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• CAREER COLUMN
• 14 November 2018

How to make undergraduate research worthwhile

• Shaun Khoo 0

Shaun Khoo is a postdoc at the Center for Studies in Behavioral Neurobiology at Concordia University in Montreal, Canada, where he studies the neural mechanisms underlying appetitive motivation in rats.

You can also search for this author in PubMed   Google Scholar

One of the things that excited me about taking up a Canadian postdoctoral position was that, for the first time, I would get a chance to work with and mentor enthusiastic undergraduate researchers. I looked forward to the chance to gain mentorship skills while helping out future scientists, and maybe, eventually, freeing up some of my own time.

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doi: https://doi.org/10.1038/d41586-018-07427-5

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Klowak, J., Elsharawi, R., Whyte, R., Costa, A. & Riva, J. Can. Med. Educ. J. 9 , e4–e13 (2018).

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Smaglik, P. Nature 518 , 127–128 (2015).

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Ankrum, J. Nature https://doi.org/10.1038/d41586-018-05823-5 (2018).

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Trant, J. Nature 560 , 307 (2018).

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How Undergraduates Benefit From Doing Research

Undergraduate research isn't just for STEM subjects.

Benefits of Undergraduate Research

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Studies show students who participate in research earn better grades, are more likely to graduate and are better equipped for graduate school or careers.

Jessica Stewart understands from personal experience the value of doing research as a college undergraduate. In her junior year at the University of California, Berkeley , Stewart worked with art historian Darcy Grimaldo Grigsby on her book, "Colossal," researching the Suez Canal, Eiffel Tower and other massive art and engineering monuments.

She loved the research so much that she went on to get her Ph.D. in art history. Almost 20 years after working on "Colossal," Stewart now directs the program that gave her the opportunity: UC Berkeley’s Undergraduate Research Apprenticeship Program.

But the initial benefit of doing undergraduate research was even more practical. When she was deciding which projects to apply for as an undergraduate, she got to explore many academic disciplines. This process opened her eyes.

“From the moment I set foot on campus, URAP allowed me to see what kinds of ideas I could study,” Stewart says. “The research and credit are great, but there’s this wayfinding side, too, where students can learn who researchers are, what research looks like and fields they may not have had any exposure to.”

A long tradition at some universities, mentored research projects are now offered at undergraduate institutions around the U.S. While many programs started out focused on science, today most universities offer opportunities across disciplines, including all aspects of STEM as well as architecture, business and theater arts.

No matter the subject area, research participation is an asset for undergrads. Studies show students who participate earn better grades , are more likely to graduate and are better equipped for graduate school or careers.

“It’s often most transformative for nontraditional learners and underrepresented students,” Stewart says. “They learn to triangulate life experience and studies in ways that may not have been intuitive for them. It greatly improves academic performance, retention and persistence.”

Research Roots in STEM

Every year, 6,000 undergraduates participate in research experiences through the National Science Foundation, mostly during the summer. Projects span nearly 20 subject areas , such as astronomy and ocean sciences. Most take place in the U.S., but some research is done abroad, including a marine sciences project at the Bermuda Institute of Ocean Sciences.

Experiences like these increase students’ confidence in their research skills and boost awareness of what graduate school will be like, according to a 2018 study . They also help students identify whether they want to pursue a science career.

“It’s one of the best ways to recruit students into STEM careers and retain them,” says Corby Hovis, a program director at the NSF's Division of Undergraduate Education. “That’s why we do it. It’s an effective way to get students from classrooms into doing STEM.”

The NSF is especially interested in applications from students who might not have had past opportunities to do research, including those who are the first in their families to attend college, and Black and Latino students.

Research institutions apply for NSF grants to mentor undergraduate students and guide them through participation in an ongoing project. For students, the experience includes orientation and training, as well as a stipend and allowances for housing and travel. In most cases, students write a paper about their contribution to research and may even present at a conference or seminar.

Some opportunities require that students have specific math courses under their belts, but all focus on helping students build other skills, aside from lab or research techniques, that they’ll need for future academic work or careers.

