Martyn Denscombe Doing Research in the Real World by Dr David E. Gray How to Research by Lorraine Blaxter, et al. Practical Research: Planning and Design by Paul D. Leedy Research Strategies for a Digital Age by Bonnie L. Tensen

WRITING RESOURCES

The Elements of Style by William Strunk Jr. and E. B. White On Writing Well: The Classic Guide to Writing Nonfiction by William Zinsser Writing Under Pressure: The Quick Writing Process by Sanford Kaye Writing Up Qualitative Research by Harry F. Wolcott

RESEARCH METHODOLOGY

The Research Methods Knowledge Base by William Trochim and James P. Donnelly Research Design: Qualitative, Quantitative, and Mixed Methods Approaches by John W. Creswell Qualitative Inquiry and Research Design: Choosing among Five Approaches by John W. Creswell

33


Designing and Conducting Mixed Methods Research by John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research by John W. Creswell Qualitative Research & Evaluation Methods by Michael Quinn Patton Case Study Research: Design and Methods (Applied Social Research Methods) by Robert K. Yin Business Research Methods (with Web Surveyor Certificate and InfoTrac ) by William G. Zikmund The Practice of Social Research by Earl R. Babbie Qualitative Data Analysis: An Expanded Sourcebook by Matthew B. Miles Survey Research Methods by Floyd J. Fowler Improving Survey Questions: Design and Evaluation by Floyd J. Fowler The SAGE Handbook of Qualitative Research by Norman K. Denzin Interviewing As Qualitative Research: A Guide for Researchers in Education And the Social Sciences by Irving Seidman Educational Research: Quantitative, Qualitative, and Mixed Approaches by Robert Burke Johnson Evaluating Information: A Guide for Users of Social Science Research by Jeffrey Katzer, Kenneth Cook and Wayne Crouch

Research Design and Methods: A Process Approach by Kenneth Bordens and Bruce Barrington Abbott Focus Groups: A Practical Guide for Applied Research by Richard A. Krueger and Mary Anne Casey How to Manage, Analyze, and Interpret Survey Data by Arlene G. Fink Adventures in Social Research with SPSS by Earl Robert Babbie, Frederick S. Halley and Jeanne S. Zaino Real World Research: A Resource for Social Scientists and Practitioner-Researchers by Colin Robson Doing Your Research Project: A guide for first-time researchers in social science, education and health by Judith Bell

34

A guide to using the OSU Libraries

20 Questions for Undergraduates

Contact for information:Reference Desk

405-744-9775 or877-744-9161 toll free

1. Do you have textbooks or other class materials?

The Library places many textbooks “on reserve.” Your professors may put on reserve copies of items in print (text-books or sample tests) or elec-tronic format (scanned book chapters, electronic answers or homework answers). This material has a shorter loan period and often can not leave the building. Reserve material and textbooks are available in Room 105. Some reserve ma-terial can also be found on the web. Check the OSU Library Catalog.

2. Do you have computers?

Internet stations are on the 1st and 5th floors. You can use these computers to connect to the Internet, use Microsoft Of-fice or access library electronic resources. OSU students can also check out wireless laptops at the Laptop Desk on the 1st floor. Laptops (including your own!) can access the web any-where in the building. At least one printer is on each floor.

3. Who do I ask for help?

The staff who work the Information Desk on the 1st floor answer questions and give hands-on instruction 88 hours a week. We of-fer help in person, by phone 405-744-9775, via email [email protected] or via chat, IM and text message. IM & chat reference is avail-

able Sun 1-7 pm, Mon.-Thu. 1-9 pm & Fri.-Sat 1-5 pm. Add our screen name to your contact list in AOL or Yahoo!: OkstateLibrary; ICQ: 195159930; MSN: OkstateLibrary@ hotmail.com. To text a ques-tion, send your message to 246246 with “osuhelp:” at the beginning of the message.

4. When are you open?During the regular semes-

ters, the Main Library is open Mon-Thu 7:30 am-2 am, Fri 7:30 am-midnight, Sat 10 am-midnight and Sun 10 am-2 am. Hours vary during holidays and intersessions. For the most up to date hours, call (405) 744-5029 or visit www.library.okstate.edu/.

5. Do I have to come to the building?

Not always. You can use the Library’s website to access the OSU Library Catalog, where you can check the status of material and renew items you have checked out; the A to Z listing of electronic indexes and databases; and the online course reserves. If you need an article or book chapter we only own in paper, try our Document Delivery Service. We’ll digitize the ar-ticle and send you a link. Our Digital Library Services depart-ment ([email protected]) is available to answer questions you have about the Library’s electronic resources.

6. How & where do I check out books?

Your OSU ID (from the Stillwater or Tulsa campus) is your library card. You check out books at the 1st floor Cir-culation Desk.

7. How long can I check out books?

Undergrads can check out books for 30 days. There are special materials (videos, DVDs, maps, reserves, branch materials) that have shorter loans. Staff will tell you when items are due. The loan period will be shortened for recalled items (see question 12).

8. How many books can I check out?

Undergrads can have 50 books checked out at a time.

9. How can I get an item the Library doesn't own?

If the Library does not own a book or journal, we may still be able to get it at no cost to you. We take part in a pro-gram called Interlibrary Loan. ILS borrows materials from other libraries, so you can use them here. Stop by the 1st floor Information Desk for details.

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Important Library Numbers:Hours Hotline

405-744-5029

Circulation Desk

405-744-6812

Library Website

www.library.okstate.edu

Library Catalog

http://osucatalog.library.

okstate.edu

Help accessing online

journals & databases

405-744-9161

877-744-9161 toll free

IM Reference

AOL or Yahoo!:

OkstateLibrary;

ICQ: 195159930;

MSN: OkstateLibrary@

hotmail.com

Text Message Reference

Send a text to 246246;

begin message with

osuhelp:

35


10. How big is the Library?

The Edmon Low Library has six floors and holds more than 2.5 million volumes!

11. Where is the Library?

The Edmon Low Library is centrally located. It is north of the Student Union and is the only other building on campus with a bell tower. The Stillwater campus also has three branch libraries: the Architecture Li-brary, in the ATRC; the Mary L. Williams Curriculum Materials Library, in Willard Hall; and the William E. Brock Memorial Library, in McElroy Hall.

12. What if the book I need is checked out?

If you need a book that is checked out, you can place a recall on the item at https://www.library.okstate.edu/forms/recallbk.htm. A recall changes the due date to 2 weeks from the request. When the book is returned, you will be notified. The book will be held for 10 days.

If a book you have is re-called, you will receive notice of the new due date. The fine for a past due recalled item is $5/day.

13. How do I learn more about the Library?

Library offers free tours and training. These tours and classes are 30 minutes each. Students can also enroll in LBSC 1011, a one-hour credit course on using Library resources.

You can also find instruc-tional guides to using the Library online on the Library website at http://www.li-brary.okstate.edu/services.htm#contact.

14. Can I talk in the Library?

The Library is sectioned into Group Study areas, where conversation is allowed; Quiet Study areas, for smaller groups with moderate conver-sation; and Silent Study areas, with no talking. We also have meeting rooms on the 1st and 2nd floors. You can reserve these at the Circulation Desk on the 1st floor.

We ask that you turn elec-tronic devices to silent mode and only use them in the lob-bies or Information desk area.

15. Can I get a job here?

Yes! The Library is the sec-ond largest student employer on campus. Part-time jobs are listed at www.library.okstate.edu/personnel/. Our part-time application process is paper-less; apply online.

16. Can I bring food or drinks into the Library?

Yes, you may bring drinks with a secure lid and small snack items. The Edmon Low Library has its own cafe where you can buy drinks and snacks. They even accept campus meal plans.

17. How are books in the OSU Library arranged?

The OSU Library uses the Dewey Decimal System. Each book is assigned a number between 000 and 999.

You can read more about Dewey Decimal classification at www.library.okstate.edu/ info/dewey.htm.

18. How much are fines?

Standard overdue fines are $.25/day/book. Reserve, recalled and special permis-sion materials have higher fines ranging from $5/day to $1/hour! Fines not paid at the time material is returned are billed to your Bursar. You may renew most items online.

Register your email at the Circulation Desk and we will send you reminders before your books are due!

19. Does the Library have more than books?

The Library has materials in a variety of media. We have videocassettes, audiotapes, DVDs, maps, microfiche, journals and magazines. Our Special Collections and University Archives (SCUA), located 2nd floor east, has collections ranging from OSU athletic paraphernalia to Afri-can artifacts. Please note that hours may vary for offices like SCUA.

20. Are there any special programs at the Library?

The Library holds a variety of events throughout the year. We host exhibits, lectures, readings, book clubs, discus-sions, concerts and dinners. Most of the Library events are free and open to the public. For information on exhibits and upcoming events in the Library. call 405-744-7331 or visit www.library.okstate.edu/news/calendar.htm.

Important Library Numbers:Hours Hotline

405-744-5029

Circulation Desk

405-744-6812

Library Website

www.library.okstate.edu

Library Catalog

http://osucatalog.library.

okstate.edu

Help accessing online

journals & databases

405-744-9161

877-744-9161 toll free

IM Reference

AOL or Yahoo!:

OkstateLibrary;

ICQ: 195159930;

MSN: OkstateLibrary@

hotmail.com

Text Message Reference

Send a text to 246246;

begin message with

osuhelp:

36


Edmon Low Library Floor Maps

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•TheRoom 105/MMRcontainsmicroforms,slides,cassettetapesandotheritems.Youcanmakepapercopiesfromeithermicrofilmormicrofiche.

•Interlibrary Services(ILS)borrowsbooksandjour-nalarticlesfromotherlibraries.Requestformsareatthereferencedesksoronthewebsite.

•Cafe LibroislocatedintheNorthLobby.Youcanbuyspecialtycoffee,snackitemsandsandwiches.

•The Thompkin-McCollom Room (102K), 102L, The Dean & Carol Stringer Room (102M), 110A, 110B, 110C and 110Dareavailableforusebyindividualsandsmallgroups.MakereservationsattheCirculationDesk.

Contact for information:Reference Desk

Phone: 405-744-9775

2nd floor•ThePeggy V. Helmerich

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•Special Collections/Uni-versity Archivescontainsrarebooks,manuscriptsandanOSUcollection.

•ThePaul Miller RoomisapublicareawhichcanbeusedtobrowseSpe-cialCollections/Univer-sityArchivesmaterial.

•TheBost and Cobb Roomsareavailableforusebyindividualsandsmallgroups.MakereservationsattheCirculationDesk.

•Room206isacomputer training facility.Librar-iansteachCatalogandInternetclasseshere.

•Oversized BooksareshelvedintheReadingRoom.The• Reading RoomisaGroup Study Area.

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FireEscape

Elevator

Stairs

Restrooms

Group Study AreaG

Quiet Study AreaQ

G

G G

Q

37


Basement•TheMap Roomhassheetmaps,aerialphotographs,andcityandstatemaps.

•Books and bound journalswithcallnumbersbetween500-649&660-699areshelvedonthisfloor.

•TheBasementisaSi-lent Study Area.

3rd floor•Humanities/Social Sciences

Division&Science & Engi-neering Divisionofficesarefoundonthenorthside.

•Books and bound jour-nalswithcallnumbersbetween000-329areshelvedonthisfloor.

•ThewestendofthefloorisaQuiet Study Area;theeastendisaGroup Study Area.

4th floor•Books & bound jour-

nalswithcallnumbers330-499,650-659,&700-999areshelvedonthisfloor.

•ASilent Study Areaisdes-ignatedonthesouthhalfofthefloor.AQuiet Study Areaisdesignatedonthenorthhalfofthefloor.

5th floor•TheDocuments Departmenthasfederal,state,cityandforeigngovernmentpublica-tions.Italsoincludespub-licationsfrominternationalorganizationssuchastheWorldBankandtheInter-nationalMonetaryFund.

•Legal reference materi-alsarelocatedhere.

•ThenorthendoftheDocumentssectionisaQuiet Study Area.ThereisasmallGroup Study Areainthesoutheastcorner.

N 3

205

SystemsDepartment

Office

ReferenceLibrarians Office

(306)

Reshelving

205 329

050

205 050

Theses

Staff Only

Rm 303Copy Machine

KEY

FireEscape

FireEscape

FireEscape

Elevator

Stairs


Group Study AreaG

G

G

G

Quiet Study AreaQ

Q

Q

Q

N 4

Reshelving

910.5

910.5

377.8 499

377.8 330

650 659 700 780

780

999

Copy Machine

KEY

Group Study AreaG

G G

GG

Silent Study AreaS

S S

S S

FireEscape

FireEscape

FireEscape

Elevator

Stairs

Restrooms


N 5

Rm 509

Room502

DocumentsOffice(501)

StaffOnly

State(M)

Inter’l(T)

International(T)

U.S. SuDocs

State/ForeignUnclassed

Foreign(P)

U.S.Independent

Agencies(F)

U.S.Independent

Agencies(F)

LegalReference

U.S.Congress

(A-B)

U.S.Courts

(C)

U.S.Pres.(D)

U.S.CabinetOffices

(E)

U.S.CabinetOffices

(E)

Reshelving

DocumentsMicroform Room

Documents Reference

Desk?

