university of south alabama office of undergraduate ... · the university of south alabama ∙ 4 in...

The University of South Alabama ∙ 1

University of South Alabama

Office of Undergraduate Research

Summer Research Fellowship (SURF) Fellows

Handbook 2016


Office of Undergraduate Research

Mobile, Alabama

(251) 460-6883


Welcome, SURF Scholar!

Thank you for participating in the Undergraduate Research Program (OUR) at the

University of South Alabama. The OUR Program is designed to promote scholarly and creative

activity in all disciplines, enhance critical thinking, develop problem-solving skills, and

encourage creativity and written communication. We are excited about the program and your

participation in it. Together we will prepare you for success at USA, and beyond!

Director: Dr. Jack Shelley-Tremblay

Email: [email protected]

Phone number: (251) 460-6883


Introduction

What is the Office of Undergraduate Research (OUR)?

The OUR promotes scholarly and creative activity in all disciplines at the undergraduate

level, enhancing critical thinking, problems solving skills, creativity, and written communication.

The committee provides funds to support Fellowships for a summer stipend and modest supplies,

oversees volunteer internships, and serves as a source of information for students interested in

extramural undergraduate research, scholarly, and creative activity programs. The OUR is advised

by a group of faculty called the University Committee on Undergraduate Research (UCUR).

What does the SURF scholar do?

The SURF scholar engages in a variety of “hands-on” experiences, including workshops,

social activities, and research.

What are the ways to participate as an OUR scholar?

Volunteer Internship Program (VIP)

The OUR oversees volunteer internships designed to provide students with a meaningful initial

hands-on experience in their discipline.

Summer Funded Scholars Program (SURF)

Scholars receive $2000/summer in three installments upon receipt of required materials. (See

SURF Program Benchmarks, page 7, for these dates.) There are limited funds for supplies,

maximum of $500 per project. Preference is given to applicants who are at least rising Juniors.

Applicants will ideally have a GPA of 3.0 or higher. Projects will be evaluated based on student

qualifications, the quality of the project and experience of faculty members. Fellows will be

chosen across all disciplines.

Services Available to Scholars

What services are available to OUR Scholars?

The University of South Alabama OUR Scholars Program provides a system of integrated

services to assist you in developing your academic, research and communication skills. The

program provides support services, activities, and experiences that are an investment in your

future. We are committed to seeing you succeed.


In return we expect a firm commitment from you.

You will be assisted to:

• Identify and secure a summer research position.

• Write and present results of your summer project.

• Learn about scholarships, fellowships, internships and jobs.

• Prepare graduate school or scholarship applications.

• Edit personal statements, resumes, and curricula vitae for graduate schools, scholarships,

or job applications.

You will participate in the following:

• Summer Discussion Sessions: Scholars will meet with other participants from a variety of

disciplines in order to train students to present ideas in a non-technical format.

• Workshops: Scholars will participate in workshops related to “Research Ethics &

Professionalism,” the “Writing Process”, “Graduate School Application Process and

Career Preparedness”, “Abstract & Poster Development”, and “Scholarship & Fellowship

Application Process”.


DISCUSSION/WORKSHOP DATES

1. Discussion Sessions: Required for all Funded SURF Students and recommended for all

Volunteer OUR Interns. Discussion group listings will be sent to you by e-mail. PIZZA AND

SODA will follow the discussion meetings at ~5:15 PM in HAHN (Allied Health Building)

Lobby. The Discussion groups are to help prepare you to discuss your work with a lay group, so

you should be able to discuss your project (including defining terms, processes, and why they are

used) to an individual not in your field.

a. Discussion 1: Wednesday June 1st, 4:00 PM. Meet in HAHN 1012 for general

announcements prior to breaking into individual discussion groups. During the first meeting, your

discussion leader will have each member introduce themselves, describe their career goals and

their summer research goals (in lay terms). The discussion leader will then provide a short

description of their career path and research.

b. Discussion 2: Wednesday June 15th, 4:00 PM. Meet in HAHN 1012 for general

announcements prior to breaking into individual discussion groups. During the second meeting,

you should be prepared to discuss your progress to date and any problems you have had with

conducting your research. Feel free to bring handouts to aid in your description. You are also

expected to ask other students in the group questions about their research.

c. Discussion 3: Wednesday July 13th, 4:00 PM. Meet in HAHN 1012 for general

announcements prior to breaking into individual discussion groups. During the final meeting,

update the group on your progress and discuss how you will be putting together your work, how

the program has impacted your future goals and future directions of your project. Again, you are

also expected to ask other students in the group questions about their research.


2. Workshops: To assist with your research and career goals, we will have five workshops

during the summer. Three workshops are required of all Funded SURF Students and

recommended for all Volunteer OUR Interns (Ethics, Writing, and Presentations). Funded SURF

students must attend one of the other two (Graduate School/Career Preparation and Exploring

Your Findings) but may attend both, as may the Volunteer OUR Interns.

a. Ethics Workshop (Wednesday May 25th, 4:00 PM);

b. Writing Process Workshop (Wednesday June 8th, 4:00 PM);

c. Graduate School Application process/Career Preparedness Workshop (Wednesday,

June 22nd, 4:00 PM);

d. SURF Presentation Practice Workshop (Wednesday July 6th, 4:00 PM); and

e. Exploring Your Findings (Wednesday, July 20th, 4:00 PM). Please send an e-mail

to [email protected] by June 1 to indicate whether you will be attending the

Graduate School/Career, the Exploring Your Data or both workshops.

SEE Surf Summer Research Program Calendar at the end of this handbook.

mailto:[email protected]



SURF Program Benchmarks

If you are awarded a SURF Fellowship ($2000 stipend), at each stage of your project

you must provide a copy of specific documents to your Mentor (via e-mail) 48 hours before

the due date as listed below in order for your stipend to be allocated.

Mentor approval is indicated by her/his uploading the document to Sakai. The Sakai

group is named “SURF Program 2016.” Anticipate that your Mentor will have substantial

feedback for you prior to approving your document. This means you need to work in

advance of the deadlines. Once your Mentor has uploaded the approved document, a direct

pay will be issued to your student account, which may take up to a week to clear. Direct

pays will be issued on the June 10, July 8, and September 2, 2016 Benchmarks.