“Communicating clearly the results of research is a skill that could carry over into any field,” Hovis says. “The teamwork and cohort experience not only encourages them to continue in science, but (is) translatable to any number of other activities they will do later on.”

Connecting With Faculty

At the Massachusetts Institute of Technology , research has been part of the undergraduate experience for more than 50 years. Some students choose the school specifically for this reason, and more than 90% of students participate. As at other schools, research is part of a bigger initiative around experiential learning, which also includes service learning and study abroad .

The biggest challenge for students is usually figuring out what kind of research they’re interested in.

“We depend on students to do some of that footwork,” says Michael Bergren, director of MIT's Undergraduate Research Opportunities Program. “There are a lot of supports, but at the end of the day a student needs to understand what they’re interested in, who's doing the work they’re interested in and what the steps are to participating in that research.”

But there is hand-holding, if needed. Before applying to work on a project, students have to approach the lead faculty member and introduce themselves.

“This is really intimidating. We don’t take that for granted,” Bergren says. “Part of life skills development is approaching a lab or faculty member and advocating for themselves.”

Peers offer tips about how to navigate that face-to-face encounter, such as find out a faculty member's office hours, send an email with a resume attached and attend a departmental event.

The networking doesn’t stop there. Get to know which graduate students work on the project, talk to other students who might be exploring the same opportunities and make sure you know what the work involves.

“As the research progresses, deliverables amp up,” Bergren says. “You may find you need to put more time into this right when finals are happening.”

The Future of Undergraduate Research

Some undergraduate researchers might share their work at academic conferences or seminars, or even be published in journals. Some might participate in the Council on Undergraduate Research annual conference , the largest symposium of its kind. Every year, more than 4,000 students attend a graduate school and career fair and present work that spans the disciplines.

Students have come to expect that they’ll get a chance to do research as undergrads, says Lindsay Currie, the council's director.

“More recent generations grew up in a different climate. They learned by doing in classrooms,” Currie says. “That, combined with a workforce that expects people to have lived experience, means students want to be able to say that they’ve already done research as part of their coursework.”

What’s next, Currie says, is universities that integrate research into coursework so that students start a project their first year and continue through their time in college. Working with a network of universities, the Council on Undergraduate Research has completed a study of how schools can modify their curricula to incorporate research from the very beginning.

“Starting as freshmen, students would work on research that would build,” Currie says. “This would be significantly more advanced projects that would be consistent across the particular department. This is how they’re going to teach, because they know students benefit from doing.”

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A student’s guide to undergraduate research

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Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

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Digital humanities students create a database of African-American silent films ― and inspire a museum exhibit. Environmental science students survey the impact of oil drilling on a neighborhood and share results at a public forum. Biology students conduct field research in French Polynesia and publish their results in a scientific journal. At UCLA, undergraduates have the opportunity to work on original research not only in the STEM sciences, but in the humanities, arts and social sciences. Two on-campus centers help match faculty and students for research opportunities.

The Undergraduate Research Center for Humanities, Arts, and Social Sciences works to serve students and faculty in the humanities, arts, social science and behavioral science disciplines. The center promotes, develops and celebrates undergraduate student research with the overall goal of enhancing undergraduate education and preparing students for careers in all areas.

The Undergraduate Research Center for Sciences works to serve students and faculty in the life and physical sciences, engineering and mathematics. The center focuses on increasing the retention of science majors in all disciplines, as well as preparing students for academic and research careers.

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Reasearch at UF: A Student’s Guide

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At the University of Florida (UF), we’re committed to offering students more than just classroom learning. Engaging in undergraduate research is an incredible opportunity for you to dive deep into your academic interests and contribute to real-world discoveries right here on campus. Let’s explore why getting involved in research at UF is an enriching experience for every student. 

Why Engage in Research at UF? 