KEY

Copy Machine

Group Study AreaG GQuiet Study AreaQ

Q

Q

QQ

FireEscape

FireEscape

FireEscape

Elevator

Stairs

Restrooms



500

530.5

535 530

540 535

551.5 615

699 660 649 615

Reshelving

MapRoom(000V)

551.5 540

N B

Copy Machine

Restrooms

KEY

Silent Study AreaS

S S

S S

S

S

Elevator

Stairs

CatalogWorkstation


FireEscape

FireEscape

38

EffectiveResearchPresentations

Author: Kevin G. Hayes, Ed.D.Prepared by: Todd Lemoine, Graduate Assistant

A Guide for Graduate Students

Oklahoma State UniversityGraduate College202 Whitehurst HallStillwater, OK 74078-1019 (405) 744-6368

E-mail: [email protected]: gradcollege.okstate.edu

Copyright © by Oklahoma State University. All rights reserved.

39

Oral delivery is the most common form of presenting research at formal meetings.The setting can range from a small conference room to a large auditorium. It isimportant to make a clear distinction between the documents you prepared for theproceedings document and the oral presentation your audience will be exposed to.Never plan to merely read your paper to the audience. The research discussed inthe written document should be identical to the research reported in your oralpresentation; all pertinent information needs to be in both. However, your oralpresentation should take advantage of an opportunity to discuss your research withyour audience and to customize that discussion to interests expressed during theexchange.

Poster presentations offer an even greater opportunity to make your researchrelevant to the unique interests of your audience because you can be engaged inone-to-one conversations with those who stop to view your exhibit. Simply stated, aposter presentation is a tabletop display of your research enhanced by your beingavailable to further expand the information in direct response to questions posed byyour audience. In some cases, poster presentations are left in place while theauthors are engaged in other activities. For that reason, it is important to make everyeffort to design the presentation so that it can “stand alone.” If at all possible,handouts that offer more detailed information about your project should be avail-able for those who visit the display.

Types of Presentations

Different types ofpresentations offerdifferent advantagesand require differentmethods ofpreparation.

The tried and true expression, “The work isn’t finished until the paperwork is done,” isoften used in discussions about research. Because research has little value until it iscommunicated to others, we spend a good deal of time and genuine toil in “writingup” our research. The reader should look elsewhere for advice on preparing writtenreports, dissertations, and/or journal articles.

However, it is important to note that effective face-to-face presentations of yourresearch usually contribute significantly to your ability to write publishable articles.This brief discussion will focus on face-to-face presentations of research in formalsettings.

Your colleagues who assemble for a face-to-face presentation usually will offertremendous insight into what will be of interest to the larger audiences you mightreach through the written media.

The rapidly changing nature and availability of telecommunications technologieswill continue to alter the ways in which we share information with one another.Computers and the Internet currently provide opportunities to significantly enhanceboth oral and poster presentations of research. On the other hand, there are stillmany useful applications for the flip chart, overhead and 35mm projectors, audiorecordings, videotape, and the chalkboard. No medium is obsolete; no medium isabsolute. When striving for an exchange of ideas and genuine understanding, thereis still no substitute for one-to-one, face-to-face human communication.

To effectively communicate, we need to consider the audience’s characteristics, thenature of the space surrounding us during the communication, what tools we haveat our disposal, and how we should dress for the occasion. What follows is neitherdefinitive nor complete. However, it is hoped that the material presented here willserve as an introduction to a genuinely rewarding experience in sharing your re-search results with others.

Introduction

40

Using the calendar to best advantage. Rarely, if ever, will you be asked to presentyour research on short notice. Usually, a “call for papers” is published well in ad-vance of the seminar, symposium, or other venue. Authors are given the opportunityto submit an abstract describing the research prior to any confirmation that aproposal has been accepted for presentation. Following notification that a proposalhas been accepted for presentation, authors are often asked to submit a paper forpublication in the conference proceedings. It is best to submit your proposal well inadvance of the announced deadline. Then, it’s a good idea to assume your pro-posal will be accepted and to begin working immediately on your written presenta-tion. This will not be wasted effort. In the event that your proposal is not accepted,the written version can still be used as the proceedings documentation for someother venue and/or be published elsewhere. In other words, if your presentation isnot accepted for any reason, rewrite your proposal and submit it for consideration atanother venue.

Once you have submitted your proposal, mark the anticipated presentation date onyour calendar and, working backwards from that date, also note due dates for theabstract, proceedings document, notification of audio/visual needs, and any othercommunication required prior to the scheduled presentation. Schedule a time topresent a “trial run” of your presentation to some trusted colleagues. Insist that theygive you constructive criticism.

Checklist—Also, a checklist will help insure that you are well prepared for yourpresentation. Some recommended items for the list follow. Most require consulta-tion with colleagues at the host site well in advance of the presentation.

þ Printed copies of handouts. If you plan to use handouts, make sure youhave enough copies for those in attendance. Usually, individuals hosting theevent will be able to predict how many copies you’ll need.

þ Audio/visual requirements. Will you be projecting video, 35 mm slides, oroverhead transparencies? Do you have a need for audio (cassette tape,compact disk) playback equipment? Do you need access to a white boardor chalkboard? Will you use a flip chart? Once you have determined theaudio/visual support you need, communicate with conference coordinatorsat the host site to verify what items they will supply and what items ormaterials you are required to bring with you.

þ Computers and laptops. Are you required to bring your own computer orlaptop if you plan to use one for your presentation? If computers will beavailable at the site, what platform(s) and software package(s) will besupported? What type of connector will be needed to plug your computerinto the LCD panel or LCD projector in the room? Should you bring a con-nector or will one be available on site?

þ Internet access. Do you need Internet access for your presentation? If so,alert your host immediately. This is especially important if you are going totake your own computer. The local gateway to the Internet may require youto load special software on your computer. If access is through a regularphone line, you’ll need a modem in addition to any unique software.

þ Practice hours. Find out if you will be able to set up your presentation andrun through a practice session prior to your scheduled presentation. If at allpossible, practice with the audio-visual equipment you will actually useduring the presentation and test your Internet connection (if needed).

Early Planning

Submit your proposalahead of deadlineand assume that itwill be accepted.Then start preparingimmediately for thepresentation.

41

��

Audience

Message DevelopmentAppropriate titles and abstracts. Whether your proposal is accepted for presenta-tion will depend upon how descriptive your title and abstract are. Words can meandifferent things to different people. Avoid the temptation to be clever. Instead, giveyour proposed presentation a title that clearly and precisely defines the nature ofyour research. Often, a subtitle will help the reader understand your topic even moreprecisely.

As a rule, your abstract should identify the problem or opportunity addressed by yourresearch, the nature of the study, and the nature of the finding(s) to be discussed inyour proposed presentation. There is no room in the abstract for presentation of theactual findings; to the reader, the abstract must be a tease that results in a desire formore information.

Your abstract must be a brief but complete explanation of what you intend topresent. Notice the difference in these two approaches to abstracting surveyresearch:

Most of the people we invited to participate in the surveyreturned the questionnaire by the announced deadline ofMarch 1st. The response rate was improved as a result of asecond mailing and telephone follow-up.

The results are based on a 73.8 percent response rate.

In many cases, research presentations are given to colleagues in one’s own field.However, just as often, symposia provide opportunities for individuals from varieddisciplines to share information. The nature of questions from your audience will beinfluenced greatly by how familiar those in attendance are with the subject you arepresenting. For these reasons, it is important that you consider who is likely to attendthe event. This information is usually outlined in the “call for papers” or other intro-ductory material provided by those organizing the symposium, conference, or othervenue. If not, a call to your host will usually yield an answer to the question, “Towhom will I be speaking?” Once you arrive at the conference site, start talking withthose who are likely to attend your session to gain even more insight into where theirinterests lie.

Rarely will a presentation prepared for one audience serve another. How peopleperceive your message will be affected by who they are as much as by what theyknow. Your presentation will be filtered through their perception of reality which is aproduct of their social, cultural, and educational experiences. It will never bepossible to construct a profile of each member of your audience, but it is possible togain some insight into their collective characteristics. Most relevant to this discussionis whether those coming to your presentation are already familiar with the subjectmatter. If you are not armed with much information about your audience, it is bestto assume their knowledge of your subject is limited. This will help force you intousing one of the most effective communication tools: simplicity.

The abstract shouldelicit a desire tolearn more aboutyour project.

Your presentation willbe filtered throughyour audience’sperception of reality- a product of theirsocial, cultural, andeducationalexperiences.

þ Back-up plan. There’s always a chance that equipment will fail. Make sureyou have alternative ways to present your material. If you are using comput-erized presentation software, also print your images on transparencies foroverhead projection just in case the computer begins giving you trouble. Ifyou plan to use the Internet/Web, have a back-up plan in case the connec-tion fails, or modem speed or Internet traffic slows access.

1Dissertation abstracts international. (1969 to date). Ann Arbor, MI: University Microfilms International. (Prior to1969, the title was Dissertation abstracts.)

42

Don’t read directly toyour audience or tryto memorize aspeech.

Careful preparationis the key to anatural-soundingpresentation.

The second example uses far fewer words and is more likely to grab the reader’sattention. The first attempt gets hung up on the methodology; the second zeros in onresults. An abstract is a well-constructed summary of the proposed paper.

Perhaps the best illustration of well-written research abstracts of particular interest toyou and others engaged in your field of study is Dissertation Abstracts International.1

Research presentations, written and oral, explore a problem or opportunity withinsome theoretical framework. A review of the literature is usually followed by adescription of the research under discussion, including the methodology employed,analysis of data, conclusions and recommendations. When research is still inprogress, the presentation may focus on only one area, such as the literature reviewor design of the research instrument.

As indicated earlier, your oral presentation should be approached differently thanthe material you write for the conference or symposium proceedings document. Youshould not read to your audience; it’s usually not a good idea to try memorizationeither. A memorized speech can quickly turn to stage fright if you lose your place orare interrupted during your delivery.

The most effective approach is to outline your speech and to speak extemporane-ously with your audience. Some speakers put their outline on standard letter-sizedpaper; others prefer using note cards with one or two ideas on each card. Someeven depend on their transparencies or computer graphics to guide them throughthe presentation. In all cases, you must carefully plan your presentation and knowyour material well enough to be comfortable with extemporaneous delivery.

Next, schedule several practice sessions. First, practice before a mirror in the privacyof your home. The next step should introduce an audience, preferably colleagueswho will offer constructive suggestions and encourage you to improve the presenta-tion. If at all possible, videotape one of your trial runs. You will be your own bestcritic; videotape should give you a good look at yourself.

When orally presenting your research, begin with a clear statement of purpose. Then,briefly review the relevant literature and describe the methodology you employed inyour project. The bulk of your presentation should focus on the results of your re-search and your interpretation of those results. Following a brief summary, concludewith your recommendations and an opportunity for the audience to ask questions.

Using simplicity to advantage—It is possible to explain complex ideas throughsimple language without appearing to be condescending to your audience. Like-wise, the presentation will not be perceived as too simplistic by the most informed orsophisticated in attendance. To engage simplicity as an aid to communication:

l Avoid the use of jargon. If a unique term is necessary, briefly define it for youraudience.

l Use short sentences. Brevity and simplicity help assure clarity of your com-munication.

l Explain the purpose of your research in three sentences or less.

l Use graphs, charts, or models to visually communicate complex information.

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The poster presentation is first and foremost a visual presentation of your research.In most instances, the poster should be designed to stand alone; it should communi-cate to an observer if you aren’t present to explain what went on with your project.Ideally, however, you will be standing near your exhibit to engage visitors in conver-sation. To further enhance your communication with the audience, plan to have thesame detail you would offer in an oral presentation available in handouts for thosewho express interest.

The content of the poster presentation should mirror your written research reports, butwith much greater brevity. To communicate effectively with a casual observer, yourposter should:

l Show clearly the topic of your research,

l Make possible the understanding of the theoretical framework within whichyou conducted your investigation,

l Explain the research design, and

l Display your findings, analysis, and conclusions in a visually pleasing manner.

More importantly, your poster should be designed to capture the casual observer’sattention and move the individual toward a discussion with you which, in turn, resultsin a genuine sharing of information. This is no easy task. Much will depend uponwhere the posters are displayed, for how long, and what else is happening whenyour material is on display. None of these variables is usually within the control of thepresenters. However, the design of the poster is controlled by the author of theresearch. Many of the recommendations included in the following discussion ofvisual support for oral presentations are equally relevant to the poster. Additionally:

l Display the title of your research project in bold type large enough to beread from 10 or 12 feet away.

l Use graphics instead of text whenever possible.

l Arrange photographs, charts, and other graphic information with plenty ofspace surrounding each item. Avoid clutter; let each item stand alone, as itwere.

l When appropriate and relevant to your presentation, use three-dimensionalmodels or real objects as part of your display.

l Keep all type and visuals large.

l Strive for a variety of shapes and textures. A shape which deviates from thehorizontal and vertical lines of the poster can draw attention; texture addsinterest.

l If at all possible, bring auxiliary lighting to help illuminate your poster.

l Make note of what captures your attention when you “look twice” at abillboard, store display, newspaper or magazine ad, and/or an exhibit at thecounty fair. Learn from these examples.

l Don’t lose sight of your audience. The design of your poster should bepartially dictated by their age, interests, educational level, and perceivedfamiliarity with your subject.

l Make every effort to keep participants from gathering in front of your exhibit

Different methods ofvisual supportprovide differentadvantages. Decidewhat you want to dowith yourpresentation aheadof time to help youdecide.