BENCHMARK

DUE DATE

Working Annotated Bibliography

May 20, 2016

1-Page (500-1000) Lit Overview

PAY

June 10, 2016

Draft 1 – Paper/Portfolio/Poster

June 24, 2016

Draft 2 – Paper/Portfolio/Poster with Documented Turnitin.com

Review; Photo of Student

PAY

July 8, 2016

Final Draft Paper/Portfolio/Poster

July 22, 2016

Participation in Discussion and Workshop Session

Approval by OUR Director

July 22, 2016

Final Abstract

PAY

September 2, 2016

Present at Symposium

October TBA

NOTE TO MENTOR: Your scholar will e-mail you their draft of each document 48 hours before

the due date. It is your responsibility to log into Sakai and upload the approved version of the

document to indicate that you have been actively involved in the scholar’s project and that you

approve of the work being submitted to SURF.


PURCHASING YOUR SUPPLIES

Policy for Placing Orders Through OUR

1. Call Megan McCrory (460-7493) UCOM 1008 from 8:00 a.m. to 12:00 Noon, Monday

through Friday, or send her an e-mail [email protected], indicating that you are a

Mentor for the OUR Program and need to place an order.

2. Megan will supply you with a Purchase Order Number.

3. Use this Purchase Order to place your order for supplies (this way if substitutions need to

be made you can do so). The following must be used for the order:

a. Contact person: Your Name

b. Billing address: Accounts Payable, 307 University Blvd, Administration Building,

Rm 260, University of South Alabama, Mobile, AL 36688

4. Immediately upon placing your order, scan a copy of your order information to

Megan at [email protected]. If we do not have this paperwork, OUR will not

cover the cost of the items. The following must be included:

a. OUR order (invoice);

b. Your name and contact information (address, phone, and e-mail);

c. Purchase Order number;

d. Company name, contact information (address, phone number), and their J #;

e. Item number, item description, quantity, unit cost, total cost, shipping if available;

f. If food items are included complete Food Use Documentation Form

(www.southalabama.edu/financialaffairs/businessoffice/forms.html)

5. When the item is received, please bring (or scan and e-mail) the packing slip to Megan

for processing right away.

NOTE: All orders must be placed and all reimbursements must be requested no later than

Friday, July 22, 2016. Requests after this date will not be considered.

The University has gotten very strict on accounting and these processes will assure the OUR

Program is following University Policy (and the University will continue to help support the program).




How do I make the program services works for me?

Successfully working with mentors:

• If you have not already identified a mentor, the OUR program can assist you.

• Keep your appointments with your mentor. If you cannot make it call or email and

reschedule, do so as far in advance as possible or at least leave a message BEFORE the

appointment.

• Keep a journal/portfolio that has copies of all your research, your notes, your draft copies

and anything your mentor gives you.

• Ask your mentor about opportunities in his/her field (i.e. internships, assistantships, grants,

jobs etc.).

• Ask your mentor about graduate school. Where to apply? What will be expected of you?

What you should be doing now to ensure admission into graduate school?

• Seek advice on how to approach potential graduate schools, internships, fellowships and

job opportunities; and what questions would be good to ask.

• Encourage your mentor to relate personal experiences from his/her educational history.

• Talk to your mentor about your professional goals.

• Exhibit interest, creativity, and curiosity! These qualities are essential to achieving a

genuine mentoring relationship.

• Be knowledgeable about the university and professional codes of ethical practice and

related standards to the field you are interested in.

Success in the Research and Creative Process

• Build relationships with your fellow SURF scholars. This will allow you to expand your

knowledge base. Discuss career and advancement opportunities with them.

• Be a hard worker. Accept routine and arduous tasks. Your attitude should confirm the

fact that you are there to learn. Be willing to go the extra mile.

• Communicate! Avoid misunderstandings by letting your mentor know what you are doing

and by asking for information when you are uncertain about procedures.

• Look, listen and learn! Observe those around you. Seek out people with skills and

experience you want to obtain and ask them questions. Learn and observe laboratory

protocols. Follow procedures for the use and maintenance of equipment and data with

precision.

• Be constructive about your work and accept constructive criticism and resolve to act

on it. Training a scholar is a difficult job that becomes almost impossible when the trainee

takes criticism personally.

• Organize your schedule so that excuses are not necessary. Absence, tardiness, failure

to complete assigned tasks, and excuses, no matter how valid, do not emulate professional

behavior.


What is Expected of an OUR Scholar?

The OUR scholar is expected to attend discussions and workshops, and to keep

appointments with your Mentor and the OUR Program Director. Remember professional behavior

is a key skill to be successful. Do not enroll in any summer courses or outside work or recreational

activity that interfere with your ability to fully participate in the summer experience.

Spring Term Checklist

• If you have not yet identified a mentor, the deadline for application is the third Friday in

February

• If you have a mentor, you and your mentor must meet together to discuss the project and

fill out the application, due by 5pm the second Friday in March

• Note: You may take directed study credits for the work you do in the OUR program.

Discuss this with your mentor and the OUR program office.

• Participate in spring organizational meetings and career/professional development

workshops, held Wednesdays 4:00-5:15 p.m. at HAHN 1012 (see pages 5-6).

• Complete the responsible conduct or research (RCR) online training (this must be done

before you can start your project).

Summer Semester

• During the summer you will work steadily and consistently on your project and your

writing. Remember your stipend is tied directly to your progress.

• Be in contact with your mentor at least once a week to discuss your progress.

• Seminars: Attend the weekly seminars* - Wednesday 4-5:15 pm, HAHN 1012

(Auditorium) on the following dates (see pages 5-6):

May 25, June 1, June 8, June 15, July 6, and July 13th.

These are required for the summer funded students.

Fall Semester

• Present their results in poster and/or oral format, exhibit, or perform as part of the

Undergraduate Symposium, scheduled for October (TBD). (Note: Oral presentations and

performances selected by the UCUR Committee based on item 1 above.)


Nuts and Bolts

Communication

Establish as your mantra: communicate, communicate, communicate. The one problem

that fellows and their mentor identify as the leading problem is the lack of communication. Stay

in touch, don’t assume.

Payment of Stipend

As stated above on the SURF Program Benchmarks (page 7), you will submit your required

writing to your SURF mentor 48 hours prior to the due date listed, in order for your mentor to

review your document. Once approval is granted (Mentor approval is indicated by her/his

uploading the document to Sakai on the due date), a direct pay will be issued to your student

account, which may take up to a week to clear. Direct pays will be issued on the June 10, July 8,

and September 2, 2016 Benchmarks. Please be aware that the money goes into your student

account. It may be withdrawn and transferred to your bank. Upon completion of the discussion

and workshop sessions you will receive $100, and upon receipt of each of the final two items you

will receive $150. If you do not do the work, get your mentor’s approval, or turn you forms in on

time, YOU WILL NOT GET PAID. This applies to the summer funded students.

