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8/14/09 - Data Collection and Analysis by SURI Student Coordinator, Teresa Pratt
You’re probably getting to a point now where the importance of data collection and analysis is apparent. Once you’ve learned the ropes of designing and executing your experiment, you’re left with a result of some sort, be it an excel sheet full of numbers and codes, a roomful of artwork, a few weeks’ worth of discarded chemical samples, or a few megabytes of recorded interviews. The daunting next task is to organize that data in order to understand it.
Keep in mind that it probably won’t all come to you at once, and you’ve probably got more to understand than you planned on having. Collected data often gives you more information than you intended to find, and that’s a good thing. Because whatever new question you come up with, you have a basis for answering it in your current data. Answering the new questions might mean (redesigning and) repeating the experiment, or simply analyzing the data in a new way. Whatever your task, remember to focus on your original questions but – for lack of a less cliché way to say this – don’t be so narrow-minded that your data can’t “speak to you” in its own right and show you the things you weren’t looking for.
And because the summer is almost over, you’ll likely be transitioning back into a full courseload. So keeping up with research becomes a different monster – more difficult because you’ll have to balance more responsibilities, but in some ways better because your time is less intensely focused on your research question so you come to your project with a fresher mind. I found that it really helped me with the data analysis part, because rather than sitting around thinking in the same setting each day, my days were varied and my thinking varied along with it, so I was a more creative analytical thinker. I can’t promise that will happen to you, but it might.
And in the spirit of data collection and analysis, remember that the URO is doing data collection of its own – click here to fill out the SURI survey and help us out. Thanks, and good luck with your own data!
8/5/09 - The Dreaded Abstract by SURI Student Coordinator, Teresa Pratt
So if you read Dr. Snow’s post a few weeks back, you already know that a research project doesn’t really serve its purpose unless you’re sharing your results. Even if the results aren’t what you expected (read: not what you wanted), you still have an obligation to share that with the world (or at least the subfield of your area of study that really cares about it).
Unfortunately, sometimes the first step in sharing your research is the hardest: writing the abstract. To me, an abstract is like having a full meal and being restricted to using one tiny piece of each item on the plate to represent that full meal. You have to entice the reader eater to want more than just a taste of your project without giving it all away, while still including each major flavor of the project – very briefly – so that the reader has a comprehensive understanding of how the pieces fit together. And to top it all off, sometimes you have to write the abstract months before you have your project done!
So now that I’ve scared you, let me offer some tips.
- Make an outline. This sounds strange, I know, because you’re not writing a term paper, but it’s a good tool to help you make sure you cover each aspect of the project efficiently. To outline your abstract, just jot down a phrase or a few words for each of those aspects of your project, and from there you can develop those phrases into two or three sentences, depending on the specific word limit you’ve been given. If you’ve ever prepared a poster, the organization of your outline can look a lot like that: introduction, background, methodology, results, implications. The difference is, you only have 150-200 words as your medium, not a huge poster with opportunities for visual (and conversational) hooks. So you have to hook the reader with your words.
- Know your audience. Again, this is something you’ve heard in your basic composition classes, but it’s really important for abstracts. You may need to be very technical in order to compete with other researchers for a field-specific conference. On the other hand, if you’re submitting to the Denman or to Undergraduate Research Day, both of which are forums for students from all fields, you should be less technical.
- Read examples of abstracts. The best way to get a feel for the kinds of creative techniques used to explain and advertise research projects in such a short written space is to see examples. The Denman website has archived approved abstracts since 2004, and arranges them by field for viewing. Here’s the Linguistic Society of America’s abstract-writing site, which shows an example of a good and bad abstract and gives paragraph-by-paragraph analysis of each. And going off of last week’s post, don’t hesitate to ask your advisor for an abstract he or she has written – those abstracts will be both field-specific and professional.
All that being said, keep in mind that your first few abstracts probably won’t be your best. That’s okay. Most likely, you’re not competing for the most lucrative conferences in your field just yet (but if you are, more power to you). So keep the complexities in mind, but focus first on the simple task of explaining the basics of your project.
And don’t forget: abstracts are due AUGUST 21st for Undergraduate Research Day, scheduled for Friday, October 9th. This is a great opportunity to present your research in a smaller setting than the Denman – OSU students from all fields are encouraged to submit!
7/29/09 - Working with Mentors: A Student Perspective by SURI Student Coordinator, Teresa Pratt
In reflecting on Dr. Snow’s encouraging post last week – see below – I thought it might be appropriate to spend a moment talking about research mentors/advisors/PIs/whatever you call your supervisor (I always used the term advisor, so that’s what I’ll use throughout this post). It is precisely when your research reaches a roadblock that you need your advisor the most.
The first and most important thing to understand is that all advisors are not created equal. Some faculty members are hands-on and check in with you daily or weekly to see how things are going. Some are hands-off and leave you on your own to problem-solve your way through your project. And others fall somewhere in between. Maybe your advisor is doing research abroad, or frequently attending conferences, or maybe your advisor is around but so busy you rarely see him or her. Regardless, the most important thing is… communication.