Visual and Graphic Support

44

for social interchange. The best way to do this is to engage all who stop atyour space in conversation about your presentation.

Visual support for oral presentations takes many forms. Most commonly used areoverhead transparencies and computer-generated slides projected onto a screen inthe front of the room. These technologies are popular because they are easilytransported and can usually be projected without significantly darkening the room.The older technology, the transparency, is sometimes preferred because the pre-senter can also write or mark on it during the presentation, either for emphasis or indirect response to points brought up by members of the audience.

Nothing will detract more from your presentation than a projected image that can’tbe seen from the back of the room. Unfortunately, presentation software has not yetbeen designed which will force the user to produce highly visible, therefore, read-able images. It is still possible to produce illegible images using state-of-the-arttechnology. The following guidelines apply to both transparencies and computer-generated images prepared for projection.

l Use only one typeface. Experiment with available styles and find one thatyou can read from a distance. Chances are, if you can read it, others willalso be able to read it. For emphasis, use italics, bold face, or color (ifavailable), but resist the temptation to use a different typeface.

l Use both capital and lower-case letters. SOMETIMES WE’RE TEMPTED TO PUTSOMETHING IN ALL CAPITAL LETTERS FOR EMPHASIS, but readability suffers. Theuse of boldface for emphasis will usually be more effective.

l Use short words and short sentences. Ideally a sentence will be on a singleline and a single slide will contain no more than three lines. If a word cansubstitute for a sentence, so much the better.

l Express only one idea per visual. Limit this to less than a dozen words.

l Use no more than two pictures or graphs per visual.Design your posterwith the intentionthat it encourages adiscussion with you,the author.

Try to keep thenumber of graphicson a page to just oneor two. Much moreand the page or slidewill appear too busyand only serves todistract youraudience

l Use bullets and numbers to emphasize sequences and/or other relationshipsamong ideas, concepts, and processes.

l Use graphs and charts to visualize complex information and to summarizeresults. Keep these visuals simple as well. Illustrate only the most importantaspect of your message. For example, instead of showing all responses to aquestionnaire in a pie graph, group responses so the audiences can see apicture of the most relevant trends.

l Big is better. Use 24-point type or larger for both overhead transparenciesand computer-generated graphics. (This is 12-point type.)

l Concentrate on contrast. Contrast between the color of type and thebackground color is critical to readability.

45

This is 24 point type.

This is the same type in boldface.

36-point bold is better.

Avoiding conflict with your own visuals. Careful preparation of each image is thefirst step in effective use of visuals to support your presentation. Unfortunately, manypresenters create distractions that compete with the projected images for theaudience’s attention. This section offers suggestions for avoiding common pitfallsand getting the most from the effort you’ve put into your visuals.

l Stand aside. Stand to the right or the left of the screen; make sure you arenot standing between the image and your audience. If you are usingtransparencies, it is wise to have a colleague seated near the projector tochange the image at your signal. That way, you can focus on your presenta-tion and your audience. If you have no alternative to handling the transpar-encies yourself, step up to the projector when changing images. Then, stepaway to continue your discourse.

l Pacing is important. Don’t rush through a series of visuals so fast that theaudience becomes confused.

l Allow the visual to take center stage; then give it the hook. The audienceshould be able to look at your visual for about five (no longer than 10)seconds before you begin talking about its content. It’s not easy to readand listen at the same time. Once the visual has served its purpose, move tothe next image or turn off the projection lamp until the next image isneeded.

l Watch the audience, not the visual. Never lose sight of the fact that thetwo most important things in the room are you and your audience. If youmaintain eye-to-eye contact with your audience, you’ll be able to moreeffectively direct their attention to the visual when appropriate and thenback to you.

l Distribute handouts after your presentation is finished. That way, youraudience won’t be leafing through them instead of paying attention towhat’s happening in the front of the room. Count those present and ask acolleague to have additional copies made if needed. If your handoutsshould reduce the need for note taking, begin your presentation with astatement such as: “I’ll be giving you some handouts later, so you probablythe available space in terms of seating capacity, configuration, lighting, andacoustics. If you have been told that 40 participants have indicated interestin your presentation and only 25 can be seated in the assigned space,something has to change. If the room is arranged with tables and chairs forparticipants to face one another instead of facing the presenter, somethinghas to change.

Black type on a white background iseasier to read than black on gray.

Black type on a white background iseasier to read than black on gray.

Examples oftypographyguidelines to follow.

46

Seating capacity. There is no substitute for practice and preparation. As soon aspossible, visit the room where your presentation is to take place and assess theavailable space in terms of seating capacity, configuration, lighting, and acoustics.If you have been told that 40 participants have indicated interest in your presenta-tion and only 25 can be seated in the assigned space, something has to change. Ifthe room is arranged with tables and chairs for participants to face one anotherinstead of facing the presenter, something has to change.

You may learn that the room will be used for a different function prior to your presen-tation. Still, it is best to make an inquiry and to gain assurance that the room will bearranged suitably for your use. Then revisit the room frequently to check on progress.

Audio/visual considerations. Project your visuals and view them from the back ofthe room. Make sure you can adjust the lighting if a change in lighting is needed toimprove the readability of your visuals. Ask a colleague to stand in the back of theroom and listen as you speak in a normal tone and volume. Switch places and listenas your colleague speaks. Will it be necessary to amplify your voice in this room? Ifso, make sure equipment will be available to accommodate your needs.

How you interact with your visuals vis-à-vis your audience has been discussed insome detail. This section will focus on you, the presenter, as an audio/visual compo-nent of the presentation. How you are dressed, how you move (or stand still), yourfacial expressions, and how you use your voice will all influence the effectiveness ofthe presentation.

Preparing the Arena

Platform BehaviorAppropriate attire. For this occasion, you will want to dress both comfortably andprofessionally. Whether you wear a business suit or more casual attire will dependlargely upon the venue and who is in the audience. It’s better to dress “up,” than todress “down.” If the audience arrives in more casual attire, you will still be dressedappropriately. Also, through your mannerisms, you will be able to create a morerelaxed image.

It is important that your clothing is comfortable, that it fits you well. Sometimes,presenters buy something new to wear for the occasion only to learn that a jacket istoo tight in the shoulders, or that the left leg of the new slacks keeps catching on theheel of the new shoe. There are limitless situations in which having new clothes (orclothes you haven’t worn for a while) create a distraction for both the presenter andthe audience. The solution is to try on what you plan to wear well in advance of thescheduled presentation. Its also wise to practice your speech in the clothes you planto wear; a dress rehearsal or two will be well worth the effort.

Movement and gestures. The physical movements and the gestures you make canmake or break your presentation. There’s a major difference between pacing andmeaningful moving, between an emphatic gesture and nervous rubbing of yourarms, or wringing of your hands. When you practice before a mirror or videotape,work on these important nonverbal signals. Movements and gestures must bepracticed just as vigorously as the verbal and visual components of your presenta-tion. All must appear natural, not artificial.

A step closer to your audience helps reinforce the idea you’re communicating; astep back, combined with a brief pause, suggests that the audience should ponderwhat you just said. A clenched fist, a shrug of the shoulders, raised eyebrows—allcan contribute significantly to an effective presentation. Likewise, facial expressionscan be used to make your audience more comfortable, to emphasize an idea, or tosuggest an attitude.

Handouts can oftenbe a source ofdistraction during apresentation

When in doubt, dress“up”

Your bodymovements can helpemphasize certainpoints in thepresentation. Beaware of yourgestures..

A dress hearsal ofyour presentation isalways helpful,especially if the outfityou’ll be wearing isnew.

47

Vocal quality. How you use your voice is just as important as what you have to say.Vocal quality refers to volume, variety, and pitch. Always strive to speak in a normalpattern. Think about talking with your audience instead of delivering a speech tothem. With this mental picture, it will be easier to maintain normal inflection. Also,as noted earlier, it is important to know if your voice should be amplified in thisspecific setting. If you find you must shout to be heard in the back of the room,chances are you’ll have little control over vocal quality.

With appropriate acoustics, it will be possible for you to raise and lower the volumeof your speech to add emphasis and vocal variety to your presentation. To add evengreater emphasis, you may want to make some statements more slowly than theaverage pace you’ve already set. Speaking more rapidly may signal your audiencethat you’re running out of time or have too much material. So, be careful to makeyour rate of speech work for you.

Reading and adjusting to your audience’s needs. One reason it is recommendedthat your eyes be focused on your audience is that the facial expressions and bodylanguage coming from the participants is valuable feedback. By watching youraudience, you will gain some insight into their level of comprehension. At the sametime, by moving your eyes from one participant to another, you are helping to directtheir attention to your message. What you hope to see is a series of pleasant facialexpressions, participants leaning forward in their seats as you introduce a new visual,nodding heads in agreement, and even an occasional smile.

Disagreement or confusion can be communicated through a frown, raised eye-brows, an extended comment whispered to a colleague, shaking the head, orstarting to raise a hand.. If a member of the audience suggests through bodylanguage that something is unclear, look directly at that person and offer assurancethat this point will become more apparent as the presentation unfolds. Offer a briefsmile or some other gesture to reinforce that assurance.

Responding to questions. The primary reason for your presentation is to shareinformation. Often, you have little idea how well you’ve achieved that goal untilquestions are asked. That is why it’s important to allow time for questions from theaudience. Usually, the presenter decides whether questions are asked at any timeduring the presentation or held until after the formal speech is concluded. I recom-mend that you ask the audience to hold questions until your presentation is finished.This serves two purposes: first, it allows you to go through your material as you haverehearsed it and within the time you’ve planned for it; secondly, it helps assure thata question is not asked prematurely—just before you would have addressed thetopic and eliminated the need for the question.

Fielding the abusive question. It is hoped that each of us is greeted only withprofessional behavior. However, there is always the outside chance that someonewill ask an abusive question. Sometimes, the individual wishes to take issue with yourconclusions or merely wishes to boost his or her own ego by appearing more knowl-edgeable about the topic. Such questions create considerable discomfort for thepresenter.

Resist the temptation to respond in kind. Sometimes it is difficult to maintain yourcomposure. However, it is possible to prepare for the abusive question and, thereby,help assure your own serenity. Practice the following responses until you are confi-dent you can deliver them with conviction:

“That’s an interesting perspective I hadn’t considered. I need to takeanother look at that.”

“I hate to admit that I’m not familiar with that study. Could you visit with melater? I’d like to know more about that.”

Follow either of these statements with, “Next question?”

The audience is agood andimmediate source offeedback on yourpresentation. Use itto your advantage.

Don’t be scared ofquestions, but it’sbest to save them forafter you’re finished.

Maintain control.Don’t mirror theattitude of theperson asking theabusive question.

48

Other forms of feedback. It’s rare that all questions are asked. Some people arereluctant to ask questions in public; these individuals may hope to catch you in thehallway later. To help assure that everyone has an equal chance for clarification orto offer you feedback, invite additional questions or comments to be addressedlater.

Bringing the Presentation to a CloseOften, several research presentations are given back-to-back, so it’s important thatyou conclude your session in time for the next presenter to prepare the room and foraudiences to get to alternate locations. During the question-and-answer session,distribute your handouts. If you were unable to get enough copies for everyone inattendance, offer to send them to anyone who provides you with a name andmailing address. Business cards are often used for this purpose. Ask attendees topass their business cards or written information to the front of the room while youanswer questions. This will help prevent a bottleneck later, when others are trying togain access to the room.

About five minutes before your session is to end, announce that you can only fieldone more question. Be firm, accept only one question and answer it with as muchbrevity as possible. Close with an assurance that you will send the material re-quested and remind them that they can contact you by mail, phone, fax and/or e-mail

If possible, cheerfully shake hands with attendees as they leave the room. Let themknow with your parting nonverbal communication that you’re open to continuingdiscussion about your research and that you have an interest in what they are doing.

Give your mailingaddress, e-mailaddress, phone andFAX numbers tofacilitate furthercommunication.Include thisinformation in yourhandouts soparticipants don’tneed to takeadditional timecopying thespecifics.

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P R E S E N T I N G a n d W R I T I N G R E S E A R C H

O S U W r i t i n g C e n t e r

What can I expect when I visit the Writing Center?

At the Writing Center, there are many different ways we can help you develop your writing skills. Style guides, handbooks, handouts, and the most frequently used service, the one-on-one consultation, are some of the ways we can help you grow as a writer. Below are brief descriptions of the more frequently used resources and services available to all members of the university community free of charge.

One-On-One Consultation

Our most popular service is a fifty-minute collaborative consultation between writer and consultant. A trained writing consultant will read the text aloud with the writer and discuss ways in which the writer can improve composing strategies and strengthen writing habits. Our consultants are graduate students in English with specific training in tutoring writers and provide services that are more in-depth than editing and proofreading. Editorial services can be set up by contacting the English Department main office at (405) 744-9474.

Due to the popularity of the Center, we strongly encourage members of the University community to call or schedule an appointment online as early in advance as possible. Our schedule fills quickly!

How to get the most from the one-on-one consultations

For the best results from your conference follow these simple steps.

1. Arrive a few (2-3) minutes before your scheduled appointment to complete paperwork for your session.

2. Bring the following documents to your appointment: o The original assignment sheet from your instructor, o Anything you have written so far: notes, an outline, or drafts, o Any specific questions or concerns you have about the text.

The Writer's Hotline

Another service we offer is the Writer’s Hotline. If you just have a quick question about writing (like citation rules or a specific grammar question), you can call us and we will research the answer. In most cases, you will get a call back within 20 minutes. You can also submit these questions via [email protected] and you should receive a reply within 24 hours.

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E a s y C o m m a U s a g e

Use a comma after an introductory phrase or clause, or single word introductory element.

Introductory phrase: In the spring, desert flowers bloom in profusion.

Introductory clause: Because he was late for supper, he ate cold beans.

Single word introductory: Indeed, three is too much. Therefore, the plot is shallow.

Use a comma before the coordinate conjunction in a compound sentence (two main clauses).

The man tried to open his car door, but it was locked.

Use two commas, one before and one after, phrases, clauses, and single words which interrupt the main sentence.

Single word interrupter: One can see, therefore, that inflation is dangerous.

Phrase interrupter: Two girls, one in red and the other in blue, stopped to talk with the mayor.

Clause interrupter: The toddlers, because they never learned to swim, drowned.

Use a comma between items in a series.

She bought bread, milk, cheese, and tomatoes at the grocery store.

Use a comma between equal modifiers (coordinate adjectives or adverbs).

The large, red ball bounced down the street.

It was a raw, dark, gray day.

Use a comma after the main sentence when adding a word or phrase as an afterthought.

I would like to go, too.

I will interview John Smith, the bank manager.

Use a comma to separate geographical names, items in dates, and addresses.

Pasadena, California, is the site of the Rose Bowl.

The letter was addressed to Mr. John Smith, Clayton, Delaware.

Leslie applied for the job in October, 1975, and accepted it on Thursday, May 13, 1997.

Use a comma to set off such expressions as I replied, he said, she shouted, in direct quotations.

He said, “Our rose-hips tea is really different.”

“Our rose-hips tea,” he said, “is really different.”

“Our rose-hips tea is really different,” he said.

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U s i n g S e m i c o l o n s E f f e c t i v e l y

WHEN TO USE A SEMICOLON

Use a semicolon between closely related independent clauses not joined by a coordinating conjunction.

When related independent clauses appear in one sentence, they are ordinarily linked with a comma and a coordinating conjunction (and, but, or, nor, for, so, yet). The coordinating conjunction signals the relation between the clauses. If the clauses are closely related and the relation is clear without a conjunction, they may be linked with a semicolon instead.

Wit has truth in it; Jason’s wisecracking is simply calistenics with words.

Some of you will soon be on the road to law school; learning how to use semicolons may help you to write more precise and concise legal briefs.

Use a semicolon between independent clauses linked with a conjunctive adverb (consequently, furthermore, however, moreover) or transitional phrase (for example, for instance, in fact).

When a conjunctive adverb or transitional phrase appears between independent clauses, it is preceded by a semicolon and usually followed by a comma.

Eliot begins The Waste Land by saying “April is the cruellest month;” however, I vote for August.

When a conjunctive adverb or transitional phrase appears in the middle or at the end of the second independent clause, the semicolon goes between the clauses.

Tyson is a Caldwell; Ryan, however, is another Caldwell.

Use a semicolon between items in a series containing internal punctuation.

Without semicolons, here, the reader would have to sort out the major groupings, distinguishing between important and less important pauses according to the logic of the sentence. By inserting semicolons at major breaks, the writer does this work for the reader.

Our class will read several kinds of bestsellers like Rowlandson’s Narrative of the Captivity, a piece of Puritan propaganda; Rowson’s Charlotte Temple, a guide for young sisters and brothers, fathers and mothers, and friends of the family; and Burrough’s Tarzan of the Apes, perhaps a commentary on Darwinism.

WHEN NOT TO USE A SEMICOLON

Do not use a semicolon between a subordinate clause and the rest of the sentence.

Unless Jay brushes his teeth within ten or fifteen minutes after eating his “everything” bagel; his friends will know what he ate for lunch.

Do not use a semicolon between an appositive and the word it refers to.

Two other students who do calisthenics with their mouths are Gethin and Tom; who like to guess at the answers to my questions or boast of their knowledge.

Do not use a semicolon to introduce a list.

Some students do not talk enough in this class; Jon, Cassy, Stacey, Wendy, Kristen, and Jocelyn.

Do not use a semicolon between independent clauses joined by and, but, or, nor, for, so or yet.

Kris is a whiz a making brownies; but if she eats too many of them, she will continue to get stick.

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A v o i d i n g P a s s i v e V o i c e

How do you define passive and active voice?

If the subject of a sentence performs the action, the verb is in the active voice.

Example: You need time and a little patience to learn how to use the active voice effectively.

If the subject of a sentence is acted upon, the verb is in the passive voice.

Example: Time and a little patience are needed to learn how to use the active voice effectively.

How do you distinguish betewen passive and active voice?

When reading the active voice, you should instantly comprehend the action the subject performs.

Example: Most people in Mexico celebrate Cinco de Mayo. Verbs in the passive voice are actually two words: a form of to be (am, is, are, was, were, has, been, have been, and had been) plus a verb in the past participle form.

Example: Cinco de Mayo is celebrated by most people in Mexico.

Why should you avoid passive voice?

Because the passive voice is the combination of to be with a past participle, sentences often become too wordy when you use the passive voice.

Example: Much of Claudius’ dialogue has been omitted by the screenwriters. These famous experiments were performed by noted researcher Albert Bandura. The Civil War was taught to the history class by the new professor.

By changing the subjects, the writer can avoid passive voice and create crisper sentences.

Example: The screenwriters omit much of Claudius’ dialogue. Noted researcher Albert Bandura performed these famous experiments. The new professor taught the Civil War to the history class.

Choose the active voice if you want to make your writing lively.

Even though its use does not automatically mean a sentence is passive, avoid using “to be” verbs in general. Besides helping you sidestep passive voice, this will also make your writing livelier.

Example: This juxtaposition of dialogue is characteristic of the film’s presentation of scene 1.2. This juxtaposition of dialogue characterizes the film’s presentation of scene 1.2.

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Critical Reading Strategies

Why use critical reading strategies?

In daily life people read for many reasons. We may read instructions for information on assembling a bookcase, or we may read magazines for entertainment. In college, however,

your motivation for reading is not simply to get information or to be entertained. You will

need to become a critical reader, which means you need to analyze and then interrogate a text. But before you can analyze a text, you need to understand it, which can become

difficult when you’re reading complicated material. For this reason, you should develop a

personal reading strategy to help you comprehend and remember the information. The

reading strategies below are some helpful suggestions to help in your reading process.

Reading Strategies

1. Set a purpose for reading. Before you start reading a text, you should decide why

you are reading it. There is a difference between reading an article to analyze the

author’s argument and reading an article to memorize its key terms. For the first

reading, you will focus on the article’s argument and support; for the second, you will

focus on the terms and their definitions. Once you decide why you’re reading a text, you

can decide what information you need to pay attention to.

2. Preview the text before reading. Before you read, you should look through the

entire thing. Look at the title, author, headings, illustrations, bolded words, lists, etc.

This will help you become familiar with the text’s structure and tone. Knowing what

you’re about to read will help you understand it while you read.

3. Pay attention to print features and text structures. Writers use print features

like bold print, italicized words, headings, and illustrations to help you understand the

text. These features should guide your reading. For example, if a heading is “Active

Verbs vs. Passive Verbs,” then you know you’re about to learn the differences between

active and passive verbs when you read that section. Paying attention to text structures

will also help your reading process. Every text is organized differently; a menu is

organized to give you information about food and prices, while an essay is organized to

explore ideas. If you’re having trouble understanding a text, stop and think about how

it’s organized. Finding a pattern in the organization will help your reading.

4. Mark the text while you read. Underline or highlight passages while you read. You

might mark information to help you remember what’s important. (Don’t get too carried

away, though. If you highlight whole paragraphs, you probably won’t remember what

the most important information is. Try to limit yourself to key words and important

sentences.) Also, mark information you don’t understand and try explaining it in your

own words in the margins.

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5. Make connections between the text and your personal experience and knowledge. If

you’re having trouble getting into the material, try making a connection between the text and your

personal experience or knowledge. For example, if you’re reading an academic article about the

flight patterns of fruit flies and you can’t quite understand it, try thinking about what you already

know about fruit flies. (That’s a connection to your personal knowledge about the topic.) If

you’re reading a speech by a well-known leader and you find yourself feeling bored, try making a

connection to your personal experience. For example, if the speech is about the leader’s

experiences growing up in a working class household, you can think about how your class

influenced your childhood experiences. Making these kind of connections will help engage you in

the reading.

6. Monitor your comprehension of the text. When readers are having trouble understanding a

text, they often try to keep reading. This just leads to more confusion. Pay attention to your

understanding of a text. If you’re feeling confused, stop. You can do several things to fix your

confusion. Try re-reading what you’ve just read to see if you understand it better the second time.

Try visualizing what you’re confused about; if you can create an image in your mind, you might

better understand the ideas. You can also try to adjust your reading rate. If you’re reading too

quickly, you might be confused because you’re skipping over important information. Try slowing

down. If you’re reading too slowly, you might be confused because you’re becoming bored. Try

reading faster to keep your mind engaged.

7. Summarize the key points when you’re finished reading. One way to help you remember

what you’ve just read is to summarize the most important information. You can summarize the

information in your mind or, better yet, write the key points down on paper. If you write a

summary, it will force you to focus on the most important information.

Sources

Tovani, Cris. I Read It, But I Don’t Get It. Portland: Stenhouse, 2000.

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Guiding Your Reader

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When you write, you take your reader on a journey. Along the way, the reader needs signposts to know which way to mentally travel in order to understand your paper. Some signposts tell the

reader the direction of travel, other signposts tell the reader when to turn in a new direction, and

other signposts tell the reader when a part of the journey is over. These signposts are important

to keep the reader from getting lost or confused while reading your paper.

3 Kinds of Signposts:

1) Topic Sentence – introduces the main point of the paragraph and states an idea or

attitude about the main point (tells the reader what direction the paragraph will take)

Examples: Smoking cigarettes can be an expensive habit for three reasons.

Metaphor is one literary device used in the novel to describe the

protagonist’s feelings.

2) Transitions – help the paper flow more smoothly, used both between sentences and

paragraphs to show relationships, can be single words or whole sentences (tells the

reader when to turn)

Examples: First, Second, Finally, In conclusion, However, Furthermore etc.

3) Wrap and Tie Sentence – completes each body paragraph, (tells when part of journey is over) has two purposes:

1. Summarizes the paragraph or makes the final point of the paragraph 2. Relates how the information in the paragraph supports all of part of the thesis

statement

Examples: Through this evidence, one can see that smoking is an expensive habit.

The many examples of metaphor throughout the novel express the

character’s feelings in a creative way.

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Thesis Statements

Criteria for a Good Thesis

A thesis statement should be argumentative (debatable) and function as a one-two

sentence --condensation of your paper’s primary claim (or argument).

Thesis statements are necessary so that readers can identify the point and/or argument of

your paper early in the paper.

A thesis statement also allows you to state the primary reasons behind your paper’s

argument early in the paper.

A thesis statement is not a “duh” statement, such as “The extermination of the Jews was

bad.” --A good thesis statement makes an argument that has not been over-discussed.

A thesis statement should include specific and pointed language as opposed to unclear

or unsure wording. Avoid words such as “kind of,” “arguably,” “somewhat,” etc.

**In general, your thesis statement will accomplish the aforementioned goals if you think of the

thesis as the answer to the question(s) your paper explores.

Examples of Good and Bad Thesis Statements:

Good: Hunger persists in Appalachia because jobs are scarce, and farming in the

infertile soil of the region is rarely profitable.

**This is a strong thesis statement because it narrows the subject to a more specific and

manageable topic and identifies the specific causes for the existence of hunger.

Bad: Hunger persists in Appalachia.

**This is a poor thesis statement because it does not provide any reasons behind WHY “hunger

persists in Appalachia.” In addition, this thesis statement gives the reader only a vague idea of

what the paper is going to argue.

Good: The concept of global warming should not receive the amount of attention that is

currently focused on this issue because the earth constantly goes through spells of

warming and cooling; the increasing temperature of the earth is but a part of this natural cycle and out of human control.

**This is a good thesis statement because it clearly states the writer’s argument WITHOUT

jumping right into statistics, etc., that should be revealed in the body of the paper.

Bad: The concept of global warming should not receive the amount of attention that is

currently focused on this issue.

**This is a poor thesis statement because it is solely based on opinion. A thesis statement needs

to be backed up by factual reasoning.

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Exercises:

What is wrong with the following thesis statements? Revise them to make them more effective:

Racism is bad because people should not hate one another.

The Bible says that the Lord is coming back, so it must be true.

The Bureau of Land Management needs to institute a better policy when it comes to the wild

horses out West.