Research isn’t just for professors — it’s for you, too! Here’s why you should consider delving into research during your time at UF: 

• Develop Essential Skills : Research isn’t just about finding answers; it’s about asking the right questions and solving complex problems. By participating in research projects, you’ll hone critical skills like analytical thinking, problem-solving, and communication, which are invaluable for your academic and professional journey. 
• Personal Growth : Engaging in research challenges you to step outside your comfort zone and explore unfamiliar territory. This journey of discovery fosters personal growth, resilience, and a deeper understanding of your field of study. 
• Expand Your Network : Collaborating with faculty members, industry professionals, and fellow students opens doors to new connections and opportunities. Building relationships with mentors and peers can provide invaluable guidance and support as you navigate your academic and professional aspirations. 
• Fuel Your Curiosity : Research allows you to delve deeper into topics that intrigue you, satisfying your intellectual curiosity and igniting a passion for lifelong learning. Whether you’re interested in environmental sustainability, medical breakthroughs, or cutting-edge technology, there’s a research project at UF waiting for you. 

How to Get Started : 

• Explore Faculty Research : Delve into the broad spectrum of research interests held by UF faculty members across various departments by utilizing departmental webpages and individual faculty profiles. Spend some time exploring the research pursuits of faculty members within your department or field of study. Navigate through departmental websites and faculty profiles to pinpoint potential research mentors whose work resonates with your interests. You can use this link to see research activities for UF faculty over the past 36 months: Home – University of Florida | Faculty Research Expertise (academicanalytics.com)  
• Seek Guidance from Peer Advisors : Utilize the personalized peer advising services offered by the Center for Undergraduate Research Board of Students (CURBS) to navigate the research landscape at UF. Schedule a meeting with a peer advisor, who will provide invaluable insights into finding research opportunities, applying for scholarships, and enhancing presentation skills. These experienced undergraduate researchers are dedicated to assisting fellow students in elevating their academic experiences. During the academic year, CURBS offers drop-in service in Newell Hall, Room 202, and the Career Connections Center. 
• Reach Out to Potential Faculty Mentors : Once you’ve identified faculty members whose research interests you, reach out to them to express your interest in getting involved in their projects. Take the initiative to connect with professors whose research aligns with your interests, following a strategic approach to express your enthusiasm and qualifications for potential research positions. Craft a well-thought-out email introducing yourself and ask to schedule a meeting to discuss your relevant skills, experiences, genuine interest in their work, and potential opportunities. 

Embarking on a journey of undergraduate research at UF is an investment in your academic and personal growth. By engaging in research, you’ll not only expand your knowledge and skills but also contribute to the advancement of your field. Take the first step towards becoming a research-driven student at UF and unlock a world of opportunities, where every inquiry, discovery, and collaboration contribute to the collective pursuit of knowledge and innovation. With determination, curiosity, and guidance, UF students can unlock the transformative power of research and emerge as leaders in their chosen fields. 

UCF Student’s Primitive Asteroids Work Provides Context for Further Research, Future NASA Missions

Brittany Harvison studied the composition of families of ancient asteroids to better understand the history of our solar system and if they may have carried water to Earth.

By Eddy Duryea ’13 | May 9, 2024

The primitive asteroids that UCF physics doctoral student Brittany Harvison studies carry with them traces of their origins and billions of years of our solar system’s history.

Harvison recently pored through a library of infrared telescope data to analyze the spectral composition of 25 members of the Erigone family of primitive asteroids and help fill in the gaps in our understanding of the creation of our solar system.

The data on the Erigone asteroids, which are located in the main asteroid belt found between the orbits of Mars and Jupiter, was collected as part of the PRIMitive Asteroid Spectroscopic Survey (PRIMASS) project co-led by UCF planetary scientist Noemí Pinilla-Alonso.

Harvison’s work, which was published recently in the journal Icarus , lays the foundation for future research, and may get scientists closer to concluding if asteroids brought water to Earth and if so, how much.

“There are theories that the Earth could have received a fraction of its water from primitive asteroids in the early Solar System,” says Harvison, who is also a researcher at the Florida Space Institute (FSI) . “A big portion of these theories is understanding how these primitive asteroids were transported into Earth’s path. So, exploring primitive asteroids in the Solar System today could help paint a picture of what was going on all those years ago.”