Time Commitment

During the summer the scholar is expected to work at least 20 hours a week on their project.

The time commitment will vary between disciplines. Time allocation may also vary given the

unpredictable nature of most scholarly activities. Keep the benchmarks in mind as you are

progressing.


Testimonials

"When I came to college I never thought that I would have the opportunity to make an

impact on my school, much less the scientific community. The UCUR Program at South Alabama

allows for just that. The program facilitated the opportunity for me to do research while also

training me to compile and present information in an appropriate fashion. However, it did this not

by means of a classroom but with hands on experience. I was able to research the effects of

exercise on asthma, something that I am extremely interested in, but the idea of making an impact

on it seemed far more distant than it actually was. UCUR allowed me not only to research this

topic, but gave me the necessary push to dig deeper into the topic and aid in the process of making

asthma a more treatable condition. I know that without the aid of this program I would not be as

academically competitive or well-rounded as a student. I encourage all students, regardless of

discipline, to participate in this program so that they can challenge themselves and learn valuable

information in the process.” -Parker Chastain

“UCUR is a wonderful program that provides invaluable experiences. Although the

stipend was very nice to have, I gained more than just a monetary value. I have become more

confident in my ability to conduct research and write results in a formal scientific paper. I have

even taken what I learned in the program and implemented it in a senior thesis. Ultimately, I am

now more prepared for graduate school. In the end, I have more research experience and a more

intense fascination with the marine environment.” - Courtney Ray


Internet sites

Graduate School information

• Graduate record exam (GRE): www.gre.org

• Graduate School Guide Publications: www.graduateguide.com

• Graduate School Program Directory: www.gradschools.com

• Graduate School and Careers: www.gradview.com/careers

Writing Resources

• USA Writing Center: www.southalabama.edu/writing

• Purdue Online Writing Lab: http://owl.english.purdue.edu

• Writer’s Handbook: www.wisc.edu/writing/Handbook

• Grammar Girl: http://grammar.quickanddirtytips.com/

Resume Resources

• Purdue resume: https://owl.english.purdue.edu/owl/section/6/23

Career Resources and Planning

• USA Career Services: www.southalabama.edu/careerservices

• Higher Education Jobs: www.HigherEdJobs.com

• Careers: www.careers.org

Salary Information

• Occupational Outlook Handbook: http://stats.bls.gov/oco

• Bureau of Labor Statistics: http://www.bls.gov

• Career Journal: www.careerjournal.com

• Salary Wizard: www.salary.com

Study Skills Assistance

• Study Skills Self-Help: www.ucc.vt.edu/stdysk/stdyhlp.html

Funding

• Links on the UCUR website: www.southalabama.edu/ucur/links.html Fellowships:

• National Academy of Science: http://nationalacademies.org

• NSF Graduate Research: www.nsfgrfp.org

• Fellowships, scholarships by levels of educations and subject -

http://scholarships.fatomei.com

• Nationally-Competitive Scholarships, US & Abroad

• Barry M. Goldwater: www.act.org/goldwater

• Fulbright Scholar: www.cies.org/about_fulb.htm

http://www.gre.org/

http://www.gre.org/

http://www.graduateguide.com/

http://www.graduateguide.com/

http://www.gradschools.com/

http://www.gradschools.com/

http://www.gradview.com/careers



http://www.southalabama.edu/writing

http://www.southalabama.edu/writing

http://owl.english.purdue.edu/

http://owl.english.purdue.edu/

http://www.wisc.edu/writing/Handbook



http://grammar.quickanddirtytips.com/

http://grammar.quickanddirtytips.com/

https://owl.english.purdue.edu/owl/section/6/23

https://owl.english.purdue.edu/owl/section/6/23

http://www.southalabama.edu/careerservices

http://www.southalabama.edu/careerservices

http://www.higheredjobs.com/

http://www.higheredjobs.com/

http://www.careers.org/

http://www.careers.org/

http://stats.bls.gov/oco

http://stats.bls.gov/oco

http://www.bls.gov/

http://www.bls.gov/

http://www.careerjournal.com/

http://www.careerjournal.com/

http://www.salary.com/

http://www.salary.com/

http://www.ucc.vt.edu/stdysk/stdyhlp.html



http://www.southalabama.edu/ucur/links.html


http://nationalacademies.org/

http://nationalacademies.org/

http://www.nsfgrfp.org/

http://www.nsfgrfp.org/

http://scholarships.fatomei.com/

http://scholarships.fatomei.com/

http://www.act.org/goldwater



http://www.cies.org/about_fulb.htm

http://www.cies.org/about_fulb.htm


• Gates-Cambridge: www.gatesscholar.org

• Hertz Foundation: www.hertzfoundation.org

• HHMI Research Training: www.hhmi.org/grants/individuals

• Jake Kent Cooke Foundation: www.jkcf.org/scholarships

• Jacob J. Javits: www.ed.gov/programs/jacobjavits/index.html

• Marshall: www.marshallscholarship.org

• George J. Mitchell: www.us-irelandalliance.org

• National Defense – Science & Engineering: http://ndseg.asee.org

• NIH Graduate Partnerships Program: www.training.nih.gov/programs/gpp

• Rhodes Scholar: www.rhodesscholar.org

• Rotary Foundation: www.rotary.org

• Harry S. Truman: www.truman.gov

• Morris K. Udall: http://udall.gov

http://www.gatesscholar.org/

http://www.gatesscholar.org/

http://www.hertzfoundation.org/

http://www.hertzfoundation.org/

http://www.hhmi.org/grants/individuals

http://www.hhmi.org/grants/individuals

http://www.jkcf.org/scholarships

http://www.jkcf.org/scholarships

http://www.ed.gov/programs/jacobjavits/index.html

http://www.ed.gov/programs/jacobjavits/index.html

http://www.marshallscholarship.org/

http://www.marshallscholarship.org/

http://www.us-irelandalliance.org/




http://ndseg.asee.org/

http://ndseg.asee.org/

http://www.training.nih.gov/programs/gpp

http://www.training.nih.gov/programs/gpp

http://www.rhodesscholar.org/

http://www.rhodesscholar.org/

http://www.rotary.org/

http://www.rotary.org/

http://www.truman.gov/

http://www.truman.gov/

http://udall.gov/

http://udall.gov/


What are the Guidelines for Research Involving Human Subjects?

Always consult the University of South Alabama website for the Institutional Review Board for

the latest instructions at: http://www.southalabama.edu/researchcompliance/irbsubmission.html

What are the Guidelines for Research Involving Vertebrate Animals?

