undergraduate research apprenticeship program administered ... · undergraduate research...
TRANSCRIPT
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Immersive Media Initiative
Faculty Name: Josh Antonuccio
E-mail address: [email protected]
Department or School: School of Media Arts & Studies
Office Address: 306 Schoonover Center
Project Description (350 words):
The Immersive Media Initiative (IMI) started in October of 2014, under the supervision of GRID Lab Director John Bowditch, MDIA Associate Professor Eric Williams, and myself. The IMI is a collaborative Scripps College of Communication effort to introduce research, educational opportunities, and curricular involvement with the technologies and software involved with Virtual Reality and Augmented Reality.
The GRID Lab has already started working with students in immersive media and our team demonstrated their successful VR produced experience to our Dean’s Advisory Council in March of 2015. As such the Dean’s office is supporting the development of undergraduate courses and continued faculty research in Virtual Reality and Augmented Reality. In accordance with that strategy, businesses and entrepreneurs have already invited IMI members and MDIA students to work on VR and AR projects.
Through collaborations with key personnel from the SCC, Engineering, Education, HSP, HCOM, Voinovich School, and Innovation Center, the IMI intends to make OHIO a leader in this field, pioneering creative ideas, research projects, and dissemination of knowledge. The initial budget estimate for this project is $1.2 million and as such, we are a finalist for innovation grant funding through OHIO. The IMI focuses on the Human Computer Interaction and Visualization/Simulation/Gaming niches.
The IMI’s vision is to create multi-disciplinary production projects that prepare students for the emerging industries in this area. In our starting initiatives, we will focus attention on robust academic areas such as medical, scientific and communication-based projects. Collaborating with key personnel across OHIO, the IMI intends to create a university-wide production facility for the development of all VR and AR projects.
Our initiative began with the expansion of the immersive media infrastructure at the Game Research and Immersive Design (GRID) Lab. In August of 2015, the GRID Lab acquired new space in Scripps Hall – space specifically designed for this initiative – and provides several million dollars of equipment, intellectual property, and innovative processes. It is upon this base that a variety of projects will be developed and demonstrated. This apprentice position would allow Michael France to join our team as an Assistant Audio Supervisor in the coming year.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
The IMI creates a facility for large-scale VR and/or AR project development at OHIO, providing cutting edge animation, high definition video, and dynamic sound design for: Virtual Reality-Digital Projects - total immersion in a digital space with digital objects; Virtual Reality-Video Projects - video capture of a 360 degree world; and
Augmented Reality Projects - merging of real world experience with digital content; Education and Development – in both academic and professional arenas.
Professional work from IMI collaborators will include the following: VR-DIGITAL projects will have an emphasis on simulations for the medical field. Dr. France (Psychology), Dr. Thomas (Physical Therapy) and Dr. Leitkam (OMNI) have ongoing, nationally funded research that incorporates VR-Digital production. Their projects currently utilize VR production outside of OHIO. Our projects with these researchers will demonstrate a more effective and efficient in-house model, providing significant grant opportunities in years two and three. Simultaneously, we will introduce VR-Digital technology to Dr. Fredricks’ (Family Medicine) medical training research, developing surgical simulations that will extend across all three-production areas.
VR-VIDEO projects will build real-life simulated environments and experiential documentaries. Building upon Lynn Harter’s (Storytelling Institute) and Tom Hodson’s (WOUB Public Media) track record of nationally funded, award-winning collaborations with the School of Media Arts & Studies, these projects will include medical communication/simulation initiatives and coverage of local news events (imagine a virtual visit inside of yesterday’s tornado or tomorrow’s political rally). Dr. Braasch’s (Avionics Center) research into piloting Unmanned Aerial Vehicles will be enhanced with VR-Video. And Brian Plow (Media Arts) will collaborate on Dr. Fredericks’ VR-Digital project to provide real-life environments for the surgical training to take place (imagine now training for a procedure inside of a helicopter or in the middle of a disaster).
AUGMENTED Reality projects allow the users to seamlessly connect digital content with the daily world. Fredricks’ and Plow’s simulated disaster scenario can now be used by Dr. Henderson (Nursing) and Dr. Moore (Education) to create training modules for medical teams. A separate project will allow Nancy Stevens (Biomedical Science) to use Augmented Reality to share her paleontology research in a new forum.
Within this initiative, our team has identified three primary goals for each of our production projects:
Development: Building media content to be used in the project and inventing any unique technologies – e.g.: building a digital body part and inventing a tactile computer scalpel.
Execution: Using the content to execute research – e.g.: the digital body part and scalpel train EMTs to perform tracheotomies; subsequent projects introduce new techniques.
Dissemination: Demonstrating success, sharing knowledge and inviting other content experts to develop projects at the IMI.
We expect the IMI to be fully sustainable, impacting the university in a multitude of ways, including:
1. Enhancing our successful record for external funding in medical and communication arenas 2. Developing immersive media productions which will create Professional Development/Executive Education
opportunities. 3. The IMI will form consultative relationships with business partners (and OHIO), that will soon be utilizing
immersive media for training, marketing, development, and recruitment purposes.
Student Contribution to Project (350 words):
A central mission of the IMI is to prepare OHIO students for future job markets by providing IM education, mentorship and production experiences. Taking a page from Dartmouth’s Digital Arts, Leadership & Innovation Lab, the IMI will propel faculty research, creative, and educational endeavors forward with significant impact by incorporating student education into the production process by:
• Providing experiential learning opportunities for students to build upon classroom skills while collaborating across disciplines;
• Instilling students with a sense of visionary enterprise by encouraging them to use new technologies to solve problems and push boundaries;
• Exemplifying interdisciplinary collaboration by working on complex projects that require creative inquiryand cooperative research between many different areas.
The cornerstone of our educational program is a three-tiered Student Mentorship division, working in concert with our Collaboration and Production Divisions to incrementally prepare students for high-level, project-related work environments. The Assistant Audio Supervisor position is a component of this infrastructure.
The development of this position will allow Michael France to be directly involved in this program of apprentice-style training and will give him first-hand access to production technology that is reshaping how we understand experiential media. Michael will be performing a number of important roles, if his position is fully funded for the 2016-2017 school year. These include the following:
1. Serving as Assistant Supervisor for Audio within the Immersive Media Initiative, and as such,overseeing student production teams working on audio production.
2. Assisting in constructing and equipping our state-of-the-art audio production facility
3. Producing cutting edge content for multiple productions with national reach. As noted previously, thereare a number of high-profile research projects that we have slated for 2016 and Michael will be workingfirsthand with our collaborative teams of video, animation, and audio.
Starting in 2016, VR and AR will enter the commercial market on a large scale, initiating a corresponding race to incorporate these new media platforms. These technologies are expected to disrupt the public sphere in the same way that desktop computing did in the last few decades. Michael’s position allows him to engage firsthand in this exciting new technology field.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
Michael is the ideal candidate for this position because of his advanced knowledge of audio theory and production, as well as his high level involvement as the Student Vice Chair of the Audio Engineering Society. Michael has expressed a keen interest in furthering his research in the field of immersive audio production (a field which is just starting to explode), and as such, has exemplified himself as a stellar HTC student, fluent in numerous audio production platforms and demonstrating an attitude of inquiry. I also believe that Michael possesses the leadership qualities needed to effectively manage other student production teams.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
______Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
___X__ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: _____JOSH ANTONUCCIO_______________________Date: 1/6/16
Department Chair/School Director Signature:
___________ DREW MCDANIEL _______________________ _________Date: 1/9/16
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project:
Faculty Name:
E-mail address:
Department or School:
Office Address:
Project Description (350 words):
Learning Goals for Project (e.g. how it will address communications – writing, communications – oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)? (500 words)
Student Contribution to Project (350 words):
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest, etc.) (100 words):
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Extracellular ATP-induced drug resistance in cancer cells
Faculty Name: Xiaozhuo Chen
E-mail address: [email protected]
Department or School: Biomedical Sciences of HCOM and Edison Biotechnology Institute
Office Address: 109 Konneker Research Center, Edison Biotechnology Institute, the Ridges
Project Description
Presently and in the foreseeable future, cancer is one of the most deadly diseases worldwide.
Resistance to anticancer drugs is responsible for a larger number of deaths among cancer patients.
President Obama declared in his 2016 State of Union Speech, the US government sets curing
cancer as the future top national goal in science and public health. To achieve this goal, it
requires tremendous efforts in basic research to fully understanding how drug resistance is generated.
This will be accomplished through human resources of knowledge and skills. This proposed project is
aimed to respond to this goal and to educate and train undergraduate students who will form the future
workforce in this noble endeavor. Several types of drug resistance have been described in cancer:
genetic mutation-induced, cancer stem cell-derived, and multi-drug resistance-related. In our lab, we
recently uncovered and reported a new type of drug resistance: extracellular ATP-induced resistance
to a new group of target cancer drugs called tyrosine kinase inhibitors (TKIs). Preliminary studies
suggest that extracellular ATP induces drug resistance to TKIs by entering cancer cells and competing
with the drug for the binding of the ATP binding site. The binding site is located on tyrosine kinase
growth factor receptors (TKGFR) such as PDGFR, which are expressed in the plasma membrane of
cancer cells. To test this hypothesis, we plan to achieve the following two specific aims.
Aim 1. To treat lung and breast cancer cells TKI drugs with or without ATP. Twenty four hours after
treatment, cancer cells will be examined for their viability using cell proliferation and clonogenic tests.
This study is for assessing ATP’s function in rescuing cancer cells from TKI drug treatment.
Aim 2. To grow lung and breast cancer cells in 3D-gels with regular cell growth media in the presence
or absence of ATP. Cancer cell/“tumor” growth in 3D-gels will be monitored, measured, and
photographed using fluorescent microscopy. This study intends to mimic tumor growth conditions in
vivo and determine the tumorigenic effects of ATP.