Some of these cosmic travelers, including the asteroids within the Erigone family, have hydrated silicates. The existing hydrated bodies that continue to move throughout our solar system could tell us more about those that collided with Earth.

It is one of the many outstanding questions that Harvison’s work is hoping to address.

“We mainly wanted to see if there were primitive asteroid families similar to the Erigone and Polana asteroid families,” Harvison says. “We used spectroscopy to study what kinds of minerals were on the surface to understand their composition.”

From the study, Harvison and her co-authors saw that the Erigone and Polana families are different from one another in the near infrared but that the other primitive families have their own levels of red color in their spectral distribution along with their own unique levels of hydration.

In other words, the primitive families in the inner solar system show a variety of redness and hydration . The analysis and comparison show evidence that these families are not linked to the proposed Erigone-like or Polana-like groups, challenging the previously held theories as to where they fit in. Also, one particular asteroid, (52246) Donaldjohanson, seems to belong to the Erigone family based on its spectrum.

Piecing Together History

Due to the importance of understanding the nature of primitive objects, numerous spacecraft have targeted primitive asteroids, such as JAXA’s Hayabusa2 and NASA’s OSIRIS-REx, which visited, studied, and returned samples from Ryugu and Bennu , respectively.

Bennu and Ryugu prompted researchers to further study primitive asteroids and figure out where they came from, Harvison says.

Erigone was one of the final pieces of the large library of PRIMASS data that existed, but had yet to be studied, Harvison says. PRIMASS aims to understand the diversity of surface properties amongst primitive collisional families in the asteroid belt and map their composition.

A collisional family of asteroids refers to a group of asteroids that are believed to have originated from the breakup of a larger parent body due to a collision. The members of a collisional family provide information about the interior of the intact body they were part of before the impact.

The PRIMASS project is characterizing the collisional families of primitive asteroids in the main belt, and particularly those that could be the origin of the primitive near-Earth asteroids such as Bennu and Ryugu.

The conclusions drawn by studying collisional families like Erigone are critical puzzle pieces in the greater endeavor of understanding the creation of our solar system.

“The larger scope was to look at primitive families in the inner part of the main asteroid belt, where Ryugu and Bennu are thought to have likely originated,” she says. “The Erigone family was the last piece of the puzzle to be placed into the PRIMASS library to provide full context on primitive asteroids in this region and allow other scientists to analyze the data.”

Harvison’s research provides supplemental context for the upcoming NASA Lucy mission, which will have the eponymous spacecraft visiting (52246) Donaldjohanson in Spring 2025 before it moves on to examine eight Trojan objects (space rocks trapped in Jupiter’s orbit) in 2027 through 2033.

Looking to the Future

Study co-author Mário De Prá, an assistant scientist at FSI, served as a research assistant and Harvison’s co-supervisor. Co-author Pinilla-Alonso is Harvison’s research advisor and assisted Harvison in her research.

Pinilla-Alonso says she’s delighted to assist Harvison and see her growth.

“For me, it was a pleasure to see the process and the end result,” she says. “She contacted me early during the pandemic when we were all working at home to express her interest in pursuing a Ph.D. degree here at UCF. Here we are about three years later: she has done an awesome job and there is more to come.”

Pinilla-Alonso and Harvison say they were surprised that no one had studied the spectroscopy of the Erigone family.

“When Brittany landed on this project, we saw there was one piece of information we were missing,” Pinilla-Alonso says. “PRIMASS had completed the analysis of the visible and near-infrared of all the primitive families in the inner belt but there was one missing family: Erigone. That was very important because it was the family that could give closure to learning about the inner [asteroid] belt families. Until you ask the right question or have the tools, sometimes you don’t seek that answer. But, in this case, we had the observations done and it was clear that we needed to analyze it.”

The knowledge gained from studying Bennu, Ryugu, and the Erigone and Polana primitive asteroid families will serve as a springboard for future James Webb Space Telescope observations and NASA missions.