Always consult the University of South Alabama website for the Animal Care and Use for the

latest instructions at:

http://www.southalabama.edu/researchcompliance/animalcareprocedures.html

http://www.southalabama.edu/researchcompliance/irbsubmission.html

http://www.southalabama.edu/researchcompliance/irbsubmission.html




Writing

What is the Best Way for Me to Format my Research Paper?

Follow this general outline. Write stylistically like a journal article in your field. Format the paper

in APA, MLA, or whatever style is used in your specific discipline. We encourage you to format

your paper in a double column; science and math papers MUST be in double columns. The final

version for publication in the McNair Scholarly Review needs to follow the McNair format found

on pages 6-7 and the respective discipline style guide (APA, MLA, etc.).

• Abstract: All papers, regardless of format, will have an abstract at the beginning.

• Introduction: This section provides background material and sets up your thesis or

controlling idea.

• Review of Literature: This section:

• Organizes, summarizes and critically analyzes the major research relevant to your

topic.

• Demonstrates how the various authorities on your subject intersect.

• Leads to your model/hypotheses.

• Sets the theoretical context for your own research.

• In some disciplines, this section is combined with the Introduction.

The main goal of the review of literature is to provide the substance for your

hypothesis/model/research problem. In other words, where did your hypothesis come from? For

some qualitative research, the hypothesis may come from initial observations: a working

hypothesis. What scholarly literature led you to develop these hypotheses or this model? Guesses,

hunches, intuition, etc. are not scholarly or graduate-level, and should not be a part of the literature

review. In addition, keep editorial comments to yourself. Stick to the facts gathered from prior

research. In many ways, the literature review is an analytic, persuasive paper in which you use

facts, concepts, and theories from the literature to support and justify your ideas.

• Methodology: How did you conduct your research? Who did you talk to? How did you

gather your data? What survey instruments did you use?

• Data/Findings/Analysis: What data did you collect? How (statistically or otherwise) did

you analyze it? What did you find out?

• Conclusions: Were your hypotheses supported by the data? Why or why not? What is

significant about your findings?

• Appendices: Material that does not fit in the text (e.g., survey instruments).

• References: List only references cited in the paper. Follow APA, MLA or other format

approved by your mentor for use in your discipline.


How Will I Write the Abstract?

An abstract is a brief, comprehensive summary of the contents of the article; it allows

readers to survey an article quickly and, like a title, is used by abstracting and information services

to index and retrieve articles. Most journals require an abstract for each article they publish.

A well-prepared abstract can be the most important paragraph in your article. “Once

printed in the journal, your abstract is just beginning an active and frequently very long life as part

of collections of abstracts” in printed and electronic forms (APA, 2001; see chap. 6 for description

of APA’s Psychological Abstracts Information Services [PsycINFO]). Most people will have their

first contact with an article by seeing just the abstract as they do a literature search through an

electronic abstract-retrieval system. Readers frequently decide, on the basis of the abstract,

whether to read the entire article. The abstract needs to be dense with information, readable, well

organized, brief, and self-contained. Embedding many key words in your abstract will enhance

the user’s ability to find it.

A good abstract is:

• Accurate: Ensure that the abstract correctly reflects the purpose and content of the

manuscript. Do not include information in an abstract that does not appear in the body of

the paper. If the study extends or replicates previous research, note this in the abstract, and

cite the author (initials and surname) and year. Comparing an abstract with an outline of

the paper’s headings is a useful way to verify its accuracy.

• Self-contained: Define all abbreviations (except units of measurement) and acronyms.

Spell out names of tests and drugs (use generic names for drugs). Define unique terms.

Paraphrase rather than quote. Include names of authors (initials and surnames) and dates

of publication in citations of other publications (and give a full bibliographic citation in the

article’s reference list). Include key words within the abstract for indexing purposes.

• Concise and specific: Make each sentence maximally informative, especially the lead

sentence. Be as brief as possible. Abstracts should not exceed 960 characters and spaces

(approximately 120 words). Begin the abstract with the most important information (but

do not waste space by repeating the title). This may be the purpose or thesis, or perhaps

the results and conclusions. Include in the abstract only the four or five most important

concepts, findings, or implications.

• Non-evaluative: Report rather than evaluate; do not add to or comment on what is in the

body of the manuscript.

• Coherent and readable: Write in clear and vigorous prose. Use verbs rather than the noun

equivalents and the active rather than the passive voice. Use the present tense to describe

results with continuing applicability or conclusions drawn; use the past tense to describe

specific variables manipulated or tests applied.


Note Bene:

Use digits for all numbers, except those that begin a sentence (consider rewriting a sentence that

begins with a number).

Abbreviate liberally (e.g., use vs. for versus), although all abbreviations that need to be explained

in the text must also be explained in the first use in the abstract.

Use the active voice, third person, (but without the personal pronouns I or we): i.e., use the

researcher, the author.

As much as possible, use the third person rather than the first person. Avoid “boilerplate”

sentences that contain no real information (e.g., “Policy implications are discussed” or “It is

concluded that . . .”).

An abstract of a report of an empirical study should describe in 250 words:

• The problem under investigation in one sentence if possible;

• The subjects, specifying pertinent characteristics, such as number, type, age, sex, and genus

and species;

• The experimental method, including the apparatus, data gathering procedures, complete

test names, and complete generic names and the dosage and routes of administration of any

drugs (particularly if the drugs are novel or important to the study); and

• The findings, including statistical significance levels; and

• The conclusions and the implications or applications.

An abstract for review or theoretical article should describe in 75 - 100 words:

• The topic in one sentence;

• The purpose, thesis, or organizing construct and the scope (comprehensive of selective) of

the article;

• The sources used (e.g., personal observation, published literature); and

• The conclusions.


What is the Best Way for Me to Write the Literature Review?

• Write out your thesis statement and tape it to your computer. Continually check your

writing to make sure what you say is directly related to that controlling idea. You should

justify every single sentence in the paper by showing that it is relevant and necessary to

your main point.

• Use the “so what” test. As you finish a paragraph, imagine a reader saying “So what?

What does this have to do with your main idea (or with the previous and following

paragraphs)?” Make the relationship clear on the page, not just in your head.

• Organize by ideas, not authors. Make an outline or flow chart of what you want to say, and

then plug in the authors to support your statements. Take up the topics in the order that best

suits your purpose, which may not be the order in the articles you’ve read.

• Readers need signposts and gist’s (manageable chunks of material). They need the big

picture in order to make sense of the details. Help your readers by creating preview

statements, summaries, and connector paragraphs. Use statements like “Five hypotheses

have been offered to account for this phenomenon.” Then list them and discuss each in

detail. Repeat key words frequently (this is how the reader can tell they’re key words).