The completion of the project will deepen our understanding of ATP-induced drug resistance and
potentially identify new targets for combating drug resistance in cancer. (355 words)
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
Writing – First, the apprentice will have to write lab notes by following standard lab note-taking
procedures. Graduate student trainer(s) will examine the notebook and provide comments and
suggestions on how to improve note-taking. Secondly, the apprentice will be asked to read one
scientific paper per month and then write a one-page summary of the paper. The summary will be
electronically submitted to the mentor who will read it, provide comments, and suggestions to the
apprentice on how to write scientific summaries. This will prepare the apprentice for writing longer
scientific papers in the future.
Communications - Oral – The apprentice and mentor will meet face to face for 20-30 minutes on a
biweekly basis to discuss progress and potential problems in the lab. The mentor will instruct his
graduate students on how to effectively communicate to the apprentice and supervise his/her work.
The apprentice will participate in our weekly lab meetings, which provide opportunities for all
students to take turns presenting their research and paper reviews. In the beginning, the apprentice will
present his/her work in 3-5 minutes with 1-3 power point slides. Gradually, after accumulating more
data and experience, the apprentice will present his/her work in 10-15 minutes with more slides.
Senior undergraduate students, graduate students, and the mentor will make comments on the
apprentice’s presentations with the objective of eventual full scale formal scientific presentation in
scientific meetings such as Ohio University's Research Expo and regional/national conferences.
Team work – A research team is in place. The team in lab consists of a PI (faculty member and
mentor), 4 graduate students, and two undergraduates. Our lab has a tradition of “experienced students
train new and inexperienced students”. At least one of senior students will be always present in the lab
or offices when the apprentice is in the lab. At beginning, the mentor will introduce the apprentice to
his research team. Responsibilities of mentor and graduate students in training apprentice will be
specifically set and followed. The mentor will teach basic and general principles to the apprentice,
who will receive all necessary university-sponsored lab trainings before working with chemicals and
cells.
Problem solving, Analytical and technical skills – These skills will be learned by performing real
experiments and participating in lab activities. Weekly group meetings provide additional
opportunities for the apprentice to observe how researchers present, analyze, and interpret their data
and trouble-shooting. The apprentice will be encouraged to first (a) ask questions, and then (b) answer
questions by giving his/her own interpretations of the data and to explain how the conclusions are
reached. Through repeated practice, critical and analytical thinking will be gradually cultivated and
reinforced. Furthermore, observing and participating in trouble-shooting will train the apprentice to
gradually develop problem-solving skills.
Management and leadership
The apprentice will be assigned to a specific lab responsibility such as lab safety, and he/she will be in
charge. The apprentice will report and inform safety issues to the mentor in the lab meeting, and
propose methods for solving safety problems. In this way, the apprentice will be trained to manage
part of the lab and take a lead role in a lab responsibility. (510 words)
Student Contribution to Project (350 words):
The student apprentice will contribute to the project by first observing how other experienced graduate
students wash “dishes”, prepare pipet tips, and autoclave (sterilize) tips, bottles and utensils used in the
experiments (week 1). He/she will wash dishes and autoclave/sterilize reagents and utensils in the
following weeks. Apprentice will continue to do these lab routines but with less intensity. As a
second step and in the second month, the apprentice will weigh chemicals using a balance, prepare
basic solutions, such as sterilized and distilled water and saline, used in experiments. Once he/she is
considered familiarized with the lab environment and learned the basic skills, more challenging
responsibilities will be assigned. These include preparing more complicated multi-component
solutions and adjusting their pH (acidity), growing and passing cancer cells, assisting graduate
students in performing simple and easy experiments and measurements. Once he / she is capable of
handling these procedures (after two months), the apprentice will be assigned with a mini research
project, which is a part, or a sub-aim, of the larger cancer research project as described above. This
mini-project will have a scientific question to be answered (a testable hypothesis) and an established
scientific method(s) to answer the question. The apprentice will be asked to semi-independently
perform the experiments to complete the mini-project under the supervision of the mentor and
graduate student trainers. The results from the study will be an integral part of the larger project. If the
data generated from the mini-project deems to be in publishable quality, then the apprentice may
become a co-author of a scientific manuscript if the data is used in the manuscript. The data produced
by this mini-project may be used to generate an independent poster so that the apprentice can present
his/her research results in scientific meetings such as the Ohio University Research Expo or regional
biology conferences. Although the funding for this apprenticeship is only for three months, PI intends
to continue to train the apprentice through other funding / supporting mechanisms, so that the
apprentice will receive longer and more extensive scientific training beyond apprenticeship. (345
words)
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
A first year or second year undergraduate student with the following backgrounds are strongly
preferred.
1. With a biology / chemistry / biochemistry / premed major or academic direction
2. Has taken one or more entrance level of biology / genetics / chemistry course / courses
3. Computer skills or knowledge in word processing, power point and Excel
4. Strong interest in cancer, or diabetes or biomedical research.
An HTC student is preferred but not required. A student with a GPA of 3.3 or above will be given a
priority for acceptance.
(92 words)
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
___X___Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2016.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: ______ _____________Date: January 19, 2016
Department Chair/School Director Signature:
________________________________________________________Date:1/25/2016
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Investigating Molecular Mechanisms of Acute and Chronic Kidney Damage
Faculty Name: Karen Coschigano
E-mail address: [email protected]
Department or School: Biomedical Sciences
Office Address: ARC 302d (mail goes to 228 Irvine Hall)
Project Description (350 words):
Diabetes is becoming increasingly prevalent in the United States as well as worldwide. An off-shoot of this is an increase in secondary complications, including cardiovascular disease, retinopathy, neuropathy, and nephropathy. The main research focus of my laboratory is the identification of genes, proteins and regulatory pathways involved in the development of diabetic nephropathy, or chronic kidney damage, with an emphasis on the roles of Signal Transducer and Activator of Transcription (STAT5, a transcription factor) and inflammation. Recently, we have expanded into studying acute kidney injury resulting from drug administration as well. My group uses mouse models, cell culture and gene expression assays including real-time RT/PCR, in situ hybridization, chromatin immunoprecipitation, western blot and immunohistochemical analyses. We are also using bioinformatics (in collaboration with Dr. Lonnie, a colleague in Engineering) to evaluate gene expression. We correlate changes in gene expression with changes in kidney function and histomorphometric parameters (the latter performed in collaboration with Dr. Ramiro Malgor, a colleague in the Department of Biomedical Sciences) in an effort to identify key genes or proteins that play a role in the kidney damage, either as a cause of damage or as a form of protection. This knowledge will aid in the future design of more specific, targeted markers and therapeutic approaches for the diagnosis, treatment or prevention of human acute and chronic kidney disease.
Learning Goals for Project (e.g. how it will address communications – writing, communications – oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)? (500 words)
This apprenticeship will allow the student to apply his/her textbook knowledge as he/she gains valuable hands-on experience in basic molecular biology and cellular research. The student will be given background material to read, guided through all experiments, and encouraged to ask questions. He/she will use modern equipment and techniques and will interact with trained professionals. The experience gained will provide the student with a realistic picture of what a career in biomedical research might entail. In addition, it will provide him/her with some basic tools necessary for such a career, be it in an academic, medical, government, or industrial environment. Thus, there are a number of learning goals that the student will achieve through this apprenticeship:
1. The ability to critically read and analyze scientific publications related to his/her research topic
2. The ability to work with others in a group setting, learning scientific techniques from others, sharing reagents and equipment with others
3. The ability to work independently as his/her technical expertise increases
4. The ability to manage his/her time
4. The ability to work through problems and find solutions but also to know when to ask for help
5. The ability to critically analyze experimental results
6. The ability to communicate his/her ideas effectively to others
Student Contribution to Project (350 words):
Due to its wide scope, my research offers a myriad of opportunities for student participation and contribution. I also am a strong advocate of hands-on participation by the student. This apprenticeship will start with the student helping to design a specific project, based in part on his/her interest, addressing a specific research question about chronic or acute kidney damage. He/she will then perform literature reviews to increase his/her background knowledge, learn and perform the experimental procedures involved in the project, collect results and maintain a laboratory notebook, analyze the results, and summarize the findings for presentation in both oral and written form. The student will initially work closely with me as we designed the project together. The student will also work closely with me or a member of my lab in order to learn any needed experimental techniques or lab procedures or statistical analysis methods, but then will work more independently as his/her expertise and comfort with the techniques, procedures and methods increase. Near the end of the program, the student will prepare a written report summarizing what he/she did and learned and then orally present the results, either at a group meeting or in a larger venue such as the Student Research & Creative Activity Expo.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest, etc.) (100 words):
Coursework or experience in molecular, micro or cellular biology or physiology and associated techniques such as use of a micro Pipetman and gel electrophoresis (for example: BIOS 3105, 3205 or 3210; PBIO 4280 or 4500; CHEM 4901, 4902, or 4903) are highly desired. Experience with computers (Microsoft Word, Excel and Powerpoint; R Studio) would also be helpful.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
______Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
__X__ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors Enrichment Programs.
Faculty Signature: _________________________________________________Date: 1/22/16 Department Chair/School Director Signature: ________________________________________________________________Date: 1/22/16
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications. In office use only: This proposal has been funded: Date: This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Scaffolding Inquiry and Problem Solving through Literacy and Assessment Strategies Faculty Name: Danielle Dani E-‐‑mail address: [email protected] Department or School: Teacher Education Office Address: S112 Lindley Hall Project Description (350 words): The Scaffolding Inquiry and Problem Solving through Literacy and Assessment Strategies (SIPLAS) project is a collaboration among Ohio University’s Patton College of Education (PCOE), College of Arts and Sciences (CAS), and Russ College of Engineering and Technology (RCENT), and the high-‐‑need districts of Alexander Local (Athens County), Athens City (Athens County), and Southern Local (Meigs County) schools. SIPLAS participants consist of grades 4-‐‑8 science, mathematics, and intervention specialist teachers. SIPLAS main activities include a professional development program consisting of a weeklong summer 2016 institute (40 hours) and 2016-‐‑17 academic year follow-‐‑up (62 hours). The summer institute will be designed to model the kinds of pedagogical approaches that the program advocates to promote teachers’ learning of mathematics and science content. The National Research Council (2001), National Board of professional Teaching Standards (NBPTS), and the Ohio Standards for Professional Development recommend that teacher professional development immerse teachers in learning the content knowledge through the methods and strategies of scientific inquiry, mathematical problem solving, and engineering design, and address teachers’ beliefs as they construct a knowledge base for teaching content through these practices. SIPLAS is additionally designed to promote the integration of literacy and assessment strategies into science and mathematics instruction. The PD program will be of high quality (Loucks-‐‑Horsley, Hewson, Love, & Stiles, 1998; Desimone, 2009): sustained (yearlong total of 100 hours), job-‐‑embedded (providing school and classroom-‐‑based support), and tailored to meet the needs of Ohio partner teachers. The design and facilitation of all program activities will reflect cognitive and sociocultural theories of learning (NRC, Donovan, & Bransford, 2005). Learning Goals for Project (e.g. how it will address communications – writing, communications – oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)? (500 words)
The overarching goal of the project is to improve teacher knowledge (content and
pedagogical content) and student learning in science and mathematics Specifically, teachers will
develop problem-‐‑solving, analytical and technical skills such as:
1. knowledge of focus science content, inquiry, and engineering practices,
2. knowledge of focus mathematics content and mathematical practices, and
3. knowledge and abilities to use literacy infused (discipline-‐‑specific oral and written
communications), research-‐‑based models (e.g. 5E Learning Cycle in science, five
practices for facilitating mathematics discussions) to design and facilitate science
and mathematics learning experiences.