Read any relationship book, blog, or article and it will tell you that communication is crucial to a successful relationship. Likewise, your relationship with your research advisor should be based on good communication. Of course your advisor needs updates on the titration you just did or the manuscript you found, but it’s also important to communicate your frustration about the obstacles you’re running into and where you need his or her help. This brings me to the second-most important aspect of the mentor relationship… being assertive.
Don’t be afraid to ask for help, or to say that you’re confused or frustrated. Your advisor agreed to be just that: a source of advice. Although at times you may feel like a lowly undergraduate, you have every reason to utilize your resources for the betterment of your piece of the project and/or the project as a whole.
I remember last fall when I was applying to different post-undergraduate programs (CityYear, New York City Teaching Fellows, Urban Fellows, etc.), and I felt like I was asking for a recommendation letter from my advisor nearly every week. I kept apologizing for bothering her until she finally said, “Teresa, you don’t have to apologize- it’s part of my job description. I knew what I was getting myself into when I signed up for this job.” Her response both calmed my worries and gave me a stronger sense of self-assurance in respect to our relationship. Ideally, you’ll eventually have a mutually beneficial relationship with your advisor: you’re contributing to the body of work in the field (be it your advisor’s project or your own), and your advisor is guiding you and helping to enhance that experience. Not all student-advisor relationships are perfect, but the best way to improve that relationship is to communicate assertively. Good luck!
7/21/09 - How's it going? A message from URO Director, Dr. Allison Snow
Summer Quarter is nearly half over – a good time to take stock of how your research is progressing.
1. Expect Delays
If you are right on schedule, doing exactly what you proposed (or more), this is quite unusual!
It often turns out that the devil is in the details and things take much longer than anticipated. Problem-solving is supposed to be good for you, especially if you have to work independently, but running into too many delays and dead-ends can be frustrating. So, in case you are getting a case of the research blues, here are a few words of encouragement:
- If you’re disappointed by the slow pace of your research, consider getting advice and changing your plans so you will have at least a few solid results by the end of Summer Quarter. Most of us are too ambitious and overly optimistic when planning a research project.
- If this applies to you, maybe one of your sub-questions should be elevated to your main question.
- Or maybe you can find a new line of inquiry that will lead to faster progress.
- Keep in mind that when you read a research paper or see a presentation, you rarely find out how much preliminary work led up to the finished project (thank goodness, because this could be dull for the audience!).
- Somewhere, I heard that publications represent the salvaged remains of a major shipwreck, all tidied up to tell a coherent story! This often happens with my own research in biology. To keep from going crazy, I have come to view this experience as “normal.”
- Sometimes, you may not even have a story to tell when your time runs out, in which case you could change your final report to a “progress report.”
Whatever happens, it’s important to persevere, be strategic, and make the best of your situation.
2. Getting the Job Done
Research that is never presented to an audience – as a paper, poster, talk, exhibit, or the like – is not really complete and will not help you nearly as much as presented work. As an undergraduate, you probably have much shorter time period for research than a graduate student or professor, who might take several years to complete a project, often working as part of a team. For you, it’s important to make sure your research is completed and presented to a broader audience before you graduate, ideally before you need letters of recommendation from your professors.
Speaking of presentations, there are many outlets for your work, starting with informal presentations for your peers and professors. Check out the URO website for information about Fall Research Day (October 9th), the Denman Undergraduate Research Forum (in May), and the new student-run online, research journal, JUROS (Journal of Undergraduate Research at Ohio State). Consider writing a thesis and graduating “With Distinction” to add this impressive accomplishment to your academic transcript.
In conclusion, I hope you find your summer research experience to be worthwhile, regardless of how closely it matches your original expectations. You should be very proud to be part of the world-renowned research community at Ohio State!
7/14/09 – Enjoying Your Research and Yourself
I think one of the most enjoyable parts of doing research is talking about it. Not necessarily in a formal setting but casually, with your friends, a classmate, your grandma, whoever. It may be cliché, but one of the primary reasons that we do research in the first place is to create knowledge and then share it. That knowledge we create may inform public policy or lead to a breakthrough in cancer treatment or end up in an art history textbook, and those are all higher-level examples of that knowledge being shared. So my advice this week is to explain your research to one person who doesn’t know anything about it. It may help you organize the thoughts in your head, and I bet it will make you identify the reasons that your research is important to you.
And while we’re on the topic of enjoying your research and social activity, I thought I would include a list of ongoing opportunities in Columbus so that you can enjoy your summer as well. I try to include one-time events in the weekly emails, which leaves out some of the parks and museums that are just as valuable. Maybe it’s because I’m moving away and getting nostalgic, but I think Columbus is such a great town to explore. There’s always something to do…
Sports & Recreation
The Olentangy Bike Path is 12.75 miles long in total, and you can access it from a number of parks along the Olentangy River. It passes right through campus, and is a great trail for biking, running, walking, and even… roller blading? Does anyone do that anymore? And don’t forget that you can rent bikes from the RPAC if you don’t have one!