“It is very exciting times going through all of this new data with more to come with the James Webb Space Telescope,” Pinilla-Alonso says. “I really think the biggest discovery is yet to come. The data we can collect from Earth is limited. Now, we have the best tool in space to keep learning more.”

Pinilla-Alonso, Harvison and other researchers at FSI are slated to begin using the JWST as early as this summer to observe Erigone and other primitive asteroids, and, over a span of about two years, evaluate the collected spectra.

Harvison maintains her enthusiasm as she looks forward to building upon her analyses and further unraveling the origins of these primitive asteroids.

“There’s this fascination when I’m looking at this data and I’m examining something that’s millions of miles away,” Harvison says. “We can look back billions of years and learn the initial structure and composition of the early solar system by studying the surface of these asteroids. That’s always been something that excites me.”

In addition to Harvison, Pinillia-Alonso and De Prá, FSI colleague and head of the Planetary and Space Science Group Humberto Campins provided research support. Vania Lorenzi of Fundación Galileo Galilei and Instituto de Astrofísica de Canarias, David Morate of El Centro de Estudios de Física del Cosmos de Aragon, Julia de León and Javier Licandro of Instituto de Astrofísica de Canarias and Universidad de La Laguna, Anicia Arredondo of the Southwest Research Institute also contributed to the research.

Researchers’ Credentials

Harvison joined UCF in 2021 and is a graduate student working toward her doctoral degree in physics. She graduated from Northern Arizona University in 2020 with a degree in astronomy, planetary astronomy, and science.

Pinilla-Alonso is a professor at FSI and joined UCF in 2015. She received her doctorate in astrophysics and planetary sciences from the Universidad de La Laguna in Spain. Pinilla-Alonso also holds a joint appointment as a professor in UCF’s  Department of Physics  and has led numerous international observational campaigns in support of NASA missions such as New Horizons, OSIRISREx and Lucy.

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For a decade, UCF-based nonprofit Limbitless Solutions has transformed kids’ lives through bionic limbs. 

Mentorship, hard work fuels transformation from “shy and terrified” lab newcomer to award-winning scientist

Home » Mentorship, hard work fuels transformation from “shy and terrified” lab newcomer to award-winning scientist

Maria Oorloff, a first-generation student at the USC Leonard Davis School of Gerontology, received the USC Discovery Scholar Prize for her research on mechanical stress and aging.

In just two years, USC Leonard Davis School of Gerontology student Maria Oorloff, a graduating senior in human development and aging, went from having almost no experience with science to being honored for her research and academic achievements with the USC Discovery Scholar Prize.

Oorloff, a research scholar in the USC Gerontology Enriching Medicine, Science, Technology, Engineering and Mathematics (GEMSTEM) to Enhance Diversity in Aging program, said the recognition is deeply meaningful for her both professionally and personally.

“I am a first-generation, low-income student, and I came into the lab with limited experience, both in scientific knowledge and research experience,” Oorloff said. “I really struggled with the fundamental science and was extremely nervous, but I always worked hard, and both soul and dedication were my strengths. In the last two years, I worked extremely hard to learn the science, experimental techniques, and pushing this project forward, so being recognized was incredible.”

The university’s Discovery Scholar distinction aims to “recognize and celebrate USC undergraduates who have excelled academically while making a meaningful contribution to their field of study through exceptional new scholarship or artistic work,” according to USC’s academic honors and fellowships website. Among the students who earn the distinction, only ten graduating seniors receive the $10,000 Discovery Scholar Prize.

“I definitely have imposter syndrome, and this recognition helped me believe that I belong in science,” she added. “I think this is extremely important to tell all the students who come from my background that we do belong here.”

Oorloff conducted research in the laboratory of Assistant Professor Ryo Sanabria and studied how mechanical stress impacts the aging process.

“Mechanical stress refers to any kind of physical stress, but what I specifically looked at was the stress that comes from growth on stiffer substrates,” she explained. “My research found that exposure to stiffer substrates can have dramatic impact on cellular processes, which can impact longevity. This research is important for both aging and cancer biology, because both cancer cells and aged organs are in stiffer microenvironments.”