Additionally, teachers will develop teamwork skills through program activities that foster a
community of practice (Wenger, McDermott, & Snyder, 2002) in Southeast Ohio in which
science and mathematics teachers and intervention specialists from the same school, as well as
teachers from different schools collaborate and share knowledge, experiences, and expertise.
Student Contribution to Project (350 words): The student will support the faculty member in the design and collection of data for the internal assessment and evaluation of the project. Activities will include the (1) identification of measures to assess effectiveness and impact on content knowledge, pedagogical knowledge, and practices, (2) Collection of data on partner collaboration processes, discourse during the summer program, surveys and interviews with school and university partners, and (3) preliminary data analysis on collected data. Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest, etc.) (100 words): A desired qualification for the apprentice is interest in qualitative and quantitative data collection and analysis. The student must be able to confidently use camera and audio recording equipment, and be able to organize data files, log the data using templates, and transcribe portions of the data. (Training will be provided.) The apprentice must also be available to attend the partner meetings and the summer workshop. Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
_X_____Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016. _____ Hire a student to work for 10 hours a week for spring term 2017. _____ Hire a student to work for 10 hours a week for academic year 2016-‐‑17. If my proposal is awarded, I agree to: Work directly with my apprentice on an ongoing basis. Meet with my apprentice weekly to review project objectives and ensure learning goals are being met. Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed agreement (training materials provided). Conduct mid-‐‑term and final performance evaluations and share them with the Director of Honors Enrichment Programs.
Faculty Signature: _________________________________________________________Date: 1/22/16 Department Chair/School Director Signature: _______see email attachment_________________________________________________Date:
Submit this form by e-‐‑mail along with a current CV to Laura Schaeffer ([email protected]), no later than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications. In office use only: This proposal has been funded: Date: This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: An Assessment of Consumers’ Attention and Emotions using
Physiological Measures
Faculty Name: Alexa Fox
E-mail address: [email protected]
Department or School: Marketing (College of Business)
Office Address: 524 Copeland Hall
Project Description (350 words):
Academic research has long relied on traditional methods (e.g., survey measurement) to better
understand how people think, feel, and behave. While these methods are still valuable today, recent
developments in a variety of fields, including the social sciences, have enabled researchers to capture
real-time, objective measures of people’s thoughts, feelings, and actions. Many of these advances in
research methods can even capture information in a non-intrusive way, which is in stark contrast to
traditional experimental settings. This research projects will teach the apprentice how to design
physiological research studies, run experiments that capture physiological data using novel techniques,
including automated facial expression analysis and eye tracking technologies, and analyze the data
from qualitative and quantitative perspectives. The apprentice will also gain knowledge in
physiological data collection protocols, both from the perspectives of the experimenter and the subject
advocate. The projects will explore how participants attend to and read stimuli, to better understand
people’s cognitive processes, as well as how they display emotions when they view stimuli, to better
understand people’s emotional processes. Examples of research questions that projects may seek to
answer include how consumers react to:
static and dynamic advertisements,
social media information, and
services failures described in user-generated content (e.g., online reviews).
Such studies are increasingly important, in order to better understand how consumers process
information, and insights gleaned from such studies can help inform companies as they make
consumer-related decisions. This research aims to contribute to the marketing, advertising, and
psychology literatures, as well as statistics and analytics.
Learning Goals for Project (e.g. how it will address communications – writing, communications
– oral, teamwork, problem solving, analytical and technical skills, management and leadership,
other)? (500 words)
The apprentice will be among the first undergraduate students in the world to learn how to conduct
physiological research using an integrated system, including automated facial expression analysis and
eye tracking technologies. The apprentice will learn why these research methods are so valuable to
research, especially in the social sciences such as business, psychology, and education. Moreover, the
apprentice will gain an in-depth understanding of how to create compelling and effective experiments
using physiological measurement, and how to use the technology to conduct the experiments with real
participants, which will enhance his/her technical skills. The apprentice will interact with participants
before, during, and after the experiments, which will enhance his/her communication and
professionalism skills. In addition, the apprentice will learn how to analyze physiological data,
including both qualitative and quantitative analysis. These types of analyses are quite new, especially
in the social sciences, and will be a valuable addition to the apprentice’s analytical skill set. This data
analysis toolset will equip the apprentice with unique skills that few of his/her peers, even across
universities, will possess or even have access to. The apprentice will help pioneer the use of an
advanced methodology in the social sciences: the proper analysis and synthesis of findings from a
massive amount of data points, a skill that has applications in both academic and commercial spaces.
Furthermore, the apprentice will create and finesse documentation for best practices related to
designing physiological research data, as well as collecting data for and analyzing physiological
research data; such activities will enhance writing and presentation skills. Overall, this research will be
a fully integrated experience to educate the apprentice on developing, collecting, analyzing, and
reporting physiological research.
Student Contribution to Project (350 words):
First, the apprentice will be expected to learn about physiological research, the mechanics of how
physiological data is collected and analyzed, and the importance of physiological research to academic
and industry research from the faculty advisor. After learning more about physiological research, the
apprentice will contribute to the design and implementation of physiological research experiments,
which may include stimulus creation (i.e., developing and organizing stimuli to be used in
experiments), subject recruitment (through an electronic system that manages an existing pool of
subjects), and subject participation (i.e., conducting experiments with participants). After designing
and implementing the experiments, the apprentice will use qualitative and quantitative methods to
analyze the data collected.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise,
interest, etc.) (100 words):
The apprentice should have:
An interest in learning about physiological research, including eye tracking and automated facial expression analysis. Prior experience with such technology would make the apprentice
an outstanding candidate, but is not required.
An interest in applying physiological research methods to social sciences fields such as business (e.g., marketing, advertising) and psychology.
Taken basic statistics courses, and have a good understanding of the material learned in these
courses.
Experience using SPSS. Experience using Stata is preferred, but not required.
Experience using or a willingness to learn how to use basic scripts, including those in the Python language.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Using Picture Books to Integrate Social Justice Topics in K-8 Rural School
Settings
Faculty Name: Lisa Harrison
E-mail address: [email protected]
Department or School: Teacher Education
Office Address: S234 Lindley
Project Description (350 words):
Critical literacy is a term that has been around for 30+ years and is part of the sociocultural perspective
on education (Freire, 1970). Since then, the idea has been applied to classroom use. Critical literacy
is a way of using literature in the classroom that helps students to see the world from multiple
viewpoints, respect differences, and develop empathy for the experiences of others (Lewison, Leland,
& Harste, 2008). Picture books, with their powerful illustrations and condensed narration, allow
teachers to delve into relevant topics during a single class period (Kiefer, 2013). This study will
examine the benefits of utilizing picture books in a rural school setting with students in grades K-8 as
a means to discuss social justice topics such as race, class, ability, gender, and sexual orientation.
While the benefits of critical literacy and picture books as instructional tools are well established, very
little research examining the use of both in rural schools exists. The researchers hope to identify the
value and impact of utilizing picture books to address issues of social justice in rural school
classrooms. The study will also provide useful information about the effectiveness of this model as a
staff development tool for increasing dialogue about social justice issues in rural settings. The research
process includes individual interviews, focus group interviews, and observation of K-8th grade
teachers who have given consent to be a part of the research study and have committed to using the
preselected picture books throughout the academic year.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
The research project is a joint faculty project between Sara Hartman who is another faculty member
within teacher education and myself. Through this research apprenticeship the student will be able to
work on a collaborative research project and therefore develop skills such as teamwork and effective
oral communication. They would have the opportunity to learn about and engage in qualitative data
analysis. Through this process they will learn about managing and organizing data sets. In addition,
the student would enhance their written communication skills through working on a review of
literature. The student will also have the opportunity to help facilitate a focus group interview lead by
one or both of the research team members. Finally, because of the nature of the topic, the student will
be exposed to research that promotes the developmental of critical consciousness.
Student Contribution to Project (350 words):
They would also contribute in writing a review of literature. The student will be asked to help to
transcribe collected interview data and in coding and analyzing data. They also will have the
opportunity to jointly facilitate a focus group interview. All contributions will be guided by myself as
a learning process.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
Desired qualifications include an interest in the research topic and adequate writing abilities.