The Columbus Clippers are a minor-league baseball team with a brand new stadium this year, Huntington Park. Their best promotion is dime-a-dog night, and the next one happens on July 20th. But any night is fun at a Clippers game, and it’s right in the Arena District so you can continue the evening at one of the many bars and restaurants nearby. Bleacher seat tickets for a Clippers game is $6, but the Ohio Union has discount tickets available for several games throughout the season.
Columbus’s Major League Soccer team is the Columbus Crew. They’re currently 2nd in the Eastern Division of MLS, second only to D.C. United.
Art & Theater
CAPA Summer Movie Series shows old movies on the big screen at the Ohio Theatre downtown. Single-sale tickets are $4, and a strip of 10 tickets costs $25. Highlights this summer include Butch Cassidy and the Sundance Kid, King Kong, Dirty Dancing, and the epic Ben-Hur. If you’re looking to see some of the AFI’s 100 Years, 100 Films, this is your chance!
The Funny Bone Comedy Club at Easton Town Center hosts different comedians every week. Check the calendar before you go, though – some shows are only open to those 21 and older!
Outdoor summer shows are performed every Thursday thru Sunday at 8pm by The Actor’s Theater at Schiller Park in German Village. July’s show is The Tempest and in August it will be As You Like It.
7/9/09 - The Research Dialogue
Research that is never presented to an audience – as a paper, poster, talk, exhibit, or the like – is not really complete and will not help you nearly as much as presented work. As an undergraduate, you probably have much shorter time period for research than a graduate student or professor, who might take several years to complete a project, often working as part of a team. For you, it’s important to make sure your research is completed and presented to a broader audience before you graduate, ideally before you need letters of recommendation from your professors.
Speaking of presentations, there are many outlets for your work, starting with informal presentations for your peers and professors. Check out the URO website for information about Fall Research Day (October 9th), the Denman Undergraduate Research Forum (in May), and the new student-run online, research journal, JUROS (Journal of Undergraduate Research at Ohio State). Consider writing a thesis and graduating “With Distinction” to add this impressive accomplishment to your academic transcript.
To better prepare for communicating your research to a wider audience, consider attending one of the very relevant workshops being offered this summer:
Resumes & Cover Letters, Mondays, July 13 or July 27, 4 – 5 p.m.
Personal Statements, Wednesday, July 29, 4 – 5 p.m.
Poster Presentation Basics (recommend attending both parts!)
Part I: Poster Components
Tuesday, July 14, or Monday, August 10, 4:30 – 6 p.m.
Part II: Talking about Research
Tuesday, July 21, or Monday, August 17, 4:30 – 6 p.m.
Communicating Your Research Using Multimedia, Thursday, August 6, 9 – 10:30 a.m.
RSVP to uro@osu.edu if you’re interested in attending any of these or any of the other events listed on our website.
6/30/09 - Getting Started
Congratulations on finishing your first full week of summer research! Some of you are new to research, some of you have done research during the academic year before, and others of you have already done summer research. No matter what stage you’re in, though, I hope you’re off to a good start.
Here are some tips as you get started this summer:
- Figure out your work style.
If you’re in a lab, your schedule may be set for you. If not, you may be making your own schedule. Either way, try to figure out early on what kind of work plan makes you most productive. For some people, staying immersed in their work for hours on end is the best way to work. I know I always need time to take breaks and refresh my mind. If you need a change of scenery, read your background literature outside, or at a coffee shop – let’s face it, there’s always more reading to be done no matter what field you’re in. If you take time now to adjust to a work style that fits you best, you’ll be able to make the most of your summer research time.
- Utilize your colleagues.
Whether you are working with other undergrads, with grad students, with professors, or independently, there are always resources to take advantage of. Especially for new researchers, there’s a lot to learn early on, so don’t hesitate to ask! Make appointments with those colleagues to discuss a new paper that was just published, or to ask them about background literature that you may not yet know, or to ask about past projects they may have completed and what research methods they used. Ask about the history of the field you’re working in – trust me, it can be more interesting than you might think. Try to connect with colleagues in other departments that may be doing research that overlaps with yours. However you choose to do so, branch out, meet the people in your field, and take advantage of their knowledge! You never know when it may come in handy.
- Be prepared for setbacks.
Especially at the beginning of a project, you may face fundamental issues with your methodology. Know that every researcher hits a brick wall at some point – some of us at many points along the way J – and know that no one expects you or your research to be perfect on the first try. If your hypothesis isn’t working, think of some alternatives. If the archives you use are coming up dry, ask your advisor for another information source you can try. And if you feel the frustration building, take a break, read Perez Hilton’s blog, check your favorite sports teams stats, go for a walk, or call your grandma. The solution may not come to you right away, but eventually it will
Good luck, and happy researching!
Teresa Pratt, SURI Summer Assistant
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