• If you struggle with a section, put away your draft. A day or two later, without looking at

what you’ve already written, start again. Or, write a few pages one day, then try writing

about the same material the next day -- again without looking at what you’ve done before.

• Don’t fall in love with your prose. Don’t start sympathizing with the poor sentences and

paragraphs you’re cutting out. Get mean.

• Get as much feedback as you can. Writing is a solitary activity, and most drafts are writer-

based. Converting the writer-based draft to the reader-based final product is the most

important task of the writer.

General format for McNair Research Paper and Tips on writing the Literature Review adapted from material submitted by Patricia Hagen, Ph.D., Department of English, The College of St. Scholastica, Duluth, MN.


What are Common Terms that May Be Used in Research Writing?

Accounted for Designated Looked at

Acknowledged Did Made the distinction

Admitted Disclosed Manifested

Affirmed Distinguished between Observed that

Agreed Evaluated Pointed out

Approached Examined Presented

Argued that Exhibited Proposed

Asserted Experimented with Questioned

Asserted Extended the notion Raised the question as to

Avowed Felt Recorded

Believed Filed Referred to

Catalogued Formulated Revealed

Cautioned Fostered Reviewed

Characterized Found that Scheduled

Checked Further showed Scrutinized

Claimed Generated the Showed that

Clarified Has shown Signified

Compared the means Held that since Specified

Complained Implied that Stated

Conceived of Indexed Submitted

Considered Indicated Suggested

Contended Intimated Supported

Created Intimidated Surmised that

Declared Inventoried Tabulated

Demonstrated Investigated Tallied

Denoted Investigated the relationship that Thought that

Described Listed Warned

Wrote


What Formatting Specifications Should I Use in the Research Paper?

• Margins:

Top 1.00 inch

Left Side 1.00 inch

Bottom 1.00 inch

Right Side 1.00 inch

This leaves room for headers, footers and gutter margins for publishing.

• Times New Roman: 12-point font

• Title of the Paper and Authors’ Names: Type centered at top of page, bold and upper

and lower case.

DO NOT PUT TITLE ON A SEPARATE SHEET!

Example:

Biomarkers of Oxygen and Temperature Stress in Oysters

Kelsie Kronmiller, The University of South Alabama

Anne Boettcher Department of Biology and Heather Patterson Department of Marine

Sciences, Mentors

College of Arts and Sciences

ABSTRACT

Duration and intensity of hypoxic events are increasing in coastal waters worldwide, creating stress

for organisms such as the Eastern oyster, Crassostrea virginica. Controlled laboratory studies

were performed in an effort to identify potential biomarkers of oxygen stress in C. virginica. These

studies examined temperature and hypoxia alone and in combination. We investigated heat shock

protein 70 (HSP70) as a potential biomarker. We measured expression of both the constitutive

and inducible forms of HSP70 and looked at three tissue types, gill, adductor muscle, and mantle.

Our results indicate that in the gill there is an upregulation of HSP69, the inducible form of HSP70,

in both the elevated temperature and elevated temperature + hypoxia treatment, but not in the

hypoxia alone treatment. The results for the abductor muscle and mantle on the other hand showed

no significant differences in expression across treatments for either the constitutive or inducible

forms. Since HSPs serve a protective role during stress events, the lack of response seen with

hypoxia may indicate that under this type of stress, oysters may have decreased resistance to this


and other forms of stress. Additional biomarkers, including p38-MAP kinase are currently being

investigated.

Titles or Section of Paper ~ See MLA or APA style guide manuals

Subtitles ~ See MLA or APA style guide manuals

Paragraphs

Indentations: Tab set at .5 inches from left margin

One line space between paragraphs (single spaced)

Two spaces at the end of sentences (double spaced)

Draft copies submitted for review should double spaced and paginated. The final edited copy

will be single spaced with double spacing between paragraphs (science and math papers will be

double columned). Continue to follow the format above with regard to title, author, etc.

Works Cited/References

Use the term “References” for APA style or “Works Cited” for MLA style.

Use APA, MLA, ACA or the style is appropriate for your field.

Make sure you check the latest edition of style manual.


What Poster Presentation Methods Should I Use?

Posters are a means to disseminate information about your research. Some researchers

prefer a poster presentation to an oral presentation because of the increased interaction with

conference participants. Research information is communicated much more successfully if it is

presented in a well-designed, attractive poster. Additionally, the quality of the poster easily

conveys the quality of the research. Design and layout should be thoroughly considered, and the

guidelines from the sponsoring organization should be closely followed.

Using Microsoft PowerPoint to create the poster, you should include all of the following

items that apply to your research:

• Title of the study, author, mentor’s name and credentials, and institutional affiliation(s)

(see examples at end of this section)

• Introduction: purpose of the study, research question, or hypothesis (brief)

• Sample: number and description of subjects (if appropriate)

• Method: procedures and tools used in the research

• Results and/or conclusions: tables, figures, illustrations, or graphs with a simple

explanation

• Implication(s) of the research

• Recommendations for future research

Please use the Template Available on the OUR website:

http://www.southalabama.edu/programs/our/related_resources.html

Under the “POSTERS” section, click on “UCUR Poster Template”

1. CONTENT should/may include:

• Do not be “text heavy”; no one will read an entire poster

• Simple information

• Bulleted short sentences or phrases

• Most important information (main points of text)

• Information grouped into conceptual units to contribute to reading efficiency.

• To link components use:

o subheadings to point to corresponding text

o transitional words and phrases

o graphic devices, such as arrows or bold lines

• List procedures or selected topics for quick comprehension

• Icons which often support lists (example: use numbers, %)

http://www.southalabama.edu/programs/our/related_resources.html



2. FORMAT - The UCUR template is landscape 39” wide and 36” high; title at 72-point font,

authors’ names at 48-point font, headings are 60-point font and text is 28-point font or

larger.

3. LAYOUT organization is important for coherence on a poster.

• Balance: to develop balance, consider size, shape, and contrast

• Placement: most items should be placed between 4-7 feet high for standing audiences that

will view the poster from 3 feet away

• Arrangement: the visual elements of a poster must be arranged in a logical manner that

directs the viewer easily from one section to the next. This may be accomplished one of

two ways:

• Arrange information either horizontally or vertically

• Arrange information using a window area

Vertical Flow Arrangement Horizontal Flow Arrangement


4. TEXT AND TYPE is critical as well. The size and style of text used in creating the

poster paper depends on several variables.