Additional desired qualifications include the ability to transcribe interview data and openness to
learning about and engaging in qualitative data analysis methods. It is fine if the student does not have
previous experience engaging in the latter activities or writing a review of literature but a willingness
to learn is important.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
__X___Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: ____ ____________________ Date: 1/22/16
Department Chair/School Director Signature:
________________________________________________________Date:
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Birth Activism, Law, & the Development of Grass-Roots Midwifery
Organizations
Faculty Name: Prof. Bruce Hoffman
E-mail address: [email protected]
Department or School: Dept. of Sociology & Anthropology / Center for Law, Justice & Culture
Office Address: Bentley Annex 135
Project Description (350 words):
This study investigates how local, grass-roots midwifery organizations developed across the United
States between 1975-2000. The legal and professional status of independent or non-nurse midwifery
varies tremendously across the US, ranging from states in which it is clearly legal to states in which it
is prohibited and actively prosecuted. I use the variation in the legal status of midwifery as an
opportunity to investigate how initially similar populations of birth activists and midwives were
shaped by different legal contexts, analyzing how actors developed diverse organizational forms,
group identity, and understandings of midwifery practice in these states. By approaching prosecution
and the attainment of licensure not as discrete events that affect midwives when enacted but as
processes that transform midwifery over time, my study contributes to our understanding of the
complex ways in which law shapes and pervades everyday practice. My project is grounded in
analysis of the newsletters of local and state midwifery organizations, which are used to trace
organizational development and degrees of communication between organizations, supplemented by
interviews with birth activists and midwives.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
The research apprentice will gain experience with sociological research design and qualitative
analysis, including managing a large archival project and developing methodological skills of
organization, interpretation, and coding. The apprentice will also acquire hands-on expertise with
NVivo, a central tool for qualitative data analysis, and think through the goals, strategies, and methods
of interactive visual presentation through the field of digital humanities.
Student Contribution to Project (350 words):
In this phase of the project, the research apprentice will primarily assist in the construction of a
database and visual archive out of midwifery newsletters, correspondence, and other documentary
evidence. To build our database, items will be organized, scanned, interpreted, and coded using
NVivo, a tool for qualitative data analysis. The apprentice will also assist in exploring and developing
strategies for the visual presentation and exploration of the data, drawing from the emerging field of
digital humanities.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
While students from all majors will be considered, this project is especially suited for students with a
background in the social sciences (including sociology, anthropology, history, and political science)
and with interests in one or more of the following: law, social movements, alternative health
movements, qualitative research processes, or digital humanities.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
______Hire a student to work 28 hours a week for 12 weeks during summer 2016
___x__ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: _________________________________________________________Date:
Department Chair/School Director Signature:
________________________________________________________Date:
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: PASE: Physical Activity Schoolyard Evaluation Study
Faculty Name: Cheryl A Howe
E-mail address: [email protected]
Department or School: Applied Health Sciences and Wellness Office Address: E154 Grover Center
Project Description (350 words): Only 34% of children meet the recommended 60 min of daily physical activity (PA). Promotion of children’s free-play PA requires understanding of this behavior in a real-life setting. PASE (PhysicalActivity Schoolyard Evaluation Study) is an ongoing study evaluating PA intensity, duration, proximity and location of children’s free-play. Although direct observation (DO) is the gold standard for measuring PA, it requires much training, time and effort for assessing PA, whereas activity monitors are easier, objective tools for measuring the same behavior. Using video DO (ViDO) as the criterion measure, PASE is designed to assess the validity and reliability of using accelerometry data + GPS coordinates to assess children’s free-play PA intensity, duration, location, and social context (proximity to other children). Preliminary data has demonstrated strong, positive evidence that the combination of accelerometer and GPS data for this purpose is promising. Recent advances in GPS technology indicates a more accurate device exists that is more suited for human movement.
This summer, newer generation GPS units will be used to assess their quality/quantity of data, including
x Garmin Forerunner 410: https://buy.garmin.com/en-US/US/into-sports/discontinued/forerunner-410/prod83274.html
x Fitbit Surge™ GPS: https://www.fitbit.com/surge
x TomTom Spark Fitness GPS: https://www.tomtom.com/en_gb/sports/fitness-watches/ Children participating in the Kids on Campus summer program will be recruited to participate and PA measurements will occur during outdoor play sessions. Once consented/assented, during 3 20-minute sessions, study children will wear a bright colored vests for easy identification in the playground, an ActiGraph GT3X+ accelerometer, plus one of each of the GPS units while participating in the outdoor activity. The entire playground area will be videotaped using a multi-camera system, creating footage that is time-synced with the GPS and accelerometry monitors. GPS and accelerometry data will be plotted on a map of the playground using Geography Information System software (ArcMap 10.0). Video footage will be used to code PA behavior type, intensity, duration, location and social interactions using Dartfish Tagging Software as the criterion measures.
Learning Goals for Project As you may imagine, this type of intensive study with children requires much manpower. I
currently have a team of students working with the study. They are all expected to become independent members of the research team. The students are trained in all testing procedures: anthropometrics, activity monitor use, and video coding. The student in this proposal will serve as the Project Coordinator for the study over the summer. In this capacity they will assist with all aspects of
testing, as well as assist me with data processing. The student apprentice would be integral to the day-to-day operations of the study. All the data must be downloaded from the different devices and combined into one spreadsheet for analysis. The student will also assist with the recruitment process by contacting those interested parents, screening the child for eligibility, assisting with the consent/assent process, and then scheduling the testing session. The student will also manage the scheduling for the research team to cover testing sessions.
Acquisitions of the new monitors will require considerable testing and training to ensure proper use and data collection. This will be the responsibility of the apprentice to conduct preliminary data collection on these new devices. The apprentice will do so with a small team of students, assuming a leadership role as the project coordinator. Once this has been accomplished and the apprentice has collected sufficient data and presented this to the principal investigators, Drs. Cheryl Howe (Ex Phys) and Gaurav Sinha (Geography), then study recruitment will begin. The apprentice will assist with this process in fielding calls and emails from interested parents and screening their children for study participation eligibility. This task will require a great understanding of the study protocol and demands, as well as the capacity to articulate that to the parent and answer their questions.
The software used to process the GPS/accelerometry data (ArcMap 10.0) is not a skill that is taught in Exercise Physiology. However, with technology playing a greater part in our field with many people using activity trackers, learning to use the different devices and their associated software will be a true asset in their future careers.
As this study involves inviting children to be physically active, I will be present at all testing sessions to mentor the Project Coordinator and the research team. I will also oversee all data processing tasks. The Project Coordinator will not only gain ample practical experience working with many of the tools in their field, gain real-life understanding of the expected outcomes of children’s physical activity, gain leadership experience by leading the research team, and also the opportunity to assist with the dissemination of the study results through presentations at OU, regional, or national conferences and manuscript preparation.
Student Contribution to Project: The student will contribute to the project by assisting with the following:
x Preliminary testing of the new GPS monitors and creating the manual of procedures for these new GPS devices.
x Recruitment of participants, which includes speaking with the parents to determine the eligibility of the children for participating in the study and to answer their questions about the study.
x Assist the videographer in setting up and processing the video footage x Initialize the devices (accelerometers and GPS units) to prepare them for data collection and
then down the data for processing x Assist with the data collection process, including anthropometrics and PA measurements in
the field x Assist with data processing, including development of a data spreadsheet, entering and
checking the data, and training other students to assist with this process x Assist with coding the video footage, using direct observation, and processing the GPS +
accelerometry data using the GIS software. Using both ViDO and ArcMap, the student will code the children’s PA behavior. This will take considerable time learning the two different software applications well enough to conduct the data processing and to train others to assist with this step in the process.
x Training and practicing with the research team to ensure accurate data collection, including practice with the activity monitors and new GPS units, practice with ViDO using Dartfish Tagging software, conducting reliability study to assess inter-tester reliability of ViDO data, and practicing with the GIS software in creating the necessary maps and gathering the associated PA outcomes from these maps.
x Finally, the student will be expected to assist with the dissemination of the data, both through presentation of the data locally at the CHSP showcase and University Expo in the Spring of 2017 (if still at Ohio University) or at regional or national conferences, as well as assist with the preparation of the associated manuscript.
Desired Qualifications for Apprentice: The Project Coordinator, ideally, should be an Exercise Physiology major with at least EXPH 2490 completed (C+ or better). A working knowledge of MS Excel is always an asset, although as the PI on the project, I could certainly provide adequate training in this area, if necessary. Applicants should also have experience working with children.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
___X___Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors Enrichment Programs.
Faculty Signature: ________________________________________Date: 1/22/2016
Department Chair/School Director Signature:
________________________________________________________Date: 1/22/2016
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Water Quality Alert System and Water Quality Sampling
Faculty Name: Natalie Kruse
E-mail address: [email protected]
Department or School: Voinovich School of Leadership and Public Affairs
Office Address: 225 Building 22 The Ridges
Project Description (350 words):
The objective of the project is to conduct water quality monitoring in real-time in watersheds
impacted by acid mine drainage or by oil and gas waste injection wells. This work will be
conducted using low cost real time monitoring systems validated with grab samples and
biological monitoring. Water quality impairment due to industrial activity can be chronic or
transient. We aim to characterize water quality variations downstream of injection wells with
the goal of detecting spills that reach waterways and downstream of acid mine drainage
treatment systems with the goal of determining the presence and magnitude of episodic
acidification events.
The new methodology that will be implemented during the project and has been trialed by Dr.
Kruse previously is a low cost real-time water quality monitoring system that automatically
uploads the water quality data to an internet database either via cellular data networks or,
where there is no cell coverage, using a ‘data mule’ (i.e. smart phone, tablet, laptop) to carry
the data to a place where there is network coverage. We will deploy real-time water quality
monitoring systems and set them up to act as alert systems for water quality changes that
could be due to a spill on an injection well site, failure of an acid mine drainage treatment
system, or a flushing event due to precipitation.
The real time water quality monitoring system will be tested with grab samples. Grab samples
will also be taken as a result of an alert. Water quality sampling using grab sampling methods
in which samples are taken from the field and analyzed in the lab giving water quality data for
the day of the sample will be conducted for thorough assessment of water quality and as lab
confirmation of real time data.
Beyond water quality sampling, in acid mine drainage impacted watersheds,
macroinvertebrate sampling will be used to show the long term water and habitat quality of
recovering streams. This allows us to understand the chronic conditions facing aquatic life and
helps, alongside real-time data, to interpret the grab samples taken and to understand when to
issue a water quality alert.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
Oral Communication: The apprentice will develop oral communication skills in both
academic and community settings. The apprentice will attend and present progress reports at
group research meetings. The apprentice will also be involved with meetings with community
stakeholders and will interact with landowners in the field.
Written Communication: The apprentice will assist with written project reports and with
written updates on the project website.