Following graduation, Oorloff will begin a clinical research position at Cedars-Sinai. She will also stay involved with her project, as it has been submitted for peer review and publication . In the future, she hopes to eventually pursue an MD/PhD program.

“I have really enjoyed and found a new love for research, and I believe that my next step in clinical research will help me fuse my love of research with my passion in medicine,” she said. “My experiences in the Sanabria lab and at the Leonard Davis School at USC have changed my life in every way for the better.”

Oorloff said the mentorship she received at the USC Leonard Davis School has been immensely impactful.

“Dr. Sanabria has been a major positive influence in my life [and] has really helped me become the person I am today. It has been such an honor to be mentored by someone who comes from a similar background and is willing to help their trainees succeed,” she said. “Dr. Tara Mastro , my honors professor, also provided me with so much guidance. The environment that the GEMSTEM program and the Leonard Davis School provided me was truly exceptional, and I know I would not have been successful without this incredibly nurturing environment and all the friends I made here.”

Oorloff’s mentor, Sanabria, praised her hard work and transformation from “shy and terrified” new researcher to leader and award-winning scientist in their lab. Along with the Discovery Scholar Prize, Oorloff also recently received first prize in the Life Sciences II category at the USC Undergraduate Symposium for Scholarly and Creative Work and was named to the Order of Arête .

“Maria was a true blessing to have in the lab, and watching her growth as a person, scholar, and scientist was one of the most enjoyable and rewarding experiences I’ve ever had,” Sanabria said. “This is a person who did not break barriers – she outwardly decimated and shattered them into oblivion in her journey to success. More importantly, she walks with her head held high and forward-facing, not dwelling on these challenges, never victimizing herself, never using these barriers as an excuse, but constantly pushing towards her goals in an undeniably incredible way.”

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Ph.D. student earns Department of Defense scholarship

Thursday, May 02, 2024 • Brian Lopez : contact

Nolan Gutierrez, a doctoral student in the Department of Computer Science and Engineering at The University of Texas at Arlington, has received a prestigious Science, Mathematics and Research for Transformation (SMART) scholarship from the U.S. Department of Defense (DoD).

“This scholarship will help me pursue a more permanent career within the Department of Defense,” Gutierrez said. “I hope to work with my mentor and their team at the Army Research Lab to delve deeper into my research and propose my own projects that align with their research goals.”

Gutierrez will use the scholarship to build upon research he started last year during an internship with the U.S. Army Combat Capabilities Development Command, or DEVCOM, in the Army Research Lab. Specifically, he will focus on enhancing the adaptability of pan-tilt-zoom (PTZ) cameras through multitask learning.

He will see if training a PTZ control system on a variety of motion profiles—such as square, circular, and straight-line movements, both forward and backward—will improve its adaptability and performance. This approach includes deploying a PTZ-equipped robot in scenarios that mimic real-world operational conditions relevant to the Army.

Gutierrez works with UTA computer science Assistant Professor William Beksi in the Robotic Vision Lab. He is Beksi’s second student in as many years to earn a SMART scholarship, following Minh (Jerry) Tram in 2023.

“Not only does Nolan's SMART scholarship strengthen the ties between the DEVCOM Amy Research Lab and UTA, but it also shows UTA's commitment to train and provide the DoD with STEM Ph.D. graduates,” Beksi said.

SMART scholarship recipients earn full tuition, a significant annual stipend and a book and health allowance. They also complete a summer internship at a DoD facility and are assigned an experienced mentor. The full scholarship and other benefits allow participants to focus on complex research to further the DoD’s mission and create a lasting impact. The program is a one-for-one commitment: For every year of degree funding, the recipient commits to working for a year with the DoD as a civilian employee.

- Written by Jeremy Agor , College of Engineering

RESEARCH ASST I (Student/Work Study) - BIO

The research assistant will work with Dr. Rebecca Tonietto on a greenhouse study.

Responsibilities*

• Assist with mesocosm establishment
• Watering and rotating mesocosms in the greenhouse
• Assist with the simulator experiments

Required Qualifications*

• Must be a current University of Michigan-Flint undergraduate student in good academic standing or recently graduated from a UM-Flint undergraduate program and not currently enrolled in a graduate program
• Must have an interest in outdoor field work and working with plants
• Must have successfully completed Ecology (BIO 327)

Desired Qualifications*

Experience with plant identification preferred.

Work Schedule

The appointment will be for the summer 2024 semester.

Additional Information

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Distinguished Graduate Student Award Winners Honored At 2024 Faculty Affairs Spring Award Ceremony

The Texas A&M Graduate and Professional School, in collaboration with The Association of Former Students, recently presented 16 Aggies with Distinguished Graduate Student Awards. This prestigious award recognizes outstanding contributions by graduate students in research or teaching. Generous contributions to The Association of Former Students’ Annual Fund have made these awards possible.

“Since 1965, The Association of Former Students has been proud to honor the very best of Texas A&M’s graduate students with the Distinguished Graduate Student Award,” said Porter Garner ’79, president and CEO of The Association of Former Students. “These exceptional Aggies have made an indelible contribution to Texas A&M and our world through their teaching and research across disciplines. They embody the Aggie Core Values and represent the Aggie Network with distinction.”

Dr. Fuhui Tong, interim associate provost and dean of the Graduate and Professional School, extended gratitude to The Association of Former Students and kudos to the awardees. “Thanks to The Association of Former Students for their support in helping us recognize this year’s Distinguished Graduate Students,” Tong said. “And congratulations to these outstanding students for making such a positive impact on our university and the world.“

Distinguished Graduate Student Award winners were honored at the Faculty Affairs Spring Award Ceremony on Friday, April 26. Each was presented with an engraved watch and a framed certificate.

Awards in Research

Rachel Busselman,  ecology and evolutionary biology, School of Veterinary Medicine and Biomedical Sciences Faculty Advisor: Dr. Sarah Hamer

Sambandh Dhal,  computer engineering, College of Engineering Faculty Advisors: Dr. Stavros Kalafatis and Dr. Ulisses Braga-Neto

Wenliang He,  animal science, College of Agriculture and Life Sciences Faculty Advisor: Dr. Guoyao Wu

Nirmitee Sanjay Mulgaonkar,  biological and agricultural engineering, College of Agriculture and Life Sciences Faculty Advisors: Dr. Sandun Fernando and Dr. Maria King

Tejaswini Reddy,  medical sciences, School of Medicine Faculty Advisors: Dr. Jenny Chang and Dr. David Huston

Kara Thomas,  biomedical sciences, School of Veterinary Medicine and Biomedical Sciences Faculty Advisor: Dr. Michael Golding

James Tronolone,  biomedical engineering, College of Engineering Faculty Advisor: Dr. Abishek Jain

Ruida Zhou,  electrical engineering, College of Engineering Faculty Advisor: Dr. Chao Tian

Awards in Teaching

Nicholas Bradley,  communication, College of Arts and Sciences Faculty Advisor: Dr. Nathan Crick

Catherine Brooks,  anthropology, College of Arts and Sciences Faculty Advisor: Dr. Shelley Wachsmann

Abigail Clevenger,  biomedical engineering, College of Engineering Faculty Advisor: Dr. Shreya Raghavan

Delaney Couri,  communication, College of Arts and Sciences Faculty Advisor: Dr. Kristan Poirot

Carla M. A. de Loera,  entomology, College of Agriculture and Life Sciences Faculty Advisor: Dr. Hojun Song

Avi Kister,  chemical engineering, College of Engineering Faculty Advisor: Dr. Mahmoud El-Halwagi

Virginia Redwine Johnson,  curriculum and instruction, School of Education and Human Development Faculty Advisor: Dr. John Williams, III

Xiaoyu Su,  mathematics, College of Arts and Sciences Faculty Advisor: Dr. Guoliang Yu

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