• Headings:

o headline and subhead height: ½” minimum (72-point)

o headlines larger than subheads (60 point)

o subheads larger than body (36-point)

o upper case / all caps (to slow reading)

o fewer than eight words (longer occupies too much space)

o bold for differentiation o type face: Times New Roman or

Arial o no more than 5 headings for whole poster

o active verbs (not verbs turned into nouns)

• Body:

o body height: ¼” tall (if possible) (28-point or larger)

o upper and lower case

o italicize for differentiation from rest of text

o type face Times New Roman o Bullet Bullet Bullet

o


5. GRAPHICS are included in most displays: graphs, charts, maps, or other visual devices

convey information quickly and concisely. They draw relationships among numerical values

into picture form. Keep them simple to be easily and quickly absorbed by the viewer. No

clip art.

Make sure that the graphics represent the data accurately and does not bias it in any way.

• bar graphs or histograms should have separated bars of the same width

• line graphs should be limited to 3-4 lines, each thicker than axis lines

• units should be defined on both x and y axes

• pie graphs should be limited to 6 sections (if possible)

• patterns can be used to distinguish contrast

• graphical information should not be duplicated in the text

• graphics should each contain only one message

• graph size should relate to viewing distance

• column heading should be in singular, not plural, form

• decimal points should be aligned in columnar material

6. PLAN FOR TRAVEL is crucial when transporting a poster to a conference. Always bring

your jump/flash drive with the poster in .pdf format on it.

• get poster reprinted on indoor/outdoor paper

• mailing tube

- label home and hotel address

• check size requirements for checked luggage

Brooks-Brunn, JoAnn. Clinical Methods, Poster Etiquette. Applied Nursing Research, Vol. 9, no. 2. 1996.

Conway, Eugenia D., Smith, Frank A. The Poster Session: Ideas that Work. Teaching Network, Vol. 3, no. 1. 1993.

Matthews, Diane L. The Scientific Poster: Guidelines for Effective Visual Communication. Technical Communication. 1990.


Tips for Submitting Applications for Anything

What do I need to mail?

• Graduate school applications (consisting of several items)

• Scholarship/fellowship applications

• Letters of recommendation (for graduate school, scholarships, fellowships, summer

research)

• Internship applications

• Summer research applications

When should I mail these items?

• At least 10 business days before the final due date.

• You must give your university post office, federal post office, and graduate school post

offices time to process the mail.

• You must account for severe weather conditions which may delay the mail (this has

happened!).

• It is no one’s job to rush because you are late.

• If an item needs to be post marked by a certain date, ask the post office to hand stamp it.

How should I mail these items?

Certified – Return Receipt Requested

OR

Priority Overnight

OR

Federal Express

Should I photocopy what I am sending?

YES. YES. YES.

What are the alternatives to mailing or sending by FedEx?

Some graduate schools or scholarships will allow you to apply on line, or by fax.


Should I keep a copy of what I submit on line?

YES.

YES. YES.

CUR Focus Natalie Holloway, Tyler Wittman, Adrienne Showman, Linh Anh Cat, and Jacquelyn Cook,

University of Central Florida

Five Essential Skills for Every Undergraduate Researcher “[B]eing my research problem, it was up to me to solve.

…The crucial lesson was that the scope of things I didn’t

know wasn’t merely vast; it was, for all practical purposes,

infinite. That realization, instead of being discouraging, was

liberating. If our ignorance is infinite, the only possible

course of action is to muddle through as best we can

(Schwartz 2008, 1771).

Research is hardly easy. As Martin Schwartz points out in his 2008

essay “The Importance of Stupidity in Scientific Research,” solving

research problems requires us to immerse ourselves in the unknown.

However intimidating it may be to overcome this infinite amount of

ignorance, we believe there is a special set of traits that will equip an

undergraduate researcher to successfully solve research problems.

Creativity, judgment, communication, organization, and persistence are

all equally important skills to make the leap from gaining knowledge

from others’ discoveries to making discoveries on your own. Having

and honing these skills, skills that encompass every level of research in

every discipline, are key to an undergraduate developing the foundation

for a successful career in research. As a group of undergraduate

researchers and mentors, we want to motivate students to solve

problems and make discoveries, and to start a discussion on how to

forge the right path for each student toward research success.

Following is our list of key skills.

creativity It is difficult to find a definition of undergraduate research that does not

include a reference to creativity or that does not contain terms such as

original, authentic, or unique. Clearly, then, creativity is a constant for

the undergraduate research process. In an article by Jeffrey M. Osborn,

dean of The College of New Jersey, and Kerry K. Karukstis, professor

of chemistry at Harvey Mudd College, originality is said to be a

“common thread that runs through every undergraduate research

activity on campus.” Creativity and originality go hand in hand.

Creativity is the ability to transcend mainstream ideas, and creativity

all but requires originality. It is no surprise then that originality is so

pervasive throughout the college or university campus. The Council of

Undergraduate Research provides a universally applicable definition

that describes undergraduate research as “an inquiry or investigation

conducted by an undergraduate student that makes an original,

intellectual, or creative contribution to the discipline” (Wenzel 1997,

2000). All researchers, not just undergraduates, require creative

thinking and process development to build upon today’s knowledge.

Creativity is an essential trait that undergraduate researchers should

seek to develop and utilize within their research experience.

The first step in research is developing a topic or a plan for exploring a

problem, and creativity is fundamental to this effort. As members of

our university’s Student Undergraduate Research Council, we

constantly come across prospective undergraduate researchers who

don’t know where to begin. Students in all disciplines are unsure, even

lost, as to how they should start deciding upon a research topic. We

encourage students to research their discipline extensively, to find out

what has and has not been studied, and to attempt to find a topic in

which they are genuinely interested. Even by studying research outside

their own disciplines, budding researchers can use the creative process

to make new connections, pushing the envelope of what is possible in

discovery. Ingenuity, uniqueness, and, most importantly, creativity are

all skills that need to be applied in creating that standout research

concept.

Students who are still hesitant about delving into the creative process

of undergraduate research as part of an independent endeavor should

seek to develop their creativity by participating in ongoing research and

watching how a faculty mentor or graduate student employs creativity

in conducting that research. During this time, undergraduate

researchers can learn how to think creatively within the context of their

field and possibly discover a topic of interest that will provide them

with an independent, unique research opportunity. But students should

not limit themselves to the expertise of their faculty mentors. To be a

true researcher, undergraduates should strive to reach beyond their own

disciplines, either into closely related disciplines or those completely

unrelated to their own, for possible ideas.

Judgment A quite specific sort of judgment is critical when participating in the

world of research. Just as the mentor may exercise judgment in

selecting a mentee, an undergraduate researcher should likewise

evaluate and choose a mentor who will help the researcher to grow in

the best possible way. Personality, temperament, and style of research

are all factors to consider when choosing a mentor. Another important

aspect of judgment is recognizing when to ask for help in solving

problems. To gain the most experience from research, students must

make a calculation between knowing when to ask for help when they

encounter an obstacle or possibly lose time by deciding to tackle the

problem on their own. The progress of the research and perhaps the

opportunity for the project to be finished successfully may rest on what

they decide.

However, student researchers should not over-utilize a mentor’s

valuable time; instead, they should strike a balance between

independence and seeking assistance. As undergraduate researchers

move on to higher-level studies and professional careers, this ability to

discern their own and others’ needs, and thus make judgments in a fluid

environment, must become automatic and unconscious, so they do not

waste precious time and energy weighing the pros and cons of every

single decision.

Undergraduate researchers also should consider and study the

importance of good judgment as it applies to ethical dilemmas in

research. Failure to exercise good ethical judgments can seriously

jeopardize the careers and integrity of not only the student researchers,

but also of their mentors, colleagues, and possibly even their college or

university. Undergraduate researchers must be careful not to rely solely

on the examples set by faculty mentors or fellow students. Additionally,

students should spend ample time learning about the ethical issues

associated with their particular fields and strive to utilize their own

considered judgments to arrive at appropriate, safe, and ethical

conclusions. Today’s undergraduate researchers should be cognizant of

and conversant with common areas of ethical failings, such as misuse

and misrepresentation of findings, wrongful disclosure, and even

plagiarism. Being aware of potential ethical issues will help to

maintain the integrity of the research for all parties involved.

Although it may be difficult to always make the best choices in as

unpredictable a world as research, undergraduate researchers have the

opportunity to develop ethical and rational decision-making skills in a

lower-stakes environment with oversight by experienced researchers.

They can, through practical application, gain experience in making

ethical judgments. They can learn to recognize the issue at hand

(whether it be time conflicts or personality conflicts or something else);

determine the pros and cons of each possible way of dealing with the

conflict; seek advice from veterans of research; and, when appropriate,

take the occasional risk. Studying these different types of decision-

making processes (Bennis et al 2010, 191) can help students develop

the skills in exercising judgment that undergraduate researchers

require. Eventually the skills should become second nature.

communication For this article, we refer to communication as the set of skills necessary

to develop and maintain an effective relationship between an

undergraduate researcher and his or her faculty mentor. The importance

of a mentee-mentor relationship to all undergraduate students is best

characterized by UCLA’s Alexander Astin, who counts these

interactions as one of the most important factors in the development of

a student’s undergraduate experience (Astin 1991). The positive

implications of these relationships extend to undergraduate research as

well, because these interactions “potentially have the longest-lasting

impact” on the undergraduate researcher’s personal growth and

academic development (Malachowski 1996, 90). Faculty mentors are

the most valuable link between the student and the new and unfamiliar

world of research. Mitchell Malachowski, in his discussion of the

importance of faculty mentors to research projects, states they

“encourage and guide the student’s personal growth and academic

development, while providing support and assistance as the student

works through the challenges” of undergraduate research

(Malachowski 1996, 90).

Initiating communication with a faculty mentor during the early phases

of the undergraduate research process can be an intimidating situation;

students sometimes begin the process with faculty members with whom

they have little experience. They may be hesitant to contact mentors

outside of the predetermined research time at first, worried that their

questions could be “annoying” or their concerns “silly.” However, in

our experience, mentors are more than willing to accommodate

students with in-person meetings and email exchanges, or to suggest

the use of more-experienced student researchers as “peer mentors” for

inexperienced undergraduate researchers.

Nonetheless, undergraduate researchers should be respectful of their

mentors and their time; faculty mentors often balance a schedule

consisting of multiple courses, their own independent research

endeavors, and mentoring of additional undergraduate or graduate

researchers. In our experience as undergraduate researchers, however,

we have found that the creation and maintenance of productive

relationships with our mentors have led to an increased understanding

and knowledge of our respective fields, additional research

opportunities, and overall enhanced personal and professional skills.

organization Well-honed organizational skills facilitate effective research and good

science, as well as allowing students to balance classes, studying,

research, socializing, hobbies, and maintaining a healthy lifestyle much

easier. Keeping an organized

journal or lab notebook of all work is critical for analyzing data,

generating new ideas or proposals, or determining the next step in a

project. Most importantly, organized lab notes and data help

tremendously in the process of writing papers and publishing work.

These skills can make the difference between a solid report and an

unsupported essay. An unorganized undergraduate researcher may

have a harder time getting work done within any deadlines and may

have a more difficult time finding data and relevant notes on past

research. As undergraduate researchers, we have all experienced

working with a deadline, but our faculty mentors didn’t regularly check

that we had lab notebooks or sources recorded properly. Without a

good organizational structure, it is difficult to finish work in a timely

manner, and the researcher is likely to find it difficult to locate the exact

data point or specific quote and author when needed. Being able to keep

to a schedule of research and other responsibilities, as well as writing

effective “to do” lists, will help greatly. Class work, class notes, lab

notes and lab work should be

efficiently organized to facilitate better coordination between

coursework and research information.

17

Undergraduate researchers are likely to be involved in a variety of other

pursuits and to be incredibly busy, so it is easy for them to reach that

“burn out” point. Organization is a key part of avoiding being

overwhelmed and can help students avoid over-scheduling themselves,

leading to more success in all their commitments. Those who continue

to do research will find this skill crucial to balancing multiple or larger

projects, as well as to having a healthy life outside of research.

persistence Persistence is the drive to never give up. But it is important to realize

that persistence involves facing failure. Failure could involve coming

up with a bad research design, not anticipating future roadblocks, or not

knowing every detail of a proposed research project. However, failure

is a normal part of progress, and we often learn more from our mistakes

than our successes, especially in research, where the investigator must

consider many aspects of a problem. Many students pass up an

opportunity to do research if there is a chance they might not succeed.

Mistakes should be embraced as an opportunity to learn, and students

should stop harboring a fear of failure. Although it is difficult to remain

persistent at times, students must remember that it will pay off in the

end, in the form of quality data, a solid synthesis, or even simply an

educational experience.

Persistence is especially useful for budding undergraduate researchers

who do not have strong resumes or previous experience. It’s a trait

definitely noticed by most faculty mentors. Sometimes, a faculty

mentor will pick a student for his or her lab even though the student has

less experience than other candidates simply because the student has

displayed strong motivation. Later, when a student is committed to

research, persistence is essential to developing and carrying out a

thorough project. Students who overcome roadblocks successfully by

being diligent in reading the research literature and making use of their

faculty mentor’s expertise will find that when it comes time to present

their work, answering questions is effortless because the students have

put in the foundational work. Persistence becomes an increasingly

integral part of the research process as student researchers progress to

graduate school and future academic endeavors. The majority of

researchers must write several grants in order to initiate their research.

This process inevitably involves rejection and, therefore, the

motivation to rewrite and edit grant applications is crucial to launching

the research process and a productive research career.

conclusion Applying the five skills outlined above will help an undergraduate

transition from being a student to becoming a researcher and move from

learning to discovering. Although we come from various backgrounds

and research fields and have different personalities, we have found that

these skills are common to all of our successes, from attending

conferences on human factors in psychology, to writing a thesis on

Italian architecture, to restoring oyster reefs, and even to studying

molecular genetics in Germany. Creativity, judgment, communication,

organization, and persistence are universally applicable in the pursuit

of becoming a better researcher. We hope that this set of essential skills

will provide a foundation not only for what it means to be an

undergraduate researcher, but also will create the opportunity for a

dialogue among researchers at all levels, from the undergraduate to the

tenured professor, regarding what makes undergraduate researchers

truly succeed.

References Astin, Alexander, 1991. “What Matters in College? Four Critical Years Revisited.” Jossey-

Bass, San Francisco, CA

Malachowski, Mitchell, Spring 1996. The Mentoring Role in Undergraduate Research.

Council on Undergraduate Research Quarterly: 91-93.

Osborn, Jeffrey M. and Kerry K. Karukstis. 2009. “The benefits of undergraduate research,

scholarship, and creative activity. In: M. Boyd and J. Wesemann (Eds)” Broadening

Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact.

Council on Undergraduate Research, Washington, DC, 41-53.

Schwartz, Martin A.2008. “The Importance of Stupidity in Scientific Research.” Journal of

Cell Science 121:1771-1772.

Wenzel, Thomas J., 1997. “What is Undergraduate Research?,” Council on Undergraduate

Research Quarterly, 17: 163.

Adrienne Showman

University of Central Florida, [email protected]

Adrienne Showman is a senior pursuing her bachelor’s of science in

molecular biology and microbiology at the University of Central

Florida. Having worked in a biochemistry and X-ray crystallography

lab for the past year and a half, her research interests include molecular

biology and structure determination. She spent a summer abroad in

Germany, working at Humboldt University in the Breeding Biology and

Molecular Genetics Department through the German Academic

Exchange Service: Research Internships in Science and Engineering

Program (DAAD RISE). She hopes to pursue a PhD in biochemistry,

and enjoys hiking, traveling, and mentoring outside of class and lab

work.

Linh Anh Cat is a junior studying environmental studies and biology at

the University of Central Florida. She has worked on oyster reef

restoration and monitoring at the National Canaveral Seashore and is

currently working on investigating the effects of invasive snails and

aquatic plants on ecosystems. She has led volunteer trips to the Florida

Keys to help create habitats for endangered species and to remove

exotic species. Cat also educates high-school students about

sustainability and guides them in creating new initiatives for their

schools. She enjoys scuba diving, triathlons, and other outdoor

activities in her free time.

Jacquelyn Cook is currently a senior pursuing her BS in psychology at

the University of Central Florida. She has been working on human-

robot trust research at the MIT2 lab since the spring of 2011 and has

also assisted in team research at the Institute of Simulation and

Training at the University of Central Florida since fall 2011. Her

primary research interests include human factors psychology, team

processes, and leadership. Cook plans to pursue a PhD in

industrial/organizational psychology. In her free time, she enjoys

playing video games and writing.

19

Natalie Holloway is a senior at the University of Central Florida,

double majoring in art history and anthropology. She is currently in her

second semester of undergraduate research, in which she is evaluating

the influence geography has on 17th century Baroque Italian

architecture. Her primary research interests are the Renaissance and

Baroque periods of Italian art and architecture. Natalie plans to pursue

a PhD in art history or museum studies and pursue a career either as

director of a museum’s cultural education program or a university

professor.

Tyler Wittman is a senior pursuing his degree in biology at the

University of Central Florida. He has worked in an evolutionary

biology lab for the last year studying the antagonistic coevolution of

reproductive and immune systems. He plans to pursue a PhD in

evolutionary biology; his primary research interests are the evolution

of eusociality and immune systems. He enjoys weightlifting, biking,

fishing and hiking in his free time.

CURQ Vignettes

Dear Mentors/professors: Tips to Maximize Research Value from your Undergraduate research assistants Jasmine Mah, University of Ottawa, [email protected]

It is a common misconception that success as an undergraduate researcher depends solely on the student’s initiative, hard work, and dedication. The

contributions of the supervisor in the student-mentor relationship, however, are equally crucial in promoting efficient and sustained undergraduate research

(UR). As a participant in the University of Ottawa’s Undergraduate Research Opportunity Program, I was enticed into research by an amazing professor who is not

only renowned in his field, but also is able to enthusiastically communicate and transfer his knowledge. While research has been the most intellectually

stimulating and useful opportunity of my university career, I soon discovered that many of my peers did not feel the same way about their experiences. In

discussion with my fellow researchers, it became apparent that the supervisor’s involvement is the key to success. Drawing on my colleagues’ experiences, I

present a few simple tips for UR mentors that will benefit faculty members’ work and improve the accomplishments of their UR assistants. • Schedule regular meetings with your undergraduate researcher. This gives you a chance to check progress, answer questions, and minimize potential

miscommunication concerning your research. • Communicate your research in layman’s term. Explaining the bottom line and importance of your research motivates your undergraduate assistant by

providing an overall goal to achieve. • Establish networking opportunities by introducing your student to colleagues and graduate students. Your researcher will gather resources, develop

partnerships between projects, and maximize the return received from the student’s investment in your research projects. • Express your energy, enthusiasm, and interest. Passionate leadership results in passionate results! • Mutual respect is a two-way street. Although undergraduates are at the bottom of research hierarchy, consideration and kindness encourage devotion and

loyalty on the part of both parties. • Provide resources for your undergraduate researcher. It is surprising how much a designated workspace or computer will encourage work in the lab. • Be available to your undergraduate researcher. Professors will often shift the mentorship role onto graduate students. While a graduate student provides

a great resource, the faculty member must also be available to teach and directly guide the undergraduate researchers. Perhaps the real secret of any successful endeavor is communication!

university of south alabama office of undergraduate ... · the university of south alabama ∙ 4 in...

Documents