Problem solving: The apprentice will be involved in designing and troubleshooting water
quality alert systems which will require problem solving. Problem solving skills include
overcoming challenges inherent to field work (access, securing equipment, etc.), debugging
sensor packages, and data analysis.
Analytical and Technical Skills: The apprentice will gain a thorough working knowledge of
Excel for data analysis and interpretation. The apprentice will also learn field and laboratory
water quality sampling and analysis methods and macroinvertebrate collection methods. The
apprentice will learn about basic networking, wireless communication, and data management
while they work with the sensor packages.
Student Contribution to Project (350 words):
The Student’s role will be to assist with chemical and biological data collection, data entry in
the watersheddata.com database, and data analysis. Student will assist with design and
deployment of water quality sensors, including troubleshooting the sensor packages and
analysis of data. Student will be involved in meetings with community members and will
assist with communicating technical information to the community. All travel to the field sites
will be done in conjunction with the sponsor.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
Student must be physically fit and have an interest in working outside during the summer
under sometimes uncomfortable conditions. Field work requires the ability to hike, traverse
hill slopes, wade across streams. Often the weather conditions are hot and humid. The
presences of other living creatures such as: mosquitoes, ticks, snakes, etc… are encountered
often. Working knowledge of Excel and Word are a desirable qualification. Course
background in environmental science, biology, geology, or chemistry are desirable.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
___x__Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: ________ ___________________ Date: 1/11/2016
Department Chair/School Director Signature:
____________________________________________Date: 1/14/2016
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Experimental use of an alternative form of growth hormone (GH) for
treatment of obesity, type 2 diabetes, and GH deficiency
Faculty Name: Dr. Edward List
E-mail address: [email protected]
Department or School: EBI
Office Address: 218 Konneker
Project Description (350 words):
Growth hormone (GH) promotes growth, in part, by significantly altering nutrient metabolism. To
that end, GH has been shown repeatedly in both humans and rodents to have multiple activities
beyond longitudinal bone growth, including lipolytic and anti-lipogenic activity, which are beneficial
when used as a therapeutic agent. Importantly, despite its benefit in stimulating growth in GH
deficient (GHD) children and improving body composition, GH is a diabetogenic agent that inhibits
the action of insulin. Thus, a long established concern about the use of GH is the possibility of
developing or worsening insulin resistance. Therefore, the development of a variant of GH with
diminished diabetogenic activity represents a potential improvement to GH therapies. Surprisingly, it
was shown that alternative form of placental GH (hGH-V 20K) has significantly reduced diabetogenic
activity. However, only one study has reported the use of this variant in vivo, and this study used the
variant to treat normal adult (not GH deficient) rats fed a high fat diet. Thus, the purpose of this study
is to assess various activities of hGH-V 20K in a separate species (mouse), in both juveniles and
adults, and with or without GH deficiency (GHD). The objective of this project is to evaluate the
ability of hGH-V 20K to stimulate longitudinal growth, improve body composition, and alter glucose
homeostasis. We plan to evaluate extensively hGH-V 20K in, our newly characterized GHD mouse
line (GH knockout mice) using multiple scenarios: 1) GH therapy initiated prior to puberty for treating
GHD; 2) GH therapy for treating GHD during adulthood; and 3) GH therapy for treating obesity/T2D
not associated with GHD.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
Due to the nature of this kind of work, the student will work directly with me on a daily basis (every
day the student is working in the laboratory) until the student has developed the knowledge and
laboratory skills to work more independently. Visual evaluation of the student's laboratory technique,
oral evaluation of the student's knowledge and analysis of results from student research will all be
used to evaluate and guide the student. As the student's skill level and scientific knowledge increases,
working in groups as well as working independently will be become more routine. Even when the
student has reached independence I will continue to make myself available to the student for any
questions or needed guidance. I will meet with the student on a weekly basis to evaluate the student's
progress and direction of the research for the upcoming week. In addition, weekly group meetings
with the entire group of researcher on the second floor of the Edison Biotechnology Institute will be
used to promote the exchange of scientific knowledge and help keep track of the student's progress.
The student will be asked why the parts of a protocol work to achieve the desired outcome. The
student will also be asked how the particular protocol fits in and answers a question about the global
experiment (such as why are we looking at insulin levels in these mice). The student will be required
to attend a weekly group meeting specifically designed to discuss experiments that are being
performed in the laboratory with the entire group of researchers on the second floor of the Edison
Biotechnology Institute. This will allow me as well as others in the group of researchers to evaluate
the student's ability to interact and discuss science in a group setting. I will freely seek input of others
as to the progress of the student. The student will also be encouraged to directly seek input form others
in the group for self evaluation. I will require the student to present the progress/results of the
experiments that the student has been working on in front of the group. This will allow me and others
in the group to evaluate the student's ability to present data and speak in public. The student will be
told by me and others in the group the strong and weak points of their talk.
Student Contribution to Project (350 words):
The student will work with Dr. Edward List on a project to elucidate the effects of experimental GH
treatment on obesity, diabetes, and GH deficiency. The student will learn and apply molecular biology
techniques using mouse models of human disease (such as a strain of mice that develop type 2
diabetes when placed on a high fat diet). Using the obese and diabetic mouse model, the student will
inject GH to decrease fat mass and ameliorate diabetes. Following GH treatment, the student will take
blood samples and record fasting blood glucose levels as well as whole body weight and body
composition. The student will analyze various levels of hormones and other blood chemistries. In
addition, the student will perform the following tasks: preparing reagents, performing PCR, analysis
of mouse tissues, and purification and analysis of DNA, RNA & protein. The work schedule will be
based on the student's course schedule. Summer as well as academic semester employment options are
possible. The research performed by the student will help further the breadth of knowledge in the field
of endocrinology. The student may also be involved in certain aspects of several of my ongoing
projects. More specifically, some of my current research projects include: proteomic analysis of type 2
diabetes disease progression, studying the effects of continuous weight loss and weight gain or "Yo-
Yo dieting" on long term health.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
A background in science, a strong interest in scientific research and a good work ethic is desired. The
student must be willing to learn scientific techniques and more importantly, endeavor to understand
the question that a particular experiment is trying to answer. The student must also be hardworking
and able to get along with others. Students that strive to succeed and genuinely want to learn in a
research setting will do well in our lab.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
___X___Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: _________________________________________________________Date:
Department Chair/School Director Signature:
________________________________________________________Date:
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: The role of insulin-producing cells in early type 2 diabetes
Faculty Name: Craig S. Nunemaker
E-mail address: [email protected]
Department or School: Biomedical Sciences
Office Address: 302c ARC
Project Description (350 words):
Type 2 diabetes is a devastating metabolic disorder that affects more than 25 million Americans and is
characterized by insulin resistance and declining insulin production. A key element in the progression
of diabetes is the destruction of insulin-producing cells in pancreatic islets called beta-cells. Our
hypothesis is that a key trigger of beta-cell dysfunction is chronic exposure to fat-derived
inflammatory mediators such as cytokines, reactive oxygen species, and lipid factors. For this project,
students will learn to use fluorescence microscopy techniques to examine possible underlying causes
of beta-cell dysfunction in mouse models of obesity and diabetes at the level of the pancreatic islet.
Specifically, students will assess the effects of pro-inflammatory factors on isolated islets by the
following endpoints: (a) glucose-stimulated insulin secretion, (b) glucose-stimulated calcium changes,
(c) cell death, and (d) islet metabolism measured by mitochondrial activity. Though not guaranteed,
previous summer medical research students have secured co-author status on a peer-reviewed
publication.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
Learning Goals: the purpose of projects within this laboratory environment are to include all facets of
basic science from experimental design to data interpretation.
1. Written communications: the student is expected to write experimental plans on a weekly
basis and to write up the entire project including rationale, hypothesis, methods, results, and
conclusions at the end of the project.
2. Oral Communications: the student is expected to present results to the ARC Research Group,
which meets Wednesdays at noon. The oral presentation would consist of a 30-min
Powerpoint presentation on what was accomplished.
3. Teamwork: the student will have the opportunity to interact with other summer students as
well as the primary investigator (Craig Nunemaker) and lab specialist (Kathryn Corbin).
Interactions would include learning new techniques and then training others, as well as
integrating the student’s project within the broader team research program of the entire lab.
4. Problem Solving: the student with have several avenues for developing problem solving skills.
A) Learning basic trouble-shooting when equipment or protocols are not working optimally
for the student. B) Learning to test hypotheses, collect and evaluate data, and then revise
hypotheses based on the findings from the collected data, and C) Learning how to ask new
questions and develop new experiments based on unexpected data.
5. Analytical and technical skills: the student will learn numerous basic data analysis and
statistical analysis skills (t-test, ANOVA, chi square, etc.). In addition, students will learn how
to combine and organize large data sets and to present data in various forms of graphs and
tables.
6. Management: the student will manage all aspects of the project.
7. Leadership: the student will learn how to lead a project from initiation to completion, which
will instill confidence in the student to lead scientific projects in the future.
Student Contribution to Project (350 words):
Students in my lab are expected to do everything that a graduate student would do including research
design, hypothesis generation and testing, data collection, analysis and interpretation, and often
writing up findings for publication in peer-reviewed journals. While this is a relatively limited period
of time during the summer, the student will have the opportunity to learn live-cell fluorescence
imaging techniques within the first week that will be used for the remainder of the experience. This
will allow ample time to collect and analyze data in order to draw conclusions and then pose new
hypotheses, design additional experiments, and collect and interpret data. At the end of the
apprenticeship, the student will write a full report and provide an informal oral presentation to the
ARC Research Group.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
The ideal apprentice should be familiar with basic statistical analysis and be comfortable with
Microsoft Excel and Powerpoint and have an interest in basic science research in the area of diabetes.
However, students without this background could still be successful.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_X __ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
_____Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: ____ ______________________Date: 01/13/2016
Department Chair/School Director Signature:
_______________________________________________________________Date:
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: The Veterans’ Project (Media in Medicine)
Faculty Name: Brian Plow & Todd Fredricks, D. O. E-mail address: [email protected]
Department or School: School of Media Arts & Studies/Heritage College of Osteopathic Medicine Office Address: 309 Schoonover Center
Project Description (350 words):
The Veterans’ Project is a collaborative documentary and qualitative analysis project, conducted by the Heritage College of Osteopathic Medicine and the Scripps College of Communication (School of Media Arts & Studies). The intent is to create a tool for allied health professionals that will facilitate better insight into the unique issues that veterans face when managing their medical care in civilian life.