Living in an apartment has many advantages.

What do you think about the following thesis statements? Revise and improve them if necessary.

“Many Americans have been raised on a steady diet of Westerns starring John Wayne, Clint

Eastwood, or Kevin Costner. Despite their tremendous power, we instinctively know that our real experiences often clash with the myth that Hollywood promotes. There is a gap between the myth of

the west portrayed in Westerns and the West one encounters in reality.” (adapted from The Great

Plains, page 299)

“For wildlife biologists and managers, there are concerns that the animal rights movement will

eventually eliminate, curtail, or drastically change forms of wildlife recreation (hunting and trapping)

and wildlife research practices and opportunities.” (from “Why Do We Debate Animal Rights?” by Robert H. Schmidt—Wildl. Soc. Bull. 18: 459-61, 1990)

“In taking a bird's eye view of labor legislation since the beginning of the nineteenth century we see

that for nearly a hundred years legislators confined themselves chiefly to the regulation of the age and

sex of workers, hours of labor, hygiene of factories, and all the other environmental conditions of labor, but made practically no effort to regulate the value of labor, the center and heart of the labor

contract.” (from “Some Phases of the Minimum Wage Question” by James E. Le Rossignol-- The

American Economic Review, Vol. 7, No. 1, Supplement, Papers and Proceedings of the Twenty-ninth Annual Meeting of the American Economic Association. Mar., 1917, pp. 251-274.

Additional Resources:

http://grammar.ccc.commnet.edu/grammar/composition/thesis.htm

Diana Hacker’s “A Writer’s Reference” (Fifth Edition). Bedford/St. Martin’s.

Joseph Gibaldi’s “MLA Handbook for Writers of Research Papers” (Sixth Edition). The Modern Language

Association of America.

http://grammar.ccc.commnet.edu/grammar/composition/thesis.htm

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Topic Sentences and Paragraph

Development

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What is a topic sentence?

A topic sentence is the central idea around which a paragraph develops.

A topic sentence controls a paragraph in the same way a thesis statement unifies and governs

an entire essay.

What is the purpose of a topic sentence?

A topic sentence indicates in a general way what idea or thesis the paragraph is going to deal

with. Topic sentences give unity to the paragraph by developing one major point.

A topic sentence states the idea clearly and helps readers follow an argument.

Topic sentences help writers develop a main idea or claim for their paragraphs, and, perhaps

most importantly, they help writers stay focused and keep paragraphs manageable.

What are the two things to do when writing a topic sentence?

Figure out what the main idea is

Put the main idea into your own words

What are some of the ways to develop a paragraph?

By giving reasons

By giving examples

By using a story or incident to illustrate the idea

By giving descriptive details

For example: Here is a topic sentence

Education of women is crucial to the growth of humanity.

Questions to develop paragraph:

How is the education of women crucial to the growth of humanity?

What are some of the measures that we should take to ensure women’s education?

Who should be responsible for an increase in the education of women?

Exercise 1

For each topic sentence below, add sufficient supporting details to complete the paragraph:

1. Learning skills at Oklahoma State University offers many services to students.

_______________________________________________________________

_______________________________________________________________ _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________.

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2. It is important to make use of an instructor’s office hours.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________ _______________________________________________________________

_______________________________________________________________

_______________________________________________________________. Note: the above exercises were developed from Cabrillo College’s website

http://www.galeschools.com/research_tools/src/write_topic.htm

Exercise 2

For each limited topic below, select the two items that could serve as topic sentences.

Limited topic I: how to train a cat. 1. This paragraph is about how to train a cat.

2. Before a cat learns anything, it first teaches its owner a lesson in humility.

3. Everything you wouldn’t have thought to ask about training a cat.

4. Training a cat takes physical stamina. 5. Animal training is a complicated subject.

Limited topic II: changes in patients as they settle into convalescent homes. 1. Americans are learning how to grow old gracefully.

2. The outside world seems to shrink when seen through the window of a convalescent home.

3. Closing up a home and moving to a small room can make even an extrovert turn inward. 4. It is important to look at the changes in patients’ attitudes as they settle into convalescent homes.

5. The increasing delights in daily conversation as patients become accustomed to life in a convalescent

home.

Limited topic III: scuba diving

1. The excitement of scuba diving.

2. My childhood fascination with scuba diving. 3. It is very interesting to experience scuba diving.

4. The sport of scuba diving has always excited me.

5. Since, I was child, I’ve been fascinated by scuba diving.

Answers

I. This paragraph is about how to train a cat. Everything you wouldn’t have thought to ask about training a cat.

II. The outside world seems to shrink when seen through the window of a convalescent home.

It is important to look at the changes in patients’ attitudes as they settle into convalescent homes.

III. The sport of scuba diving has always excited me. Since, I was child, I’ve been fascinated by scuba diving.

Resources/links

1. www.pearsoned.ca/text/flachmann4/gloss_iframe.html

2. http://owl.english.purdue.edu/owl/resource/606/01/

3. http://www.rrcc.edu/writing/topic-thesis.html

4. Fulwiler, T., & Hayakawa, A. R. (2008). Pocket Reference for Writers (3rd Ed.). Upper Saddle River: New Jersey.

5. http://grammar.ccc.commnet.edu/grammar/paragraphs.htm

http://www.galeschools.com/research_tools/src/write_topic.htm

http://www.pearsoned.ca/text/flachmann4/gloss_iframe.html

http://owl.english.purdue.edu/owl/resource/606/01/

http://www.rrcc.edu/writing/topic-thesis.html

http://grammar.ccc.commnet.edu/grammar/paragraphs.htm

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Lessons in Concision

What this handout is about This handout will help you eliminate wordiness and write clear, concise sentences.

Methods of eliminating wordiness When revising your paper for concision there are five basic principles to follow.

1. Delete words that mean little or nothing.

Generally speaking, people are now likely to switch jobs more often than in the past. → People switch jobs more often now.

We know that after completing her studies Plath moved to England.

→ After her studies Plath moved to England. This is kind of amazing.

→ This is amazing.

2. Delete words that repeat the meaning of other words.

You need to go to that building over there. → You need to go to that building.

Don’t tell anyone your PIN number.

→ Don’t tell anyone your PIN.

3. Delete words implied by other words.

I hate the cold winter weather in New York.

→ I hate New York winters. 4. Replace a phrase with a word.

due to the fact that → because

in spite of the fact that → although changes in the environment → environmental changes

5. Change negatives to affirmatives.

We do not know the implications of recent climate changes. →

We ignore the implications of recent climate changes.

Exercises 1. In the sentences below circle the words that are redundant. Make a list in the space provided

below.

1. Critics cannot avoid employing complex and abstract technical terms if they are to

successfully analyze literary texts and discuss them in a meaningful way. 2. Scientific research generally depends on fully accurate data if it is to offer theories that

will allow us to predict the future in a plausible way.

3. In regard to desirable employment in teaching jobs, prospects for those engaged in

graduate-school-level studies are at best not certain. 4. Notwithstanding the fact that all legal restrictions on the use of firearms are the subject of

heated debate and argument, it is necessary that the general public not stop carrying on

discussions pro and con in regard to them. 5. Most likely, a majority of all patients who appear at a public medical clinical facility do

not expect special medical attention or treatment, because their particular health problems

and concerns are often not major and for the most part can usually be adequately treated without much time, effort, and attention.

Redundant Word List:

_________________________________________________________________________

________________________________________________________________________

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2. Circle the words that should be changed from negatives to affirmatives. Make a list.

1. Except when expenses do not exceed $250, the Insured may not refuse to provide

the Insurer with receipts, checks, or other evidence of costs.

2. There is no possibility in regard to a reduction in the size of the federal deficit if reductions in federal spending are not introduced.

3. Do not discontinue medication unless symptoms of dizziness and nausea are not

present for six hours. 4. No one should be prevented from participating in cost sharing educational

programs without a full hearing into the reasons for his or her not being accepted.

Word List

Now, it’s your turn! Review your own paper for words or phrases that need to be changed.

Write your list below.

Sources

Williams, Joseph M. Style: Ten Lessons in Clarity and Grace. New York: Longman 2005.

Hacker, Diana. A Writer’s Reference. Boston : Bedford/St. Martin's, 1999.

McCrimmon, James N. Writing with a Purpose; a first course in college composition. Boston, Houghton-Mifflin, 1967.

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Passive Voice vs. Active Voice

1. How do you create passive voice?

The passive is created when you use a ―to be‖ verb + another verb that ends in –ed,

or the past tense version of another verb (past participle).

(―To be‖ verbs are: is, am, are, were, was, been, being)

*were discovered

*was killed

*is enjoyed

*are taught

*been proven

An alternate way to view the creation of the passive is to consider the players or

actors of a sentence. Active voice is arranged as doer (of action) + action + receiver

(of action), whereas passive voice is arranged as receiver (of action) + action +

doer (of action). For example:

*Active: The dog (doer) bit (action) the child (receiver).

*Passive: The child (receiver) was bitten (action) by the dog (doer).

2. Why would you use passive voice?

Scientific Writing: In general, the field of scientific writing prefers passive voice

because it places emphasis on the receiver of the action (the experiment) and moves

emphasis off the doer (the researcher).

Agency: Using passive voice makes sense if the agent (doer) performing the action

is obvious, unimportant, or unknown. Also, using the passive is effective if the

writer wishes to wait until the end of the sentence to mention the agent or if the

writer wants to avoid mentioning the agent altogether.

3. What does passive voice look like in a sentence?

The boy was bitten by the dog.

Basketball is enjoyed by everyone.

The students were taught by an experienced professor.

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4. How do you change passive voice into active voice?

To change passive into active, consider who does the action in the sentence (doer).

Consider who is performing the actions, move that agent to the subject of the

sentence and change the verb accordingly.

5. What does active voice look like in a sentence? (Compare these sentences to the

above sentences that are in passive voice—notice how the agent has shifted to the

subject of the sentence in these active sentences).

The dog bit the boy.

Everyone enjoys basketball.

An experienced professor taught the students.

6. Some more examples:

Passive Agent Active

The book is being read by the

class.

most of the class Most of the class is reading the

book.

Results will be published in

the next issue.

agent not specified—

most likely

―researchers‖

The researchers will publish

their results in the next issue.

A policy of whitewashing and

cover-up has been pursued

by the CIA director and his

close advisors.

the CIA director and his

close advisors

The CIA director and his close

advisors pursued a policy of

whitewashing and cover-up.

Mistakes were made. agent not specified—

most likely ―we‖

We made mistakes.

Information obtained from: http://owl.english.purdue.edu/handouts/grammar/g_actpass.html

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Prepositions of Direction:

To, On (to), In (to)

Three prepositions that express movement toward something are to, on(to), and in(to).

1. The basic preposition of a direction is to. To signifies orientation toward a goal. When the goal is

physical, such as a destination, to implies movement in the direction of the goal.

Example: I am trying to study for my test.

When the goal is not a physical place, for instance, an action, to marks a verb; it is attached as an

infinitive and expresses purpose. The preposition may occur alone or in the phrase in order.

Example: The family traveled to Florida to visit family.

(destination) (in order to)

2. Verbs of motion, on and in, have a directional meaning and can be used along with onto and into. (See the sections below for some exceptions to this rule.) This is why to is inside parentheses in the title of the handout, showing that it is somewhat optional with the compound prepositions. Thus, the

following sentences are roughly synonymous:

Examples: The children threw their pennies in/into the fountain.

The cowboy jumped on/onto the back of the horse.

My father climbed up on/onto the roof to hang the lights.

Some verbs of motion express the idea that the subject causes itself or some physical object to be

situated in a certain place. Of these verbs, some take only on. Others take both on and onto, with the

latter being preferred by some speakers.

Examples: The bird perched on the branch. (not onto the branch)

Her puppy must be kept on a leash. (not onto a leash)

He placed the star on/to the Christmas tree.

Sue spread the icing onto the cupcakes.

Verbs taking only on are rare: set may be another one, and so perhaps is put. Other verbs taking

both prepositions are raise, scatter (when it takes a direct object), pour, and add.

Example: The concrete was poured on(to) the street.

The pearls scattered on(to) the floor when the necklace broke.

The family decided to add on(to) the house when they ran out of room.

To the extent that these pairs do differ, the compound preposition conveys the completion of an

action, while the simple preposition points to the position of the subject as a result of that action.

This distinction helps us understand how directional and locational prepositions are related: they stand in the relationship of cause and effect.

Completion of an Action Position of Subject

Jack climbed on(to) the roof. Jack is on the roof.

We dropped the pennies in(to) the fountain. The pennies are in the fountain.

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3. Uses of into:

With verbs of motion, into and in are interchangeable except when the preposition is the last word or occurs

directly before an adverbial of time, manner, or frequency.

Examples: The students went into the classroom.

The students went in. (not into).

We went into the store to buy groceries this morning. We went in this morning.

In an information question, into also can be last word except for an adverbial when its object is questioned by

a wh- word:

Examples: What kind of mess are you getting yourself into?

What kind of mess are you in?

Verbs expressing stationary position take only on or in with the ordinary meanings of those prepositions. If a

verb allows the object of the preposition to be omitted, the construction may have an idiomatic meaning.

Examples: The man sat on the bench

The teacher is in the classroom. The professor is in. (available for meeting)

In(to) has two special uses with move. When move in is followed by a purpose clause, it has the sense of

approach. In the following example, in is part of the verb, so you cannot use into.

Examples: The cat moved in to pounce on the mouse.

When into is used with move, it functions as an ordinary preposition to convey the idea of moving something

from one place to another.

Example: I am going to move into my new house today.

4. Uses of to:

To occurs with several classes of verbs: verb + to + infinitive. Verbs in this group express willingness (be

willing, consent, refuse), desire (desire, want, wish, ask, request, prefer) intention (intend, plan, prepare), or

obligation (be obligated, have, need).

Examples: I refuse to play games with someone who cheats.

While some people enjoy sports, I prefer to play the piano.

The student prepared to study abroad for the summer.

I need to go grocery shopping this weekend.

In other cases, to is used as an ordinary preposition. Verbs of communication: listen, speak (but not tell),

relate, appeal (in the sense of 'plead,' not 'be attractive'). Verbs of movement: move, go, transfer, walk,

run, swim, ride, drive, fly, and travel.

Examples: I am listening to my favorite singer.

The friends relate to each other well.

I am traveling to Florida for vacation.

Additional Resources: Tufte, V. (2006). Artful Sentences: Syntax as Style. Cheshire, CT: Graphics Press.

Harris, M. (2006). Prentice Hall Reference Guide. (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

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Prepositions: Time and Place

Prepositions are used to clarify and communicate many ideas by showing the

relationship of nouns or pronouns to other parts of a sentence. Prepositions that

identify time and place are the types of relationships described here.

1. A Specific Time: On, At, In

Days: On

My final is on Friday

My classes begin on Wednesday.

Noon, night, midnight, and specific times of day: At

I ate lunch at noon. My class ends at 4:15 p.m.

Other parts of the day, months, years, seasons: In

In winter, we usually go skiing in the mornings.

2. Extended time: Since, Within, For, By, During From/to, From/until

I have lived in Stillwater since August. (I moved to Stillwater in August and am still living here.)

I must find a job within the week. (Before the week ends, I have to find a job.) I stood in line for 2 hours. (I spent 2 hours standing in line.)

I will have 32 credit hours by May. (When it is May, I will have earned 32 credit hours.)

He was a cook during the war. (While the war was progressing, he was a cook.) The T.V. show ran from 1992 to 2002. (The show began in 1992 and ended in 2002.)

The fall semester is from August until December. (It begins in August and ends in December.)

3. Location: In, Inside, On, At, Above, Over, Beneath, Under, Below, Underneath,

Near, By, Next to, Between, Among, Opposite.

In: the place itself; Inside: within the place; On: the surface; At: the general area.

I will meet you at the parking area. (The general area)

I will meet you in the restaurant. (The place itself)

The book is on the table. (On the surface)

My coat is inside the car. (Within the place)

Above and Over: higher than a certain point.

A bird flew over my head. I hung the mirror above the shelf.

He was hiding under the table. I hung the shelf below the mirror.

I found the assignment sheet underneath my notebook.

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Beneath, Under, Below, and Underneath: lower than a certain point.

The boxes are stored beneath the staircase.

The child hid under the bed.

He wears his nametag below the pocket of his shirt.

They had a picnic underneath the branches of a willow tree.

Next to, Between, Opposite, Near, By, Among: close to a certain point.

My book is next to the computer.

I sit between John and Mary in my class.

The building is opposite the big oak tree.

I live near the university. There is a water fountain by the stairwell.

There is a pen among those pencils.

Note: Be careful about confusing near and by when used together. Together, they do not make a preposition

but actually form adverbs and adjectives. Near by is an adverb and nearby is an adjective:

We can take my car because I parked near by. (Adverb)

I grabbed a nearby pen and began writing down my ideas. (Adjective)


Harris, M. (2006). Prentice Hall Reference Guide. (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Ruszkiewicz, J., Friend, C., & Hairston, M. (2007). The Scott Foresman: Handbook for Writers. (8th ed.).

Upper Saddle River, NJ: Pearson Prentice Hall.

Tufte, V. (2006). Artful Sentences: Syntax as Style. Cheshire, CT: Graphics Press.

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Using Articles: A, An, and The

Articles are words used before a noun that denotes whether the noun being referred to is

being discussed in specific or general terms.

1. Number A and an are used if the noun can have more than one quantity.

*I saw a cat. (There was only one cat.)

*I ate an apple. (One apple, not two.)

The is used when the noun does not have a countable quantity, or in reference to a specific

noun.

*I jumped into the water. (You can’t count water.)

*The rabbit passed the turtle. (A specific rabbit passed a specific turtle).

2. Indefinite Articles: A, An

A and an mark a noun as indefinite, meaning it refers to any member of a group. These

articles are used with a singular noun when the noun is general, as opposed to specific. If the indefinite noun is plural, then the word some is used instead.

*A is used with singular nouns that begin with consonant sounds: a dog, a uniform.

*An is used with singular nouns that begin with a vowel sound: an elephant, an apple, or

an assignment

*Some is used with plural nouns: some shirts, some cars.

A and an are also used to denote membership in a group (nationality or profession)

*I am a lawyer.

*Julia Roberts is an actress.

3. Definite Article: The

The is used before specific nouns.

*A car (any car)/ The car (that specific car)

*A restaurant/ The restaurant

The is NOT used when referring to non-specific nouns that do not have a given quantity.

*Coke is an excellent beverage.

*French was once the diplomatic language.

The is also used when it is added to non-quantitative nouns when the noun is made more

specific by a limiting factor.

*The coke in my cup is flat. (Limiting factor: in my cup)

*The French on my audio-tape is more formal than they speak in Paris.

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The is used when referring to a unique object, person, event, etc.

*The President of the United States.

*The 1996 Olympics.

The can be used with singular nouns or plural nouns:

*The cat *The cats

4. Geographical Uses: The

The is rarely used in geographical situations, unless referring to plurals such as the United

States, the Great Lakes, the Ozark Mountains, or the Canary Islands.

The *should* be used before the following:

*Points on the globe (the Equator, the South Pole)

*Geographical areas (the West Indies) *Names of rivers, oceans, and seas (the Cimarron, the Atlantic, the Gulf of Mexico)

*Deserts, forests, and peninsulas (the Mojave Desert, the Florida Peninsula, the Redwood

Forest)

5. First Mention

A or an is used the first time a noun is mentioned in a piece of writing. Afterwards, the is

used when the reference is to the same noun.

*A cat was found up a tree by the Stillwater Fire Department yesterday. It is unknown how

the cat got up the tree, but neighbors suspect it was chased by a loose dog. [in the example,

‘a cat’ and ‘a dog’ signify new information whereas ‘the cat’ signifies information that has

already been mentioned.]

6. Nouns without Articles

Some nouns never take any articles. Some common types that do not:

* Sports: football, soccer, wrestling, gymnastics * Languages and Nationalities: German, English, French, Japanese, Irish

* Academic Subjects: philosophy, history, chemistry, arti

Handout adapted from: Raimes, A. (1999). How English works: A grammar handbook with readings. New York, New York: Cambridge University Press.

i


Harris, M. (2006). Prentice hall reference guide. Upper Saddle river, NJ: Pearson Education, Inc., 135-137.

Raimes, A. ((2004). Grammar troublespots: A guide for student writers. New York, NY: Cambridge

University Press, 98-105.

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L e w W e n t z R e s e a r c h P r o j e c t A w a r d s

The Lew Wentz Foundation and OSU provide support for the nationally recognized Wentz Research Project awards. Each year, $4,500 one-year research projects awards are given to approximately

40 undergraduates to conduct independent research with the guidance of a faculty mentor.

The Wentz Research Projects are an opportunity for undergraduates to design and conduct research under the supervision of a faculty mentor. Wentz Research project awards are for two semesters of an academic year (fall and spring). This is a yearly award; no extensions are promised nor will any preferred treatment be given for those wishing to continue their projects into a second year. Only one Wentz research project per year, per student, is allowed.

The award is to fund independent, mentor-guided research by an undergraduate student. The research project description, conceived and written by the student, must include a concise statement of the purpose using vocabulary and style readily understandable to a wide range of scholars from various disciplines, and reasonable objective must be developed on one page. The description must convince the award committee that this is student research rather than a task assigned by a faculty mentor to support his/her ongoing research. Selected applicants could be interviewed following a first screening to determine the origin of the ideas and plans for the completion of the project.

Students chosen for an award must arrange with their professors to receive two hours of academic credit for the project during the spring semester of the year of the project award. All participants must submit a progress report during the first semester in order for the second semester stipend to be approved. They must also display the results of their work at a spring program and turn in a final report at the end of the semester. Participants must enroll in at least twelve hours of residence credit and report to their mentors during the first week of the fall semester, or the award will be rescinded. Award recipients must achieve meaningful results in two semesters.

A faculty panel will determine which proposals are to be funded, based on the quality of the student's proposal and the student's interaction with a supportive faculty mentor. The amount of the stipend has been set to include supplies or expenses. Upon acceptance of the award, the student and mentor will be asked to designate whether the full $4,500 should be credited to the student of $500 withheld and processed later through a department account for expenses. Who is eligible to apply? Wentz Research Projects awards are limited to students officially listed as undergraduates at the time of application and for the duration of the project year (students classified as graduate students, in 3-2 programs, or in Veterinary Medicine are not eligible). Applicants must have a minimum 3.00 GPA and have completed at least 12 in residence hours at OSU. Scholars in all disciplines are encouraged to apply. Applicants may choose topics from areas not related to their major, if they wish.

Justin Rader I think the Lew Wentz Research program is fantastic, allowing undergrads to perform good research in interesting fields with the benefit of a generous scholarship. For me, the program has been a great blessing and learning experience.

Cortney Timmons Being given the opportunity to do undergraduate research has been the highlight of my collegiate career. The Wentz Research Program allowed me to explore my area of concentration and also prepared me to apply for and win a Udall Scholarship.

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Wentz Research Project 2008-2009 Application

The Wentz Research Projects ($4,500) are an opportunity for undergraduates to design and conduct research under the supervision of a faculty mentor and are awarded for two semesters of an academic year (fall and spring). No extensions are promised nor will any preferred treatment be given for those wishing to continue their projects into a second year. Only one project per year, per student, is allowed, and mentors may not supervise more than two projects at a time.

The research project description, conceived and written by the student in a style readily understandable to scholars from all disciplines, must explain clearly the purpose, research plan, and expected results. The description must convince the award committee that this is student research rather than a task assigned by a faculty mentor to support his/her ongoing work. Selected applicants could be interviewed following a first screening to determine the origin of the ideas and plans for completing the project.

Students chosen for an award must arrange with their professors to receive two hours of academic credit for the project during the spring semester of the year of the project award. All participants must submit a progress report during the first semester in order for the second semester stipend to be approved. They must also display the results of their work at a spring program and turn in a final report at the end of the semester. Participants must enroll in at least twelve hours of residence credit and report to their mentors during the first week of the fall semester, or the award will be rescinded.

A faculty panel will determine which proposals are to be funded, based on the quality of the student’s proposal and the student’s interaction with a supportive faculty mentor. The amount of the stipend has been set to include supplies or expenses. Upon acceptance of the award, the student and mentor will be asked to designate whether the full $4,500 should be credited to the student or $500 withheld and processed later through a department account for expenses.

Who is eligible to apply?

Wentz Research Projects awards are limited to students officially listed as undergraduates at the time of application and for the duration of the project year (students classified as graduate students, in 3-2 programs, or in Veterinary Medicine are not eligible). Applicants must have a minimum 3.00 GPA and have completed at least 12 in residence hours at OSU.

Scholars in all disciplines are encouraged to apply. Applicants may choose topics from areas not related to their major, if they wish, and some of our best projects have been this type of study.

To apply:

1. Complete the application materials, including the student information sheet, mentor comment sheet, and the one-page project description;

2. Attach an official transcript; 3. Return the materials to 260 Student Union no later than 5:00 p.m., February 15, 2008.

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Wentz Research Project 2008-2009 Application

Student Information

Project Title: _____________________________________________________ Name: _________________________________ CWID #: _________________ Local Address: ___________________________________________________ Local Phone: ___________________Email Address: _____________________ Permanent Address: ______________________________________________ Permanent Phone: ________________________________ College: _________________Department: ____________________________ Major: _________________________________________________ Which of the following areas best describes the focus of your proposed project?

Agriculture ____ Social Sciences/Education/Business ____

Engineering/Technology ___ Humanities/Arts ____

Biological/Physical Sciences/Mathematics ____

Hours completed (must have completed twelve at OSU by Jan. ‘08): ________

Graduation/Retention GPA (must be 3.00 or better at the time of application and for the duration

of the award): ________

Have you applied or will you apply for Financial Aid? Yes No

By signing below, I affirm that all information is correct and I understand that any false information will cause my application to be withdrawn from the competition. Further, by signing I authorize OSU to publicize my participation by using any of my quotations and pictures concerning the program in various media. Student Signature _____________________________________ Date _____________

Return materials to 260 Student Union no later than 5:00 p.m. on February 15, 2008.

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Project Description : Describe the project and desired outcomes on this page, 10-pt. or larger. Do

not staple or glue any additional project-related materials. Include in your proposal passages that: 1) Introduce and summarize the topic or problem clearly and concisely; 2) Explain research methods and strategies to be employed; 3) Identify any expected outcome, product, or solution and thereby any benefits (practical or theoretical) deriving from the study.

Project Title: _________________________________________________________________

Student Name: _______________________________________________________________

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Faculty Mentor Comments

Project Title: ____________________________________________________________

Student Name: __________________________________________________________

Faculty mentor: Please indicate in the space below what qualifies this project for selection and what level of involvement you will provide to make this a successful academic experience for the student. Do not attach any additional project-related materials.

Mentor Name: ___________________________________________ (please print)

Mentor Signature ________________________________________ Date ____________

Department Head Signature ________________________________ Date ____________

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T i p s f o r D e v e l o p i n g a W i n n i n g R e s e a r c h P r o p o s a l OSU has been fortunate to enjoy many benefits of the Lew Wentz Foundation, and by far the most prominent one is this program, which is known not only locally but nationally for its quality and prestige. You should find the Wentz Research experience to be one of your most memorable educational experiences, as well as one that gives you a better chance to get into graduate schools, win prestigious scholarships, or find better jobs – all of which are proven results during the program's existence. Following are some explanations and "tips" that might help you and your mentor make a better proposal. DO think of the Wentz as collaboration between you and a mentor that develops basic research skills. DO NOT think of yourself as a “lab or library assistant,” or a “go-fer” in a research program already established. DO consider a project in a field other than your major, if you wish. It’s been done before, and it’s a great experience. DO NOT leave your topic too general. Narrow your research to a topic that is focused in a specific problem area. DO write your proposal yourself. If your mentor gives you a proposal to copy, go somewhere else. The selection panel can tell the difference between your writing and that of an experienced researcher. DO NOT assume this has to be original research. You are an undergraduate and need skills. Creative approaches to old subjects are acceptable for this program. DO write your proposal in clear English and in paragraph form with concrete details about your goals, activities, and how the results will be presented. DO NOT depend on formulas, graphs, charts, or drawings that some on the panel can’t understand. The proposal should be accessible to a broadly educated and diverse audience from several disciplines DO explain how you plan to conduct the study and the resources you’ll need: – library, laboratory, questionnaires, etc. Your study should be able to be completed in about two semesters. DO NOT propose to design a web-site, conduct a major study that requires too much time, or involves sophisticated mailings and questionnaires for many respondents. DO work with your mentor on his/her supporting statement, which should affirm the quality of the idea, availability of resources, and how you will benefit from the experience. DO NOT have the mentor merely repeat your proposal.

If you have further questions, please contact The Office of Scholar Development and Recognition (260 SU).

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N i b l a c k R e s e a r c h S c h o l a r s P r o g r a m

S O M E O F T H E S E G U I D E L I N E S M A Y H A V E C H A N G E D , S O T H E Y S H O U L D O N L Y B E U S E D A S A G E N E R A L R E F E R E N C E

General Information The Niblack Research Scholars (NRS) program provides support to Oklahoma State University undergraduates to conduct research in one of OSU’s research laboratories under the general guidance of a member of the research faculty and with day-to-day mentoring by a graduate student. The NRS receives a stipend of $2,000 per semester for the academic year, plus $4,000 for two summer months ($8,000 total). The award winners must commit to working in a laboratory for the two semesters and the two summer months. The graduate student mentor receives a research assistantship stipend of $2,100 to be received during the summer months (3 x $700/month). A comprehensive research university like OSU is in a unique position to offer undergraduate students an exciting academic experience outside the traditional classroom. The purpose of this award, made possible by the generosity of Dr. John Niblack, is to give outstanding students an appreciation of scientific research in a laboratory environment at an early stage of their academic careers. Research experience is invaluable in helping the students choose a career path for themselves, in improving their likelihood of success in the workforce, and in helping the students decide if graduate school is the correct choice for them. These awards are not intended to provide faculty members with assistants, but to provide students with a valuable educational experience not available to most undergraduate students. Eligible students, studying on the Stillwater campus and enrolled full-time, must have at least 28 and no more than 94 semester credit hours earned (cumulative graduation/retention) at the start of the fall semester. Students selected for the award must arrange with their faculty sponsor to receive three hours of academic credit (1 hour each fall, spring, and summer semester). Award recipients must report to their faculty mentors by the end of the first week of the semester or the award will be terminated. A brief status report will be required before each semester’s stipend is approved.

JOHN NIBLACK retired in 2002 as Vice Chairman of Pfizer Inc., a

$32 billion pharmaceutical company that discovers, develops, manufactures, and markets leading prescription medicines for humans and animals and many of the world's best-known consumer brands. As Vice Chairman, Dr. Niblack was responsible for Pfizer’s Global Research and Development Division and pharmaceutical Licensing and Development. As an active scientist from 1967-1980, Niblack rose in the company through a succession of positions in which he directed research into drugs for viral illnesses, cancer and autoimmune disorders. In 1980 he was appointed director of research for the company's US laboratories. In 1990, he was named president of Pfizer's Central Research Division and in 1993 was promoted to executive VP of Pfizer Inc. He has a BS in chemistry from OSU and a Ph.D. in biochemistry from the University of Illinois.

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N i b l a c k R e s e a r c h S c h o l a r s P r o g r a m A p p l i c a t i o n

The NRS application consists of:

1. The completed and signed Application Cover Page 2. A Résumé 3. A typewritten essay not to exceed two single-spaced pages in 12 point font. 4. The completed and signed Faculty Sponsor Form 5. Letter of Recommendation from an OSU faculty member. 6. Transcript

Step 1: Students must meet with the Department Head of their desired department to discuss academic goals and ideas regarding a potential research area. The Department Head will refer the student to selected faculty members to review lab options and choose a faculty sponsor willing to provide necessary oversight of the student in the lab and a graduate student mentor. (The graduate student is selected by the faculty sponsor, not the undergraduate student.) The research project and schedule is determined between the student and faculty sponsor.

Step 2: After a faculty sponsor, research lab, and graduate mentor have been determined, the student must complete the NRS application, essay, and résumé. The faculty sponsor must complete the faculty sponsor form. The student must also arrange for a separate letter of recommendation from an OSU faculty member who is familiar with the student (advisor, class instructor, etc.). The applicant must submit a complete application packet to the Office of the Vice President for Research and Technology Transfer by the deadline. The Essay The essay is an important basis for the evaluation of your application. It should be clearly written and substantive. Include items such as why you want to perform research in one of OSU’s research laboratories, your current career goals, what interests you about science, and which subjects interest you most and why. Describe why your background and interests prepare you for this award. Explain why you should be selected over someone else and how you are prepared to undertake the project. The length of the essay should be no longer than two typed pages, single spaced, 12-point font, with 1” margins. Evaluation Criteria Proposals will be evaluated using the following criteria:

1. The student’s qualifications to successfully conduct the project. 2. The student’s career ambitions, as discussed in the Essay. 3. The likely educational value for the student. 4. The faculty sponsor’s recommendation. 5. The letter of recommendation from another faculty member at OSU. 6. The sponsor’s and graduate student mentor’s availability to oversee the research.

FOR MORE INFORMATION REFER TO: Office of the Vice President for Research and Technology Transfer

www.vpr.okstate.edu/nrs (405) 744-6501 [email protected]

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N a t i o n a l S c i e n c e F o u n d a t i o n ’ s R E U P r o g r a m

The National Science Foundation's Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects designed especially for the purpose. OSU students may participate in REU programs at OSU and other institutions throughout the US. Information on available programs is available at the REU program directory (http://www.nsf.gov/crssprgm/reu/reu_search.cfm). SYNOPSIS The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department, or on interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. A partnership with the Department of Defense supports REU Sites in DoD-relevant research areas. (2) REU Supplements may be requested for ongoing NSF-funded research projects or may be included as a component of proposals for new or renewal NSF grants or cooperative agreements. Undergraduate student participants in either Sites or Supplements must be citizens or permanent residents of the United States or its possessions. Students may not apply to NSF to participate in REU activities. Students apply directly to REU Sites and should consult the directory of active REU Sites on the Web at http://www.nsf.gov/crssprgm/reu/reu_search.cfm. EDUCATIONAL OPPORTUNITY This program provides educational opportunities for Undergraduate Students. This program provides indirect funding for undergraduate students to participate in research. To inquire about possible funding opportunities, please contact the organizations that have received awards. (Do not contact NSF.) A directory of active REU Sites, along with contact information, can be found on the Web at http://www.nsf.gov/crssprgm/reu/reu_search.cfm.

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PRESTIGIOUS SCHOLARSHIPS

B a r r y M . G o l d w a t e r S c h o l a r s h i p

The Barry M. Goldwater Scholarship and Excellence in Education Program was established by Congress in 1986 to honor Senator Barry M. Goldwater, who served his country for 56 years as a soldier and statesman, including 30 years of service in the U.S. Senate. The purpose of the Foundation is to provide a continuing source of highly qualified scientists, mathematicians, and engineers by awarding scholarships to college students who intend to pursue careers in these fields. Institutions are typically allowed to nominate up to four students (Sophomores and/or Juniors) to compete for the Goldwater Scholarship each year. Eighteen OSU students have been named Goldwater Scholars since the program’s inception. AWARD

Up to $7,500 for eligible expenses (tuition, fees, room/board, books)

Junior-level scholars are eligible for two years of scholarship support

Senior-level scholars are eligible for one year of scholarship support

ELIGIBILITY

Sophomore or Junior (at least one more year of full-time undergraduate study); and

US Citizen; and

3.70 Minimum GPA; and

Intend to pursue careers in mathematics, the natural sciences, or engineering

DEADLINE

OSU Institutional Competition: October/November

National Competition: January/February

FURTHER INFORMATION www.act.org/goldwater

Direct Questions to

Office of Scholar Development and Recognition 260 Student Union, Stillwater, OK 74078

405-744-7313, [email protected]

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M e a d o r S e l e c t e d a s O k l a h o m a S t a t e ’ s 1 8 t h G o l d w a t e r S c h o l a r

Lydia Meador of Broken Arrow, an Oklahoma State University junior with a triple major of botany, microbiology/cell and molecular biology, and biochemistry and molecular biology, has been named a Barry M. Goldwater Scholar. Meador is the 18

th student from OSU to be selected for this

prestigious honor. Receiving an honorable mention for this year’s scholarship was John Cooper, a Wichita, Kan., senior who is majoring in chemistry and microbiology/cell and molecular biology.

“This has been an exciting spring semester at Oklahoma State with all of the major national and international scholarships our students are receiving,” said OSU President Burns Hargis. “To have a Goldwater Scholar of the caliber of Lydia this year is wonderful. She and John have exciting futures in store for them.”

According to Peggy Goldwater Clay, chair of the board of trustees of the Barry M. Goldwater Scholarship and Excellence in Education Foundation, the 2010-11 Goldwater Scholars were selected on the basis of academic merit from a field of 1,111 mathematics, science, and engineering students nominated by the faculties of colleges and universities nationwide.

"Lydia is highly deserving of this honor,” said Dr. Janette Steets, botany assistant professor. “She is an exceptionally bright, ambitious and dedicated student. In addition to her outstanding academic achievements, she excels in research and will go far in the sciences."

Meador’s career goal is to receive her doctorate in plant genetic engineering and biotechnology and to conduct research in genetic engineering of antibiotics, edible vaccines and other medicinal compounds. “As a first generation college student, I never dreamed my college experience would involve winning a national award,” Meador said. “I am honored and humbled to be considered one of the many outstanding scholars at OSU.”

“This year’s competition for the Goldwater Scholarship was extremely competitive due to the reduced number of awards and high numbers of applications, making Lydia’s accomplishment even more impressive,” said Dr. Robert Graalman, director of the OSU Office of Scholar Development and Recognition. “She’s worked toward this goal since arriving at OSU, taking advantage of every research opportunity that came her way, and this award affirms her prowess and prospects.”

The Goldwater Scholarship is the most prestigious and competitive scholarship for undergraduate sophomores and juniors who plan to pursue careers in mathematics, natural sciences or engineering, and will cover the cost of tuition, fees, books and room and board up to $7,500 per year. The Goldwater Foundation is a federally endowed agency established by Public Law 99-661 in 1986 in honor of the late Sen. Barry M. Goldwater.

Meador was one of four OSU students nominated at OSU last fall following a campus-wide competition, according to Graalman. She was selected as a Niblack Scholar for her senior year, received a Wentz Research Scholarship her junior year, and was an OSU Freshman Research Scholar. She was named the OSU Botany Department Outstanding Senior in 2009. Meador is the daughter of Gregory and Judith Meador of Broken Arrow and is a 2007 graduate of Union High School.

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U d a l l S c h o l a r s h i p

Established by Congress in 1992 to honor Morris K. Udall's thirty years of service in the House of

Representatives and enhanced by Congressional act in 2009 to honor Stewart L. Udall’s vast public service, the Morris K. and Stewart L. Udall Foundation is dedicated to educating a new generation of Americans to preserve and protect their national heritage through scholarship, fellowship, and internship programs focused on environmental and Native American issues. The Udall Foundation is also committed to promoting the principles and practices of environmental conflict resolution. Eleven OSU students have been named Udall Scholars since the program’s inception. AWARD

Up to $5,000 for eligble expenses (tuition, fees, room/board, and books) ELIGIBILITY

Sophomore or Junior (at least one more year of full-time undergraduate study); and

US Citizen, US National or US permanent resident; and

3.0 Minimum GPA; and

Demonstrated commitment to careers related to the environment; or

Demonstrated commitment to careers related to tribal public policy or health care, and are Native

American or Alaska Native

DEADLINE

OSU Institutional Competition: November

National Competition: March

FURTHER INFORMATION

www.Udall.gov

Direct Questions to

Office of Scholar Development and Recognition 260 Student Union, Stillwater, OK 74078

405-744-7313, [email protected]

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O S U ’ s F l i n t H o l b r o o k N a m e d U d a l l S c h o l a r

Oklahoma State University junior Flint Holbrook has been named one of 80 students nationally to win the coveted Morris K. Udall Foundation Scholarship. Holbrook is joined on the Udall list by fellow OSU junior Blake Jackson, who also was named a winner of the Harry S. Truman Scholarship. “We are extremely proud of the tremendous accomplishments of these two tremendous young men,” said OSU President Burns Hargis. “OSU has become a regular winner of prestigious national scholarships and Blake and Flint are the latest examples of how OSU students rank among the best in the country academically.” The Udall scholarship was created in 1992 to honor Congressman Morris K. Udall of Arizona. For three decades, the congressman fought for Native American rights and worked to preserve and protect the nation’s environment, public lands and natural resources. The Udall scholarship provides $5,000 for educational expenses to outstanding sophomores and juniors who are studying environment-related fields or who are of Native American decent and pursuing fields related to health care or tribal public policy. The application process includes an 800-word essay on one of Udall’s significant public speeches, legislative acts or public policy statements and its relationship to the applicant’s interests or coursework. “We have a strong student base and outstanding academic programs that suit the Udall requirements perfectly,” said Dr. Bob Graalman, director of the OSU Office of Scholar Development and Recognition. “Of the major awards we oversee on campus, Udall has lately enjoyed the largest number of applications to become OSU nominees. We can nominate six every year, and the other four who weren’t chosen – Evan Booher, Melissa Booher, Jamie Andrews and Rachel Branch – worked just as hard and made a very strong showing. Just being named a nominee is a great accomplishment, considering all the local competition. All of these students were exceptional.” Holbrook, a biosystems engineering major from Clover, South Carolina, said winning the Udall Scholarship was a huge success, and he said he is passionate about what this award represents. “It is encouraging to be recognized for my work in undergraduate research and environmental stewardship,” Holbrook said. “I’d like to thank the faculty in biosystems and agricultural engineering for providing me with the opportunities to be involved in undergraduate research. Their advice and encouragement played a major role in pushing me to pursue this national scholarship.” Holbrook’s essay focused on the need for alternative energy sources to stand alone in the marketplace without backing from taxpayer dollars. After graduation, he said he plans to work in the energy industry and wants to play an active role in bringing new environmental technologies to the market. Holbrook and Jackson will officially receive their awards at the Udall Scholar Orientation Weekend in Tucson, Ariz., this August. For more information about the Udall scholarship, call Graalman at 405-744-7313 or send him an email at [email protected].

Oklahoma State University junior Flint Holbrook is congratulated by OSU Dean of Engineering Karl Reid (far left),OSU President Burns Hargis and OSU Dean of Agriculture Robert Whitson (far right) on being chosen one of the nation’s 80 students to win the Morris K. Udall Foundation Scholarship. Holbrook, who is a biosystems engineering major from Clover, South Carolina, was one of two OSU students to receive the honor. OSU junior Blake Jackson an agribusiness major from Hartshorne, Okla. was also named a Udall Scholar.

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O S U ’ s B l a k e J a c k s o n W i n s T w o C o v e t e d N a t i o n a l S c h o l a r s h i p s

Oklahoma State University junior Blake Jackson of Hartshorne, Okla, has received two of America’s top scholarships, capturing both the Harry S. Truman Scholarship and the Morris K. Udall Scholarship. He is the first OSU student to receive both awards in the same year. OSU junior Flint Holbrook was also named a Udall scholar. “We are extremely proud of the tremendous accomplishments of these two tremendous young men,” said OSU President Burns Hargis. “OSU has become a regular winner of prestigious national scholarships and Blake and Flint are the latest examples of how OSU students rank among the best in the country academically.” OSU was named Oklahoma’s inaugural Truman Honor Institution because of its production of Truman scholars. The Truman Scholarship provides up to $30,000 in funding to college juniors with exceptional leadership potential who are committed to careers in government, the nonprofit or advocacy sectors or education. Jackson was the 16th OSU student selected for this honor. “OSU can have four nominees for the Truman scholarship every year,” said Dr. Bob Graalman, director of the OSU Office of Scholar Development and Recognition. “Betsie Stukenborg and Phyllis McLemore, were also two nominees from OSU. Their leadership and career plans made them great candidates for the Truman scholarship.” The Udall scholarship provides $5,000 for educational expenses to outstanding sophomores and juniors who are studying environment-related fields or who are of Native American decent and pursuing fields related to health care or tribal public policy. Only 80 students nationwide are selected for this award each year, and Jackson is the 13th OSU student to earn it. “I feel extremely blessed to be the recipient of both these awards,” said Jackson, an agribusiness major. “I truly did not know what to expect when applying for them. I always told myself that I had grown a lot through the process and that regardless of the outcome, just applying was worthwhile because I had the chance to interact with a lot of people I wouldn’t have met otherwise.” After graduating from OSU, Jackson said he plans to attend law school and concentrate his studies in environmental and Native American law. For students who are considering applying for either of these scholarships, Jackson said he would advise them to go for it. “If you have any reservations, you should throw caution to the wind,” Jackson said. “You never truly know what you are capable of until you try. There were a couple of times early in college that I debated applying for an award as big as the Truman or Udall, but I would never have known I was capable of achieving it unless I applied.” OSU’s strong student base and outstanding academic programs suit the Udall requirements perfectly, Graalman said.

Udall and Truman Scholar Blake Jackson (5th from left) is pictured with State Senator Jim Halligan, former Stillwater City Councilor Tom Dugger, State Representative Cory Williams, State Senator Mike Schulz, (Jackson) State Senator Richard Lerblance, State Senator Eddie Fields and State Representative Lee Denney. Jackson an Oklahoma State University junior from Hartshorne, Okla. was surprised with the announcement he had received the two national scholarships while working as an intern at the State Capitol. The agribusiness major is the first OSU student to receive both scholarships in the same year. He is the 16th OSU student selected for the Truman honor. The university was Oklahoma’s inaugural Truman Honor Institution.

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“Of the major awards we oversee on campus, Udall has lately enjoyed the largest number of applications to become OSU nominees,” Graalman said. “We can nominate six every year, and the other four who weren’t chosen – Evan Booher, Melissa Booher, Jamie Andrews and Rachel Branch – worked just as hard and made a very strong showing. Just being named a nominee is a great accomplishment, considering all the local competition. All of these students were exceptional.” Jackson will attend Truman Scholar Leadership Week in Liberty, Missouri, in May to introduce him to the Truman community. Jackson will attend the Udall Scholar Orientation Weekend in Tucson, Ariz., in August along with Flint Holbrook, an OSU junior who also has been named a Udall scholar. For more information about the Udall or the Truman Scholarship, call the OSU Office of Scholar Development and Recognition at 405-744-7313 or send an email to [email protected].

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O t h e r P r e s t i g i o u s N a t i o n a l / I n t e r n a t i o n a l S c h o l a r s h i p s

There are many opportunities for students at OSU to compete for nationally and internationally competitive scholarships, and to participate in international and national professional development and service internships. You will find information about some of these opportunities below. Many other opportunities are available, so visit the Scholar Development and Recognition website at http://scholardevelopment.okstate.edu for more information. Students are advised to contact the Scholar Development office for information on awards and programs that fit their specific goals.

Please, note that application deadlines and eligibility criteria (including status as a sophomore, junior, or senior) vary by program. For more information contact The Office of Scholar Development and Recognition (260 SU) at 405-744-7313 or [email protected].

Scholarships for Undergraduate Study

Thomas R. Pickering Fellowship (Sophomores) Students interested in pursuing careers in foreign service with US Dept. of State. Henry Clay Statesman Award Students interested in public service. SMART Grant (Sophomores and Juniors) Students in the sciences, mathematics or engineering fields. IIPP Fellowship in International Affairs (Sophomores, Juniors and Seniors) Minority students who intend to pursue careers in international affairs. Benjamin A. Gilman International Scholarship (Undergraduates) Students interested in study abroad to any country not on US State Dept. Warning List. NSEP David L. Boren Undergraduate Scholarship (Undergraduates) Students interested in study abroad to countries outside Western Europe and some others. DAAD - Deutschlandjahr Scholarship (Undergraduates) Students interested in study in Germany. Elie Wiesel Prize for Humanity (Juniors and Seniors) Essay contest to analyze urgent ethical issues. Carpe Diem Foundation of Illinois Scholarship (Undergraduates) Students who demonstrate a commitment to community service. Dept. of Homeland Security Undergraduate Scholarship (Undergraduates) Students interested in pursuing science and technology as applied to the DHS mission. National Institute of Health Undergraduate Scholarship (Juniors and Seniors) Students in biomedical, behavioral and social science health-related fields.

mailto:[email protected]

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Scholarships for Graduate Study

Rhodes Scholarship (Seniors) Students interested in graduate study at Oxford University. Gates Cambridge Scholarship (Seniors) Students interested in graduate study at Cambridge University. Harry S. Truman Scholarship (Juniors) Students who intend to pursue careers in public service. Marshall Scholarship (Seniors) Students interested in graduate study in the UK. Hertz Fellowship (Seniors) Students interested in graduate study in the physical sciences or technology fields. Jacob K. Javits Fellowship (Seniors) Students interested in graduate study in the US (Arts, Humanities, Social Sci.). Mitchell Scholarship (Seniors) Students interested in graduate study in Ireland. James Madison Fellowship (Seniors) Students who intend to teach high school American history or social studies. NSF Graduate Fellowship (Seniors) Students interested in graduate study in science, mathematics or engineering. Paul and Daisy Soros Fellowship (Seniors) New Americans interested in graduate study. Rotary Ambassadorial Scholarship (Seniors) Students interested in overseas study. DAAD - Deutschlandjahr Scholarship (Seniors) Students interested in study in Germany. Fulbright Grant (Seniors) Students interested in overseas study. Knowles Math and Science Teaching Fellowship (Seniors) Students in physical sciences, who plan to teach at secondary level. NSEP David L. Boren Graduate Scholarship (Seniors) Students interested in study abroad to countries outside Western Europe and some others. Samuel Huntington Public Service Award (Seniors) Students interested in public service anywhere in the world. Jack Kent Cooke Scholarship (Seniors) Students interested in graduate study.

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N S F G r a n t A w a r d e d t o F i v e O S U S t u d e n t s

Five Oklahoma State University students have been selected to receive more than a half a million in funding from the prestigious National Science Foundation. Named NSF Graduate Fellows this spring are Lydia Meador, a Broken Arrow botany, biochemistry and microbiology senior; Laura Merriman, a Holdenville biosystems engineering senior; Taber Midgley, Durant biosystems engineering graduate student; Andrew Mock, an Edmond civil engineering senior; and Jessica Morrison, a Bay City, Michigan, microbiology graduate student. Receiving honorable mentions were Phillip Long, a Stillwater botany graduate student, and Elisabeth Ponce-Garcia, a Life Span Development Psychology Ph.D. student from Mustang. “The quality and success of OSU students is on full display with both undergraduates and graduate students bringing home such major awards,” said OSU President Burns Hargis. “We are proud of these extremely talented students and the faculty and others who supported them in their success.” The value of each three-year Fellowship is $121,500, according to Michael Heppler, assistant director of Student Academic Services for the graduate college. This includes $90,000 in funding paid directly as stipends to each student, plus $10,500 annually to cover tuition and fees and other ancillary support at the institution where each student chooses to study. “We are very proud of the five OSU students who have been awarded NSF Graduate Research Fellowships,” said Dr. Mark Payton, Interim Dean of the Graduate College. “These awards are the result of outstanding research performed by our students and their faculty mentors, and we extend our congratulations to them and their families. We wish all our scholars the best, whether they continue their research endeavors at OSU or choose to display the Oklahoma State brand at other prestigious research institutions.” Taber and Morrison plan to use their Fellowships at OSU. Taber will study biosystems engineering and Morrison will study microbiology. Meador will be using the grant for the Biological Design Ph.D. program at Arizona State University, Mock will study civil engineering at the University of Illinois and Merriman will study biological and agricultural engineering at North Carolina State University. The Fellowship program is NSF’s oldest program, founded in 1952. The program has supported more than 44,000 U.S. citizens, nationals and permanent residents in pursuing advanced degrees in science or engineering. The program is highly competitive and is designed to help the U.S. maintain a talented and diverse scientific and technological workforce. According to the NSF, the Fellows are expected to become knowledge experts who will contribute to the nation’s research, teaching, and scientific and engineering innovations.