Only 36% of veterans receive medical care from Veterans Affairs, placing many in the hands of private medical care. Only 20% of American medical schools, however, teach in the area of military culture. Theses issues, as well as the attention toward post-traumatic stress disorder and traumatic brain injury, have prompted new outreach efforts on the part of the White House and the Pentagon. Although these institutional programs are in development and many documentaries also exist that address veterans’ issues, our intent is to bridge this critical gap in communication with this multi-purpose media tool.
The resulting documentary will present a series of narratives of veterans’ lives, describing challenges with reintegrating into civilian life and navigating medical communities between the VA and civilian providers. These edited narratives will also illustrate how a deeper cross-cultural understanding on the part of healthcare providers can result in more effective care for veterans in our communities. Testimony and information from subject matter experts in military, VA and civilian medicine will be woven amongst these narratives to form a composite picture of best practices and inspirational stories in this complex confluence of issues.
Participant recruitment and interviews have been conducted throughout 2015, resulting in participants from Ohio, West Virginia, Washington D.C., Florida and Texas. Several interviews with veterans and subject matter experts have been conducted, with more to come in early 2016. The documentary project will be complete in November 2016 and the qualitative analysis project will continue into 2017.
Modest internal support has been granted, with external support currently pending. Partnerships developed throughout the project include the Cleveland Clinic, OUHCOM Cleveland Campus, The Stokes VA Medical Center, University of Uniformed Services, Special Operations Wounded Warriors and Wright State University.
Learning Goals for Project (e.g. how it will address communications - writing, communicationsoral, teamwork, problem solving, analytical and technical skills, management and leadership, other)? (500 words)
Specific Goals
I: Design and develop a targeted media-based tool to educate and engage civilian healthcare providers focused on communication and care facilitation techniques for veterans.
2: Identify and thematically communicate veterans' challenges in navigating healthcare systems and utilization, specifically addressing their needs with civilian providers.
3: Improve communication and interface between civilian practitioners and VA providers to
help improve overall veterans' health.
4: Improve cross-cultural competency between civilian health care providers and veteran patients, including establishment of veteran cultural competency training at the Ohio University Heritage College of Osteopathic Medicine.
5: Develop curriculum and research opportunities for applied media in the medical fields for students in the Scripps College of Communication.
The first goal pertains directly to the documentary-in-progress and represents an intensive first phase of the overall collaboration. Documentary filmmaking blends together significant challenges in academic research and professional communications in outreach and recruitmentspecifically the development phase. During production, documentaries rely on excellent technical skills in cinematography and audio production, as well as project management and logistics. In post-production (editing), analytical and storytelling skills become essential, as well
as technical skills as non-linear video and audio editing require experience with complex
hardware and software. The prospective apprentice would contribute the most to and benefit greatly from this goal.
The second and third goals bring our fieldwork into an academic arena- academic research, writing and dissemination in professional and academic fields. This endeavor
continues after the completion of the documentary and will rely on graduate student (and talented
undergraduate student) researchers in the medical and communication fields. The fourth and fifth objectives speak of the intent to bring the research back into the
classroom. As undergraduate and graduate communication students and medical students from the Heritage College are included in the project's development, the framework for learning
begins. Over the project's dissemination and final assessment, the intent is to develop resources for the inclusion of cross-cultural curriculum and research opportunities for students in both Colleges, eventually establishing a productive, long-term partnership. The work conducted by students throughout the process will lay the groundwork for future student experiences in this interdisciplinary arena. We have titled this overall collaboration platform Media in Medicine.
--- --.--.--.......... -----· .----- ~~ ~~-- ----
Student Contribution to Project (350 words):
If this project is chosen, a successful student apprentice would have an outstanding impact on the
documentary portion of the project and experience a significant authorship experience in the post
production phase (editing). Editing in documentary is the most intensive and impactful stage in the
overall process and we are seeking a student with significant technical skills and storytelling
experience to anchor the editing team's progress in what will be the most intensive time frame for
post-production (June through August). In more detail, the student apprentice would review several
hours of veteran and subject matter expert testimony and greatly assist Brian Plow (lead editor) in
shaping this raw material into a cohesive and compelling I-hour documentary story. The apprentice
will edit together specific scenes, as assigned, and begin to assemble these scenes into the primary
storyline, continually testing the story's evolving structure for clarity and impact. Furthermore, the
apprentice would work in refining structured scenes, creating crisp edits and pacing with more
detailed editing in areas of audio (dialogue, natural sounds). Ideally, we seek an apprentice who can
work in mixing and repairing audio from the field in order to further refine the overall film. Again,
this phase of the project offers the most intensive challenges in creative, analytical and technical tasks,
but also offers the greatest opportunity for one's influence over the shape of the story, professional
presentation of the film and its impact on an audience.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest, etc.) (100 words):
To be considered, an apprentice must have editing experience in non-fiction media (documentary, corporate, television, etc.); significant experience in Adobe Premiere Pro and related Adobe Creative Cloud software (Audition, After Effects). We would also prefer an apprentice who can work in post-production audio (equalization, compression and mixing) within Adobe software or Pro Tools.
The apprentice must evidence an interest in the subject matter, a professional attitude, good communication skills and a solid work ethic. Time management skills are essential as well.
Choose one funding option:
Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 20 I6.
Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 20 I6.
__ X __ Hire a student to work 28 hours a week for I2 weeks during summer 20 I6
Hire a student to work for I 0 hours a week for fall term 20 I6.
__ Hire a student to work for I 0 hours a week for spring term 20 I6.
__ Hire a student to work for I 0 hours a week for academic year 20 I6-I7.
--------
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed agreement (training materials provided).
Conduct mid-term and fmal performance evaluations and share them with the Director of Honors Enrichment Programs.
~~-~~)~--~-·--~-~~----------~:~~
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later than 5:00p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Garbage-to-Energy (G2E): A hydrothermal approach
Faculty Name: M. Toufiq Reza
E-mail address: [email protected]
Department or School: Mechanical Engineering
Office Address: Stocker Center 183, Athens, OH 45701
Project Description (350 words):
Since 2014, it has been estimated that the world has produced nearly 2 billion tons of garbage also known as municipal solid waste (MSW) and it is further projected that this generated waste will be increased by nearly five times by 2050 due to large economic and urban growth of developing countries (1,2). In the U.S, a typical garbage disposal fee of $20-50 per month, varies from county-to-county, applies to every household. Garbage contains mainly food waste as the composition can add up to 70 % (3). Except from some cases, where food waste garbage has been composted or used as animal feed, it ends up in a landfill, where it contributes to environmental pollution via greenhouse gases (mainly methane and carbon dioxide). Large metropolitan cities like Los Angeles, New York etc. are facing serious waste disposal challenges with the lack of adequate lands. Although garbage has huge potential for energy production(4), converting garbage to energy in both efficiently and economically is yet to be discovered.
Hydrothermal carbonization (HTC) is an exceptional treatment process for biofuel production, as residual water is the reaction media for HTC. Therefore, the wet biomass need not be dried prior to the HTC. Subcritical water at around 200 °C to 260 °C has the highest ionic constant, which means it is quite reactive(5). As a result, within 5 minutes of reaction with biomass, solid-hydrophobic biofuel is formed along with liquid and gas byproducts(5). The solid product, also called hydrochar, is quite hydrophobic, friable, and more importantly energy dense(6); an increase in energy density means that less mass is required to produce the same amount of energy. Pelletization of the hydrochar allows for more energy densification as well as better storage of the fuel(7). Moreover, the exothermic HTC reaction ensures the minimum energy input for biofuel production(8). Researchers around the world have been developing HTC over the last decade for woody biomass and agricultural residues. The main goal of this G2E project is to apply HTC to Ohio Culinary garbage for producing clean and sustainable energy. Waste disposal issues will be automatically resolved with this proposed process.
Learning Goals for Project (e.g. how it will address communications – writing, communications – oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)? (500 words)
Objectives:
1. Determine the optimum HTC process parameters (reaction time and temperature) for the highest energy production from Ohio Culinary garbage
2. Performing mass and energy balance of G2E project in order to “track” overall energy consumption with respect to energy generation
3. Performing an economic analysis of a simulated scaled-up G2E process to proof the economicsustainability
Plans for Research: The following tasks comprise the proposed research project.
1. The G2E feedstock will be acquired from OHIO eateries (i.e., The Districts on West Green) andcharacterized in terms of moisture, ash, and chemical composition. We will collect garbageeveryday weekdays for 2 weeks and characterize them. This will allow us to learn about thecomposition of local garbage.
2. Different temperatures (200-260 °C) of HTC will be evaluated at water saturation pressure in orderto optimize higher energy yields. Hydrochar produced from HTC will be dried and pelletized in apellet press. The mass density of the pellets will be measured. From this task, we will learn howsubcritical water effects the garbage and produce solid fuel. Temperature effect is very crucial forany kinetic study and analyzing the data will be an opportunity to apply chemical reactionengineering (CRE) knowledge into a practical problem.
3. Characterizing fuel properties: Ultimate analysis (ASTM D3176) will be performed before and after HTC treatment. The compositions of carbon, hydrogen, oxygen, nitrogen, and sulfur will bedetermined. Energy content and ash contents will also be calculated by ASTM methods (D5865 andD5630). Proximate analysis for determination of fixed carbon and volatile carbon will also beperformed (ASTM D7582). From this task, one can learn how to characterize solid fuel. StudyingAmerican Standards for Testing Materials (ASTM) will also be beneficial, especially for thestudents, to understand and practice standard methods.
4. Data analysis of the acquired data from tasks one through three will be performed for the mass andenergy balance, as shown in previous literature(9). This is an important practice for any researcher/engineer to come-up with a decision from raw data by systematic mathematical approach. Mass andenergy balance is taught in Russ College (e.g. ET-2000) and a student can apply their theoreticalknowledge on solving actual problem.
5. The specialized chemical engineering software, ChemCAD, will be used to simulate and perform acost analysis for a preliminary design of the G2E process. Russ College of Engineering has licensefor ChemCAD (version 6). Producing solid fuel from garbage in a small laboratory scale is notenough to convince the economic feasibility. Therefore, we will use ChemCAD to simulate a largescale G2E plant (treating 100 ton garbage per day) based on the knowledge from task 1 to 4.
6. Upon completion, the research results will be presented at the American Institute of ChemicalEngineers (AIChE) annual conference and the weekly OHIO Chemical Engineering Seminar.Finally, the research results will be submitted in a peer-reviewed journal such as Waste Management Journal.
Student Contribution to Project (350 words):
For G2E project, the student needs to be highly motivated for environmental research. Throughout the project, the student will learn about the MSW handling, management, and treatment. Further the student will be able to gain knowledge about biofuel and fuels characterization.
In the G2E project, the student will contribute mainly to the tasks 1, 2, and 5. Apprentice will collect, sort, and characterize the garbage from ‘the Districts on West Green’. This is the first two weeks of the summer 2016. During that period the apprentice is expected to learn about hydrothermal treatment and finish the laboratory safety workshop (if required). The student will also be trained by ISEE’s qualified personnel on hydrothermal treatment.
The next two weeks, the apprentice will perform HTC at various reaction conditions. Institute of Sustainable Energy and the Environment (ISEE) and Ohio Coal Research Center (OCRC) under the
Russ College have all the facilities required for G2E process. The apprentice is not expected to analyze the solid, liquid, and gaseous products from G2E project, but highly encouraged to learn the operation and data extraction from elemental analyzer, gas chromatography, and ultimate analysis. The apprentice is expected to submit a mid-term report on production and characterization of solid fuel form local garbage.
The following four weeks, the apprentice will analyze the data and perform mass and energy balance. The mass and energy balance will be the basis of ChemCAD simulation, which will be last task for the apprentice. The apprentice is not expected to be knowledgeable on ChemCAD operation, especially on simulation mode. Therefore, the two weeks will be dedicated to solve and construct simple simulation in ChemCAD. The final two weeks will be spent into simulation. Besides ChemCAD, the apprentice will be writing a technical report on the methodology and scientific findings. The ChemCAD simulation will result a dollar amount to produce energy from garbage in hydrothermal method. Therefore, the simulation result will be used to perform a go/no-go decision of this G2E project.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest, etc.) (100 words):
An ideal apprentice have desire to change the world into creating new-and renewable energy from everyday waste. The apprentice is expected to have knowledge in chemical or energy engineering. Students from HTC program with an emphasis of environmental science and engineering are also encouraged. For G2E project, background in engineering thermodynamics (e.g., ET 3200) and mass and energy balance (e.g., CHE 2000) are preferable. The students should be able to handle high-pressure high-temperature reactor systems safely. Some programming background (e.g. Matlab, MathCAD, ChemCAD etc.) is a plus. However, the apprentice should be familiar with Microsoft Office and basic computing.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
__Y_ Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors Enrichment Programs.
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Art Studio Apprenticeship
Faculty Name: Brad Schwieger
E-mail address: [email protected]
Department or School: Art and Design
Office Address: 104 Seigfred Hall
Project Description (350 words):
As a studio artist in the area of Ceramics, my research is linear and ongoing. This approach is driven
by the medium itself. The ceramic process is labor intensive and time consuming. Once the artist has
committed to a specific idea and that idea is underway, the timeline is usually three weeks to a month.
Preparing materials (clay and glaze), the construction process, drying time, kiln firing time and finish
work is a process that takes many hours and a great deal of patience.
My studio production produces work for more than fifteen exhibitions a year. This amounts to more
than 500 pieces ranging in a variety of sizes and technical approaches. The work is shown at
Museums and Galleries throughout the United States as well as regionally.
My position would offer a student the unique opportunity of working in a professional ceramic studio
built and established in 1995. The student would be involved in all facets of studio operations from
material preparation and applications to interpersonal skills dealing directly with the public.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
Specific technical learning situations that the student would be involved in would include clay and
glaze chemistry, testing, mixing and application. Kiln design, loading and firing natural gas and
electric kilns and understanding their atmospheric conditions. Each week a student will be involved in
the production of artwork using basic ceramic techniques. These techniques would be taught to the
student very early in the semester so they would have time to master their skills and this in turn would
support the studio production.
At certain times the student will be in direct contact with galleries/museums discussing shipping dates
and delivery times. There are months of the year when work is being shipped once a week from the
studio. The student will learn professional packing and shipping standards set by companies such as
Fed Ex and UPS for the shipping and handling of fragile artwork. Seven years ago I started a public
gallery exhibition and sale in my studio and home. The event has had a positive reaction from the
Athens community. This opportunity gives the student the experience of organizing and installing the
exhibition as well as having actual contact with the buying public. This experience coupled with daily
inventory and production will teach the student about marketing and managing a studio in both a
wholesale and retail capacity.
It is important for every artist to document their artwork throughout the year for promotional purposes
such as exhibitions, magazines, gallery representation, mailing’s and websites. The student will learn
to professionally document artwork using the photography facility in my studio. Through the
Photoshop application students will learn to properly size and prepare images for professional
publication.
The position will allow a student to fully experience a studio situation from start to finish. From the
initial mixing of clay to the final fired product and ultimately interaction with the buyer. Goals will be
set and successfully completed through hard work and a team effort.
Student Contribution to Project (350 words):
Each week the student will be asked to complete multiple tasks depending on the exhibition or event
we are preparing for. Most projects I have are scheduled at least six months in advance. My CV
indicates that my exhibition record has been consistent over the past twenty years.
While the student will be assisting me in the production of my studio work, additional focus will be on
the student’s professional interests and goals. A positive experience as a studio art apprentice can
certainly support a student’s interest in another field.
The hands on studio work including actual production, public relations and technical support will help
free up time for me to focus on my own idea development and research as well as artistic
experimentation.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
The student must be interested in Art and Art related activities. They must be responsible, organized
and motivated. The position will require that the student interact directly with the public. The student
must be willing to work with ceramic raw materials and be able to lift fifty pounds. Safety
regulations will be followed.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
______Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
____x_ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature:
Brad Schwieger__________________________________________________Date: 1/12/16
Department Chair/School Director Signature:
DavidLaPalombara_______________________________________________Date:1/12/16
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Title of Research Project: Laboratory study of a negative stiffness device for improving seismic
performance of buildings
Faculty Name: Ken Walsh
E-mail address: [email protected]
Department or School: Civil Engineering
Office Address: 118 Stocker Center
Project Description:
It is well known that the reduction in stiffness resulting from the yielding of columns in seismically-excited
buildings leads to a reduction in base shear and the associated column shear demand. Past research has
shown that buildings can be implemented with negative stiffness devices that combine with positive
column stiffness in order to emulate this post-yielding behavior without the negative impact of actual
column damage. Recently, a study was conducted on a new negative stiffness device (NSD) that utilizes a
precompressed spring and variable torque to achieve apparent negative stiffness. Full-scale validation of
the NSD on a one-story steel frame was performed, and the desired reduction in frame stiffness was
realized. However, the proposed NSD was overly complex, and a simpler mechanism for achieving
negative stiffness is desired. Such a mechanism has been proposed by the author, and its theoretical
development is currently underway. However, laboratory experiments are necessary in order to validate
the concept for the new NSD. The purpose of the proposed undergraduate (UG) research is to perform a
small-scale laboratory study on the new NSD in order to validate the developed theory. The study will
include the design, construction, and testing of the device. Measurements obtained during testing will
then be compared to theoretical values for validation of the negative stiffness mechanism. This research
represents an important step in moving the proposed NSD from concept to full-scale implementation for
seismic protection of buildings.
Learning Goals for Project:
The learning goals for the project are as follows: (1) develop effective written and oral communication
skills, (2) work effectively in teams, (3) develop analytical and technical skills to solve challenging
engineering problems, and (4) develop managements and leadership skills. Toward developing effective
written and oral communication skills, the student will be required to conduct a review of the relevant
literature on negative stiffness and then write a summary of their findings (i.e. literature review).
Furthermore, the student will be asked to present their findings to the research group during biweekly
research update presentations. At the conclusion of the research, the student will be required to submit
a final written report, and give a final presentation, based on the results of their work. In order to learn
to work effectively in teams, the student will be asked to work closely with other members of the research
group to perform the research tasks. This will include training on the software and hardware necessary
for the design and testing of the new NSD, as well as consulting with other students in the group to deal
with any technical issues that may arise. The latter will also contribute to goal (3), that is, to help the
student develop analytical and technical skills to solve challenging engineering problems. In order to
develop management and leadership skills as stated in goal (4), the student will be tasked with the
successful completion of the research outlined in this proposal. It is expected that the student will lead
the project and assume responsibility for its successful completion. This includes initiating the different
research tasks, scheduling meetings, and leading discussion of the research in the group meetings.
Student Contribution to Project:
The student contribution to the proposed research will be significant. It is expected that the student will
do the following toward the construction of the new NSD: (1) learn basic CAD software for performing the
NSD design, (2) contact vendors to purchase parts/equipment, (3) work with a machinist to fabricate parts,
and (4) assemble the NSD. For the NSD testing, it is expected that the student will: (1) learn the
software/hardware for running the experiment, (2) assemble the experiment including NSD, testing
apparatus, and instrumentation, (3) conduct experiments and obtain data, (4) analyze data, and (5)
prepare final report and oral presentation. It is not expected that the student do each of these tasks
independently, and collaboration with other members of the research group and the author will be highly
encouraged. However, the student will be given the opportunity to work independently on tasks with
which he/she is comfortable.
Desired Qualifications:
The most important qualification for a student working on the proposed research is interest, as all else
can be achieved through hard work and training. However, there are some other qualifications that may
enhance the student experience: (1) being from a STEM discipline (science, technology, engineering,
math), (2) experience working on computers (Excel, Word, CAD), (3) junior or senior status, and (4) interest
in machines, mechanisms, mechanics, earthquakes, and/or buildings.
Funding Option: Hire a student to work 28 hours a week for 12 weeks during summer 2016
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Mezzotint Series and Book
Faculty Name: Art Werger
E-mail address: [email protected]
Department or School: School of Art + Design
Office Address: 204 Seigfred Hall
Project Description (350 words):
Over the next eighteen months, I will be embarking on a major creative project that will culminate in a
solo exhibition at the Ekaterinburg Museum of Fine Arts in Ekaterinburg, Russia. In 2015, I was
awarded the prestigious Grand Prize at this city’s Third International Mezzotint Festival, and, as part
of this honor, I have been given the opportunity to exhibit my new work during the upcoming festival
in 2017. Through this exhibition and catalog, my body of work will have an increased, international
audience.
Fulfillment of this expectation will require a tremendous artistic output in a relatively short amount of
time. Mezzotint is a labor-intensive printmaking process that yields a rich velvety image. Invented in
1642 as the first mass medium capable of reproducing images with tonal value (before aquatint,
lithography and photography), mezzotint has recently experienced a revival and is thriving as a
personal creative medium. My own history with the medium dates back to 1985 when I first began to
explore the possibilities of mezzotint as a method for an ongoing, visual narrative of contemporary life
and societal conflict. Since creating over five-hundred mezzotints over the last thirty years, it is my
belief that I am the most prolific artist in the history of this medium, as well as one of the most
revered.
Most of the mezzotints that I have created were previously exhibited in a solo show in Ekaterinburg
during 2013. Therefore, it is necessary for me to generate a significant number of new pieces.
Simultaneously, I am beginning the process of documenting my work within this medium with
intentions of publishing it in book form. Both components will require a high level of committment
and dedicated, capable assistance.
Learning Goals for Project (e.g. how it will address communications – writing, communications
– oral, teamwork, problem solving, analytical and technical skills, management and leadership,
other)? (500 words)
I am seeking assistance in all aspects of the creative process, including studio work (preparation of
imagery, preparation of copper plates, paper preparation, printing), archiving (photo-documentation,
scanning, data input, collating); in addition to presentation (matting, framing) and shipping (building
crates). The applicant for this apprenticeship need not have extensive artistic, printmaking or graphic
design experience but must be well disciplined, possess a strong work ethic, be able to maintain
exceptional craftsmanship, skills in creative writing, patience, an attention to detail and have the
ability to organize a large amount of information, both visual and text.
Problem solving will be a regular part of the studio practice. This is an important part of the creative
process. Once themes are established, we will work with models and go on photo shoots to create
reference material. The resulting images will be manipulated, collaged, and/or digitally enhanced to
develop final compositions which will then be hand drawn onto the surface of copper plates. The
printing process involves the constant flux of interdependent components. Although ideally
systematic, hand printing can present a variety of challenges that need immediate solutions. The
student will not only learn a wide range of technical skills, but will also gain important experience in
decision-making and experimentation.
The nature of printmaking is collaborative. I will be working alongside the apprentice throughout the
project. The student will learn techniques in inking, wiping, cleaning, and printing copper plates.
The skills learned in the process of printmaking will be helpful for students interested in master print
shops, Museum studies, and gallery work.
Student Contribution to Project (350 words):
I envision the student’s contribution as being essential to this project’s completion. The ways in which
the student contributes to the project are dependent on the skills and capabilities of the individual.
The student serving in this position will have a unique opportunity to not only work alongside a
professional artist but to be an important contributing factor in all aspects of the preparation of a large,
creative installation, as well as the production of a published book.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise,
interest, etc.) (100 words):
Capabilities in visual communication including photography, composition, lighting and understanding
of cinematography would be powerful contributing factors in the conceptual development of the
project. During the production stage, the apprentice will learn skill sets, such as, care in craftsmanship,
measuring, cutting, and technical skills in working with metal and printmaking. Creative writing and
brainstorming will be essential throughout all stages of the process.
Scanning images, digital manipulation, and organization of images will be necessary, therefore, basic
computer capabilities including familiarity with Adobe Photoshop and Illustrator would be helpful, as
would basic knowledge of Filemaker Pro.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
______Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
___X__ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: ______________ __________________Date:1/21/16
Department Chair/School Director Signature:
________________________________________________________Date:
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date:
Undergraduate Research Apprenticeship Program
Administered by the Honors Tutorial College
Faculty Proposal/Working Agreement
Title of Research Project: Bacterial evasion of a host immune defense system
Faculty Name: Nathan John Weyand
E-mail address: [email protected]
Department or School: Biological Sciences
Office Address: 109 Life Science Research Facility
Project Description (350 words):
How do bacterial pathogens escape immune defenses of the human body? Research toward answering
this question is the focus of this project. The complement system, a set of proteins in human blood,
recognize, attack and kill invading bacteria. However, some microbes have developed strategies to
avoid killing. One such microbe is Neisseria gonorrhoeae, the causative agent of gonorrhea. Very few
treatment options remain for gonorrhea infections due to growing antibiotic resistance. This bacterium
can steal human proteins during infection in an effort to mimic human cells and avoid killing by the
complement system. Research during the apprenticeship will be performed to modulate the levels of
proteins expressed by human cells Neisseria gonorrhoeae likes to steal from. We will test if increasing
or decreasing the levels of these protein makes Neisseria gonorrhoeae more or less resistant to killing
by complement. Preliminary data has shown that if we increase expression of one human protein
named CD55, in cells Neisseria gonorrhoeae infects, the bacterium becomes more resistant to killing
by complement. This data supports the hypothesis that during infection the bacterium steals human
proteins to mimic host cells and avoid immune defenses. By identifying what proteins Neisseria
gonorrhoeae likes to steal to survive we can devise strategies to block the process. This will help us
develop new treatment strategies that make Neisseria gonorrhoeae more susceptible to immune
defenses.
Learning Goals for Project (e.g. how it will address communications – writing, communications –
oral, teamwork, problem solving, analytical and technical skills, management and leadership, other)?
(500 words)
Teamwork will be an important part of this project. Tissue culture takes a lot of time and planning.
We will work as a team to grow cells to densities needed for experiments. Typically, cells will be
at sufficient density on Monday or Tuesday so they can be used to seed dishes for an experiment
two or three days later. The student will be in charge of monitoring cell density and
communicating that to the principle investigator a few times each week so adjustments can be
made to meet the needs of future experiments.
The apprentice will learn what bench work is like in a running microbiology lab. In addition to
learning cell and bacterial culture techniques the student will be given training in western blotting,
mutagenesis, cloning and the polymerase chain reaction. The student will also be taught how to
prepare samples for microscopy and accompany the principle investigator to the confocal
microscope for sample imaging.
The apprentice will maintain a laboratory notebook and submit a weekly written summary of
their work with a prioritized list of aims for the next week. As data is acquired the student will be
mentored in the production of figures or tables displaying their data. Revised tables or figures will
be added to their weekly reports so they can be until sufficient replication has been achieved. The
importance of experiment replication will be taught as well as simple statistical analyses to
determine if results are significant. The student will be trained to understand the importance of
positive and negative controls for their experiments. Papers from the scientific literature of
relevance to the apprentice's project will be assigned for reading. This will help the student learn
how scientific data is presented so they can refine the presentation of their own data.
Another learning goal is to help the student gain independence in trouble shooting experiments that
don’t work smoothly. Troubleshooting will be more than telling the principal investigator an
experiment did not work and asking for advice. The student will be taught how to do literature and
internet searches to find solutions for experiment optimization. The student will learn how to give
presentations of their work at lab meetings to detail progress and goals in addition to getting feedback.
Student Contribution to Project (350 words):
The student will help propagate human epithelial cell lines and bacterial strains for use in co-culture
infection experiments. S/He will work together with the principle investigator during infection
experiments to process infected cells, quantify bacterial numbers and measure protein levels using
immunoblotting. The student will be encouraged to help others with their projects where group efforts
are helpful. As the student gains proficiency s/he will eventually initiate and conduct experiments
independently. The student apprentice will maintain a notebook and quantify bacterial counts and
survival using Microsoft Excel and Graph Pad Prism software. The apprentice will present their work
in lab meetings and in individual meetings with the principal investigator. Presentations will detail the
aim of presented experiments, the results in tables or graphical figures and future plans. The student
will be expected to help trouble shoot experiments that don't work smoothly by conducting literature
and other internet searches to optimize approaches used. The student will be encouraged to be
proactive in communicating difficulties or new results outside of scheduled meetings.
Desired Qualifications for Apprentice (e.g. course background, skills, computer expertise, interest,
etc.) (100 words):
I would like to recruit a student that has some experience with bacterial and/or eukaryotic cell culture.
Students that have excelled in lectures and labs for General Microbiology (BIOS 3210) and Genetics
(BIOS 3100/3105) are encouraged to apply. The principal investigator is also looking for students
with experience using Excel spreadsheets, Powerpoint and/or Adobe software for graphical
presentation of data.
Choose one funding option:
_____ Hire a student to work for 28 hours a week for the first 5 weeks of the summer term 2016.
_____ Hire a student to work for 28 hours a week for the last 5 weeks of the summer term 2016.
___X___Hire a student to work 28 hours a week for 12 weeks during summer 2016
_____ Hire a student to work for 10 hours a week for fall term 2016.
_____ Hire a student to work for 10 hours a week for spring term 2017.
_____ Hire a student to work for 10 hours a week for academic year 2016-17.
If my proposal is awarded, I agree to:
Work directly with my apprentice on an ongoing basis.
Meet with my apprentice weekly to review project objectives and ensure learning goals are being met.
Personally approve apprentice hours in Workforce, ensuring that hours worked do not exceed
agreement (training materials provided).
Conduct mid-term and final performance evaluations and share them with the Director of Honors
Enrichment Programs.
Faculty Signature: _________________________________________________________Date:
Department Chair/School Director Signature:
________________________________________________________Date:
Submit this form by e-mail along with a current CV to Laura Schaeffer ([email protected]), no later
than 5:00 p.m. on Friday, January 22, 2016. We cannot accept late applications.
In office use only:
This proposal has been funded: Date:
This proposal has not been funded: Date: