WEBVTT 00:00:04.000 --> 00:00:08.000 One of the greatest things about Western, is that we 00:00:08.000 --> 00:00:12.000 have a very low student to faculty ratio. There are a lot of faculty 00:00:12.000 --> 00:00:16.000 doing interesting things, and they have opportunities to do 00:00:16.000 --> 00:00:20.000 research, but if you do not know about that or you do not ask, 00:00:20.000 --> 00:00:24.000 then you will not know that the opportunity is there. So hopefully a variety of folks 00:00:24.000 --> 00:00:28.000 will see some opportunities and recognize some faces 00:00:28.000 --> 00:00:32.000 and you will not hesitate to go and talk to faculty about this. We have five different 00:00:32.000 --> 00:00:36.000 faculty presenting today, four of them are presenting with students, 00:00:36.000 --> 00:00:40.000 and they can introduce themselves. Each of them will be presenting for about 00:00:44.000 --> 00:00:48.000 to take down their name or take a picture of their name, stop by their office 00:00:48.000 --> 00:00:52.000 hours, talk to them. Because even if your research interests do not 00:00:52.000 --> 00:00:56.000 align directly with what they are doing, they may very well know 00:00:56.000 --> 00:00:60.000 other faculty that can hook you up with an interesting research 00:01:00.000 --> 00:01:04.000 project or experience. And without further ado, 00:01:04.000 --> 00:01:08.000 Dave Foster and Jessica. Thanks Greg. 00:01:08.000 --> 00:01:12.000 I am Dave Foster, I am in the Psychology Department, this is Jessica Murphen, 00:01:12.000 --> 00:01:16.000 She is a former student, current 00:01:16.000 --> 00:01:20.000 faculty, we will get to her later. We are going to talk about 00:01:20.000 --> 00:01:24.000 what is going on in the WOU Creativity Research Lab. 00:01:24.000 --> 00:01:28.000 It all started when I went to a conference several years ago, 00:01:28.000 --> 00:01:32.000 I got really excited about 00:01:32.000 --> 00:01:36.000 cutting edge research and creativity. And I went to some of these talks, 00:01:36.000 --> 00:01:40.000 I had lots of questions, and unfortunately 00:01:40.000 --> 00:01:44.000 nobody could really answer my questions. 00:01:44.000 --> 00:01:48.000 I realized what it was that the way people were measuring creativity 00:01:48.000 --> 00:01:52.000 did not allow me to answer the questions that I had 00:01:52.000 --> 00:01:56.000 about what happened. So here is how the were measuring creativity. 00:02:00.000 --> 00:02:04.000 it and I am like, really, is that the best you can do here? 00:02:04.000 --> 00:02:08.000 So I did what everybody does. There has got to be a better way 00:02:08.000 --> 00:02:12.000 so I went to the interwebs. And I searched and it did not 00:02:12.000 --> 00:02:16.000 look to good so I calmly searched some more and 00:02:16.000 --> 00:02:20.000 at the end of all this search what I realized was no, there is really not a better way to 00:02:20.000 --> 00:02:24.000 measure creativity. So I got a big idea, hey I will make my own way to measure creativity! 00:02:24.000 --> 00:02:28.000 And It did not go so well. So I got another big idea 00:02:28.000 --> 00:02:32.000 You know what? I am going to put together a research team and together 00:02:32.000 --> 00:02:36.000 we are going to measure creativity. So here are some of the team, and here 00:02:36.000 --> 00:02:40.000 is the model we had to create so we could figure out how to measure creativity. 00:02:40.000 --> 00:02:44.000 And what we did is we focused on four key behaviors 00:02:44.000 --> 00:02:48.000 in the creative process. Problem finding, information searching, idea 00:02:48.000 --> 00:02:52.000 generation, idea evaluation, and then we needed 00:02:52.000 --> 00:02:56.000 questions, so we wrote questions. And we wrote more questions. 00:02:56.000 --> 00:02:60.000 And we wrote even more questions, so we had tons of questions! 00:03:00.000 --> 00:03:04.000 So now its time for the science. So we did some science, here it is 00:03:04.000 --> 00:03:08.000 and we started with 23 questions on problem finding 00:03:08.000 --> 00:03:12.000 formulation and by the time we scienced it we got down to 12. 00:03:12.000 --> 00:03:16.000 And we were measuring unfortunately four different factors 00:03:16.000 --> 00:03:20.000 when we had only said we think there should be three. We did the same 00:03:20.000 --> 00:03:24.000 thing for information gathering, more science. We started with 17 questions 00:03:24.000 --> 00:03:28.000 did all of our science stuff and got them down to eight. Even more 00:03:28.000 --> 00:03:32.000 science with ideation science. We started with 20 and got them down to 12 00:03:32.000 --> 00:03:36.000 God I hate science. This is alot of work. We started with 17 00:03:36.000 --> 00:03:40.000 items for evaluation and got it down to 11. Ultimately I 00:03:40.000 --> 00:03:44.000 sorry we got it to 10. So, what does all this mean? 00:03:44.000 --> 00:03:48.000 Well it means is we started out with around 77 questions trying to imagine 00:03:48.000 --> 00:03:52.000 creative behavior. We were able to throw out 35 of them, yay, because 00:03:56.000 --> 00:03:60.000 wrote, fixed a bunch of them, and thought we had a much better 00:04:00.000 --> 00:04:04.000 measure of creativity. So we did more science, and 00:04:04.000 --> 00:04:08.000 we collected data from people on Amazon MTurk, 00:04:08.000 --> 00:04:12.000 fully employed college graduates. Using our 44 item questionare 00:04:12.000 --> 00:04:16.000 this time. Here is some super science that we did, 00:04:16.000 --> 00:04:20.000 it looks really impressive, but what does it all mean? 00:04:20.000 --> 00:04:24.000 Well it means this. With our 44 item measure, we were able to 00:04:24.000 --> 00:04:28.000 very reliably measure these 4 different creative behaviors. 00:04:28.000 --> 00:04:32.000 And so now we are at the point where we are conducting the validation 00:04:32.000 --> 00:04:36.000 study to answer the question, are we really measuring what we think we are measuring? 00:04:36.000 --> 00:04:40.000 So how do you do this? So how you do this is 00:04:40.000 --> 00:04:44.000 you see if your measure relates to things the way it is supposed to. 00:04:44.000 --> 00:04:48.000 And you see if your measure does not relate to things that it should not relate to. 00:04:48.000 --> 00:04:52.000 We have some preliminary evidence, more science, so the good thing is 00:04:52.000 --> 00:04:56.000 all this means is, yes we are doing a good job of 00:04:56.000 --> 00:04:60.000 measuring creativity. So that is whats happening in the creativity lab. Now Jessica 00:05:00.000 --> 00:05:04.000 can talk to you about her story. So a little background about me so 00:05:04.000 --> 00:05:08.000 you can know why I got interested in all this stuff in the first place. 00:05:08.000 --> 00:05:12.000 I actually have a degree in Theater and Dance from a really long time ago. 00:05:12.000 --> 00:05:16.000 I was a tour guide at a Disneyland resort for five and a half years, and I 00:05:16.000 --> 00:05:20.000 also worked at an American Doll store if any of you know that 00:05:20.000 --> 00:05:24.000 doll store. It is a subsidiary of Mattel and I loved it. 00:05:24.000 --> 00:05:28.000 And I always had questions. After working with the public a lot I was like 00:05:28.000 --> 00:05:32.000 people are kind of weird and different and I do not get why. 00:05:32.000 --> 00:05:36.000 Also working with several big corporations, management, and all that, 00:05:36.000 --> 00:05:40.000 I was like why do lead that way and you get this experience and you 00:05:40.000 --> 00:05:44.000 lead this way and I feel differently. So I wanted to learn more. 00:05:44.000 --> 00:05:48.000 Enter Western Oregon. I came here for my 2nd degree, and I started January 00:05:52.000 --> 00:05:56.000 super full, and I will tell you how I did that. So I took Dr. Fosters 00:05:56.000 --> 00:05:60.000 Psychology of Creativity class in Spring of 2015, 00:06:00.000 --> 00:06:04.000 and one of the reasons I came to WOU was because they had Psychology of Creativity 00:06:04.000 --> 00:06:08.000 as well as Positive Psychology and those were two areas I was interested in 00:06:08.000 --> 00:06:12.000 and I wanted to go to grad school for them. So I took the Psychology of Creativity class 00:06:12.000 --> 00:06:16.000 which I dod not know was the first time he was offering it. I had a lot of suggestions 00:06:16.000 --> 00:06:20.000 and questions, and have you read this and did you know about that 00:06:20.000 --> 00:06:24.000 and have you heard these things and was like no this is the first time 00:06:24.000 --> 00:06:28.000 I am teaching this! Thankfully he did not think I was that student, 00:06:28.000 --> 00:06:32.000 so I gave him lots of ideas on how to improve things and 00:06:32.000 --> 00:06:36.000 he ended up asking me to be a TA and help him revamp the class 00:06:36.000 --> 00:06:40.000 as well as to be his research assistant. So this one I kind of fell into, 00:06:40.000 --> 00:06:44.000 he was like, you like this stuff will you please work with me on a project 00:06:44.000 --> 00:06:45.000 and we worked on a project called the language of creativity 00:06:45.000 --> 00:06:48.000 and I am going to take a quick positive psych 00:06:48.000 --> 00:06:51.000 detour here because as I said that was my other area I was interested in. 00:06:51.000 --> 00:06:53.000 Things were not quite so smooth there, so that is where I 00:06:53.000 --> 00:06:60.000 lively went to Dr McMan and said, "Hey! I am really excited about Positive Psychology 00:07:00.000 --> 00:07:02.000 and I know I have not taken any classes with you but I want to be a TA 00:07:02.000 --> 00:07:04.000 and an RA and I want to go to grad school. 00:07:04.000 --> 00:07:08.000 And I have like a year, so what can we do. And he was like thats 00:07:08.000 --> 00:07:12.000 nice and so he was very kind about saying well 00:07:12.000 --> 00:07:16.000 I need to kind of vet you first. I need to see how you do in classes and whether 00:07:16.000 --> 00:07:20.000 or not I think you would be a good fit. Luckily I was signed up for Positive Psychology 00:07:20.000 --> 00:07:24.000 online that summer and apparently I did well enough and I got an email 00:07:24.000 --> 00:07:28.000 at the end of the summer saying are you still interested in being a research assistant 00:07:28.000 --> 00:07:32.000 for me? So I worked on a year long project with him looking at 00:07:32.000 --> 00:07:36.000 the way being in a natural environment affects subjective well being. 00:07:36.000 --> 00:07:40.000 And that led to conference presentations which I will get to 00:07:40.000 --> 00:07:44.000 in a second as well as a publication with him in the journal of Positive 00:07:44.000 --> 00:07:48.000 Psychology and Wellbeing. So I am now a published author thanks to Dr McMann. 00:07:48.000 --> 00:07:52.000 Ok, so, we went to lots of conferences. Tons and tons of 00:07:52.000 --> 00:07:56.000 conferences. Oregon Academy of Sciences, Western Psychological Association, 00:07:56.000 --> 00:07:60.000 we went to the Academic Excellence Showcase, 00:08:00.000 --> 00:08:04.000 super far, right here at WOU. And I also did a leadership conference, 00:08:04.000 --> 00:08:08.000 and then I graduated. So this is Dr Foster and I 00:08:08.000 --> 00:08:12.000 at WPA. And then I went to California, went to Grad School, 00:08:12.000 --> 00:08:16.000 got in a research lab there. I asked these two professors, 00:08:16.000 --> 00:08:20.000 Dr Foster and Dr McMan for letters of recommendation and because I have worked in their lab, 00:08:20.000 --> 00:08:24.000 I had a really good relationship with them, and that helped me get good letters of recommendation. 00:08:24.000 --> 00:08:28.000 Got into grad school, got into research labs, 00:08:28.000 --> 00:08:32.000 and then graduated with my masters degree. I did not 00:08:32.000 --> 00:08:36.000 love my experience at school, so at the same time, 00:08:36.000 --> 00:08:40.000 I decided to get a second Masters. 00:08:40.000 --> 00:08:44.000 So Southern California and Buffalo, New York. Cause that makes sense. 00:08:44.000 --> 00:08:48.000 But it was in Creativity. So its the International Center for Studies and Creativity. 00:08:48.000 --> 00:08:52.000 Long story short, I did all these things and I am currently 00:08:52.000 --> 00:08:56.000 finishing my Masters degree this year with them. But because of my interest in 00:08:56.000 --> 00:08:60.000 creativity growing, Dr Foster actually called me up and asked 00:09:04.000 --> 00:09:08.000 we are doing?" And so, I got to come back here and do that. 00:09:08.000 --> 00:09:12.000 He and I also presented at the Southern Oregon University 00:09:12.000 --> 00:09:16.000 Creativity Conference. It was the first time they ever had one, it was super cool 00:09:16.000 --> 00:09:20.000 and I have a picture from that. i hope that they will do it again and 00:09:20.000 --> 00:09:24.000 for future years. He made me lab director, no idea why, 00:09:24.000 --> 00:09:28.000 and then I became a professor thanks to him. 00:09:28.000 --> 00:09:32.000 It was like I want to work on projects, I need you here, did you know there was a job opening? 00:09:32.000 --> 00:09:36.000 So all this stuff happened basically because of my time working 00:09:36.000 --> 00:09:40.000 as a research assistant and a teaching assistant when I was a student. 00:09:40.000 --> 00:09:44.000 Now I am back. So how to get involved in research. 00:09:44.000 --> 00:09:48.000 So I have told you two stories. The first one with Dr Foster, 00:09:48.000 --> 00:09:52.000 I took the class and he asked me. I did not know he was doing research, 00:09:52.000 --> 00:09:55.000 and so he asked me to get involved. 00:09:55.000 --> 00:09:60.000 And then there was Dr McMann, thats nice, I need to see how you do. 00:10:00.000 --> 00:10:04.000 And then he asked me. So the three things I would like to emphasize 00:10:04.000 --> 00:10:08.000 in doing research has to do with doing well in your classes. Thats one of 00:10:08.000 --> 00:10:12.000 the main reasons that both of them said, Hey I would really like to work with you. 00:10:12.000 --> 00:10:16.000 You are obviously interested in it, you are doing well in your coursework, you are passionate 00:10:16.000 --> 00:10:20.000 about not only the subject but also doing research on the 00:10:20.000 --> 00:10:24.000 subject. And the last thing is make those connections. Go and talk 00:10:24.000 --> 00:10:28.000 to your professors. They are not going to know anything about you or of you ask 00:10:28.000 --> 00:10:30.000 to get involved and you have never spoken to them before? 00:10:30.000 --> 00:10:32.000 Probably not going to happen. 00:10:32.000 --> 00:10:36.000 But even my students who come and talk to me and ask questions, 00:10:36.000 --> 00:10:40.000 I know each of them, and they have asked me for various things like 00:10:40.000 --> 00:10:42.000 recommending them for programs. I know the ones who talk to me that I am 00:10:42.000 --> 00:10:47.000 confident to do that. So be sure to make those connections and you never know 00:10:47.000 --> 00:10:48.000 where they are going to lead you. 00:10:48.000 --> 00:10:52.000 You might end up back being a professor at a place where you where a student. 00:10:52.000 --> 00:10:56.000 You never know. That is basically it, any questions? 00:10:56.000 --> 00:10:60.000 If we do not have time for that, that is my info and you can send me an email 00:11:00.000 --> 00:11:02.000 Thank you! 00:11:02.000 --> 00:11:06.000 Hi, I am Dr Patton-Lopez, and I am Paula Waldron 00:11:06.000 --> 00:11:09.000 And together we are here to share a bit about an 00:11:09.000 --> 00:11:12.000 applied research project that is getting underway here 00:11:12.000 --> 00:11:16.000 at Western Oregon University. This project will examine 00:11:16.000 --> 00:11:20.000 the experiences of food literacy and food insecurities among students here at WOU. 00:11:20.000 --> 00:11:24.000 Past research has identified that food insecurities or 00:11:24.000 --> 00:11:28.000 lack of access to healthy foods is an issue that is affecting many students 00:11:28.000 --> 00:11:32.000 across the country, and students are struggling 00:11:32.000 --> 00:11:36.000 to acquire culturally appropriate food and healthy food to 00:11:36.000 --> 00:11:40.000 support their academics. So for this project 00:11:40.000 --> 00:11:44.000 we aim to identify the key areas within the institutional 00:11:44.000 --> 00:11:48.000 policy and practices, nutrition health programming 00:11:48.000 --> 00:11:52.000 and connection to resources for those students who struggle to consume 00:11:52.000 --> 00:11:56.000 adequate and healthy diet. And so 00:11:56.000 --> 00:11:60.000 for some of you who are not familiar with the term food security 00:12:00.000 --> 00:12:04.000 this has been defined as people having reliable access 00:12:04.000 --> 00:12:08.000 at all times to a sufficient, affordable and nutritious food for a healthy 00:12:08.000 --> 00:12:12.000 and active lifestyle. Food insecurity occurs 00:12:12.000 --> 00:12:16.000 when households lack a reliable and consistent access to food 00:12:16.000 --> 00:12:20.000 usually due to economic constraints. So the amount of money they have 00:12:20.000 --> 00:12:24.000 just does not cover the amount of food that they require. 00:12:24.000 --> 00:12:28.000 So for this project, we are building on 00:12:28.000 --> 00:12:32.000 previous research that was conducted here among students 00:12:32.000 --> 00:12:36.000 in the community health program back in 2012. 00:12:36.000 --> 00:12:40.000 We published an article in the Journal of Nutrition Education and Behavior. 00:12:40.000 --> 00:12:44.000 It was one of the first studies on the US mainland 00:12:44.000 --> 00:12:48.000 that talked about food insecurities on campus. It really 00:12:48.000 --> 00:12:52.000 came about because students in this class, HE047, 00:12:52.000 --> 00:12:56.000 where concerned about food insecurity and they wanted to start a food pantry 00:12:56.000 --> 00:12:60.000 on campus. So now we have a food pantry because of the work of these students. 00:13:00.000 --> 00:13:03.000 So what we are doing now is we are building upon that research, 00:13:03.000 --> 00:13:07.000 what has happened over the six to seven years, has the situation changed. 00:13:07.000 --> 00:13:10.000 And so we will assess the prevalence and the core-lance of food insecurities 00:13:10.000 --> 00:13:12.000 among students here at Western. 00:13:12.000 --> 00:13:16.000 But we will build on this past research by doing a more qualitative 00:13:16.000 --> 00:13:20.000 study, where we will evaluate the knowledge, attitudes, and beliefs 00:13:20.000 --> 00:13:24.000 and coping strategies that food insecure students use to try and 00:13:24.000 --> 00:13:28.000 medicate the negative impacts. And we will also examine food literacy 00:13:28.000 --> 00:13:32.000 and identify the knowledge and self efficacy and attitudes around 00:13:32.000 --> 00:13:36.000 shopping for food, planning meals, 00:13:36.000 --> 00:13:40.000 and being able to prepare a meal from scratch. 00:13:40.000 --> 00:13:44.000 This is a really important issue because it affects 00:13:44.000 --> 00:13:48.000 general health, and it also affects academics. 00:13:48.000 --> 00:13:52.000 So students who are dealing with food insecurities, it affects 00:13:52.000 --> 00:13:56.000 their sense of belonging. So students might 00:13:56.000 --> 00:13:60.000 miss out on class, they may do poorly on 00:14:00.000 --> 00:14:04.000 tests, and might 00:14:04.000 --> 00:14:08.000 affect their weight, cause obesity, 00:14:08.000 --> 00:14:12.000 depression, anxiety, irregular 00:14:12.000 --> 00:14:16.000 sleeping patterns because of their 00:14:16.000 --> 00:14:20.000 lack of food. So in the Winter, next term, we plan on 00:14:20.000 --> 00:14:24.000 doing some focus groups with students to gather information 00:14:24.000 --> 00:14:28.000 on access and food literacy, and we also plan 00:14:28.000 --> 00:14:32.000 on doing key informant interviews with staff and 00:14:32.000 --> 00:14:36.000 other faculty to gage their knowledge 00:14:36.000 --> 00:14:40.000 and perceptions regarding food literacy and 00:14:40.000 --> 00:14:44.000 just to see what they know regarding their students, 00:14:44.000 --> 00:14:48.000 and what they are experiencing. And then also in the spring, 00:14:48.000 --> 00:14:52.000 we plan on giving students an online survey and 00:14:52.000 --> 00:14:56.000 in the Fall we plan to present our findings. This opportunity 00:14:56.000 --> 00:14:60.000 came up in my, what was that class, 00:15:00.000 --> 00:15:04.000 Assessment and Evaluation sorry. This kind of came up in 00:15:04.000 --> 00:15:08.000 one of my classes where she just casually brought it up that 00:15:12.000 --> 00:15:16.000 I am going to be studying food 00:15:16.000 --> 00:15:20.000 insecurities." And that was one of the subjects I am interested in, 00:15:20.000 --> 00:15:24.000 interested in food insecurity and desparity 00:15:24.000 --> 00:15:28.000 and so this kind of just fell into my lap. 00:15:28.000 --> 00:15:32.000 And it was just very subtle, but after class I was like, 00:15:32.000 --> 00:15:36.000 Hey, can I work with you I am really interested, and so 00:15:36.000 --> 00:15:40.000 I slowly started to work on it, and 00:15:40.000 --> 00:15:44.000 it started with sorting through literature, and 00:15:44.000 --> 00:15:48.000 then I was asked to help write and abstract. 00:15:48.000 --> 00:15:52.000 I was like I have never done this before! But I think the most 00:15:52.000 --> 00:15:56.000 valuable part of this whole thing is being able to like 00:15:56.000 --> 00:15:60.000 use the skills, its not just like 00:16:00.000 --> 00:16:04.000 it is something that I am going to be able to take with me when I go to graduate school. 00:16:04.000 --> 00:16:08.000 I think it has definitely helped boost my self confidence alot. 00:16:08.000 --> 00:16:12.000 Knowing that I am going to be able to use these skills and we 00:16:12.000 --> 00:16:16.000 know a lot more than we think we do, so when this experience comes up 00:16:16.000 --> 00:16:20.000 I know that I am going to know what I am doing. 00:16:20.000 --> 00:16:24.000 And so, we did have time 00:16:24.000 --> 00:16:28.000 maybe for questions? If anyone has a question regarding food insecurities 00:16:28.000 --> 00:16:32.000 or food literacy or food research? 00:16:32.000 --> 00:16:36.000 Great, ok well thank you. Hi! 00:16:36.000 --> 00:16:40.000 My name is Andrea Emerson. I am a brand new faculty 00:16:40.000 --> 00:16:44.000 member here at WOU. So excited to be here, 00:16:44.000 --> 00:16:48.000 in early childhood education at the college of education. 00:16:48.000 --> 00:16:52.000 I am here to present this presentation to you, 00:16:52.000 --> 00:16:56.000 entitled "A Research To Practice Undergrad Experience." 00:16:56.000 --> 00:16:60.000 In one color, emphasized right now, on purpose, 00:17:00.000 --> 00:17:04.000 with promoting preschoolers approached to learning through play 00:17:04.000 --> 00:17:08.000 in a different color emphasized right now for a different purpose. 00:17:08.000 --> 00:17:12.000 So my presentation is kind of in two parts. I am going to talk about 00:17:12.000 --> 00:17:16.000 engaging undergraduates in research and why I am so passionate about 00:17:16.000 --> 00:17:20.000 that, and then I am going to nerd out on my own particular research 00:17:20.000 --> 00:17:24.000 interests a little bit to. But we are strapped for time 00:17:24.000 --> 00:17:28.000 so I am going to be speedy. So I thought I would tell you a little bit about 00:17:28.000 --> 00:17:32.000 how I got interested in research, and it is curious how 00:17:32.000 --> 00:17:36.000 it is a little bit different then what has been shared before. My freshman 00:17:36.000 --> 00:17:40.000 year of undergraduate, I failed a geography test. 00:17:40.000 --> 00:17:44.000 I did not prepare, and I bombed it. 00:17:44.000 --> 00:17:48.000 It became necessary for me to drop that class and fill in the hour 00:17:48.000 --> 00:17:52.000 with other course credit, and as a result 00:17:52.000 --> 00:17:56.000 of that poor planning and unfortunate position, I stumbled 00:17:56.000 --> 00:17:60.000 into an opportunity to work with a professor in child development 00:18:00.000 --> 00:18:04.000 on a research project for one course study hour. 00:18:04.000 --> 00:18:08.000 It was fabulous. She was doing a research project coding 00:18:08.000 --> 00:18:12.000 playground audio from a study she was doing with preschool students. 00:18:12.000 --> 00:18:16.000 So she had all this video and audio of four and five year olds running around 00:18:16.000 --> 00:18:20.000 the playground talking, and I was hooked from the start. 00:18:20.000 --> 00:18:24.000 I cannot believe it! Other people are wondering about the same things 00:18:24.000 --> 00:18:28.000 I am wondering about! I was curious what four year olds said as they were running 00:18:28.000 --> 00:18:32.000 around the playground and what it meant in terms of their social and emotional development 00:18:32.000 --> 00:18:36.000 and cognitive learning in preschool and beyond. And so the fact that 00:18:36.000 --> 00:18:40.000 she was doing that and I got to be a part of that was an incredible 00:18:40.000 --> 00:18:44.000 life changing moment for me. So I continued to pursue 00:18:44.000 --> 00:18:48.000 research credits in my undergraduate experience in my junior and senior years 00:18:48.000 --> 00:18:52.000 with more active roles including leading small research groups 00:18:52.000 --> 00:18:56.000 on a study with a different professor studying word learning, 00:18:56.000 --> 00:18:60.000 which resulted in a group academic writing 00:19:00.000 --> 00:19:04.000 experience and my first publication. All as an undergraduate. 00:19:04.000 --> 00:19:08.000 An incredible experience that changed the trajectory of my life, 00:19:08.000 --> 00:19:12.000 to where I am today. 00:19:12.000 --> 00:19:16.000 Here, committed to paying that generosity 00:19:16.000 --> 00:19:20.000 forward to the students that I work with here at WOU. So, 00:19:20.000 --> 00:19:24.000 while I am a brand new faculty and have not had a lot of opportunities 00:19:24.000 --> 00:19:28.000 to engage with graduates yet I have a solid plan to do so as soon 00:19:28.000 --> 00:19:32.000 as possible. At my prior institution we had a program called Creative Inquiry 00:19:32.000 --> 00:19:36.000 that incentivized engaging undergraduates in research experience 00:19:36.000 --> 00:19:40.000 through small SEED grants for faculty. Although I was not a faculty 00:19:40.000 --> 00:19:44.000 member, I found a way to inch my way in as a Doc student 00:19:44.000 --> 00:19:48.000 and became involved with Creative Inquires from the beginning of my Doc 00:19:48.000 --> 00:19:52.000 career at the institution. I loved this program because it provided 00:19:52.000 --> 00:19:56.000 undergraduates with a variety of choices. From an hour of course credit 00:19:56.000 --> 00:19:60.000 to three hours, as well as a variety of roles. So the faculty 00:20:00.000 --> 00:20:04.000 or in my case the Doc student, set the tone for what kind 00:20:04.000 --> 00:20:08.000 of choices undergraduates could have. And I found that offering 00:20:08.000 --> 00:20:12.000 students flexibility to decide which parts of the project where 00:20:12.000 --> 00:20:16.000 most interesting to them, really facilitated their engagement 00:20:16.000 --> 00:20:20.000 and excitement for the project. So I am going to tell you a little bit about 00:20:20.000 --> 00:20:24.000 those opportunities in just a second. But for the students who really 00:20:24.000 --> 00:20:28.000 got excited about the work we where doing together, they eventually 00:20:28.000 --> 00:20:32.000 wrote their own National Conference proposals, and that is two 00:20:32.000 --> 00:20:36.000 of my undergraduates presenting at the National Association for the Education 00:20:36.000 --> 00:20:40.000 of Young Children Annual Conference in Atlanta. So they got to 00:20:40.000 --> 00:20:44.000 go on a trip and present their ideas on a national stage. 00:20:44.000 --> 00:20:48.000 So, thats about the undergraduate research experience 00:20:48.000 --> 00:20:52.000 let me nerd out a little bit about my research topic interests. 00:20:52.000 --> 00:20:56.000 I am really curious about promoting preschoolers approaches to learning 00:20:56.000 --> 00:20:60.000 through play. For those of you who are not in my field I will describe 00:21:00.000 --> 00:21:04.000 approaches for you as the positive motivations and attitudes 00:21:04.000 --> 00:21:08.000 and behaviors when children display when engaging in play based learning. 00:21:08.000 --> 00:21:12.000 I am talking about that little boy in the preschool setting that 00:21:12.000 --> 00:21:16.000 builds in the block center every day. And over the course of days 00:21:16.000 --> 00:21:20.000 and weeks, his towers get more sophisticated, they get taller 00:21:20.000 --> 00:21:24.000 and they get stronger. Those behaviors. That creativity 00:21:24.000 --> 00:21:28.000 that persistence, and that focus are really what 00:21:28.000 --> 00:21:32.000 excite me in terms of research. So I want to focus on promoting those 00:21:32.000 --> 00:21:36.000 behaviors with an in-home parent child play interaction. 00:21:36.000 --> 00:21:40.000 It is a new endeavor, and the way I decided 00:21:40.000 --> 00:21:44.000 to try and do that was to create take home play bags. This is something 00:21:44.000 --> 00:21:48.000 that we see commonly in literacy research. We send book bags 00:21:48.000 --> 00:21:52.000 home with kids so that they will read at home. But this idea is different 00:21:52.000 --> 00:21:56.000 because it provides open ended play experiences for families to engage 00:21:56.000 --> 00:21:60.000 with together at home. That face to face, eye to eye, 00:22:00.000 --> 00:22:04.000 engaged play. And for those of you new to the research 00:22:04.000 --> 00:22:08.000 experience, I will lay out the sequence of events 00:22:08.000 --> 00:22:12.000 that that particular study, my dissertation work took from 00:22:12.000 --> 00:22:16.000 recruiting research participants, to writing, presenting, and publishing. 00:22:16.000 --> 00:22:20.000 Due to the limited time I have to present this, I cannot 00:22:20.000 --> 00:22:24.000 go into all these details, but if this is exciting to you please reach out 00:22:24.000 --> 00:22:28.000 to me. My email address is 00:22:28.000 --> 00:22:32.000 emersona@mail.wou.edu 00:22:32.000 --> 00:22:36.000 And I would love to chat with you, but this is the project that 00:22:36.000 --> 00:22:40.000 we worked on together. Most of my students are really curious about the 00:22:40.000 --> 00:22:44.000 action piece of the research. So they want to get involved 00:22:44.000 --> 00:22:48.000 with participants themselves. This is because many of my undergraduates are 00:22:48.000 --> 00:22:52.000 pre service teachers. They where really curious about the parent to child 00:22:52.000 --> 00:22:56.000 relationship, and engaging more intensely then they do 00:22:56.000 --> 00:22:60.000 and say in a practicum setting where they see them for two minutes as the pick up their child. 00:23:00.000 --> 00:23:04.000 So most of my students want to work in this space and where able to 00:23:04.000 --> 00:23:08.000 help with pre and post data collection protocols, and to build 00:23:08.000 --> 00:23:12.000 relationships with participants and walk them through the steps of data collection 00:23:12.000 --> 00:23:16.000 that we had for them on those days. Or get their hands on some really 00:23:16.000 --> 00:23:20.000 nifty technology that I used to capture parent child play interactions. 00:23:20.000 --> 00:23:24.000 Go-Pros, live streaming, all kinds of fun 00:23:24.000 --> 00:23:28.000 recordings. Other students with more limited time where interested in 00:23:28.000 --> 00:23:32.000 the logistics of the studies, like the play bag rotations. So the idea 00:23:32.000 --> 00:23:36.000 for this study came from this crazy idea that I had to create the 00:23:36.000 --> 00:23:40.000 Netflix for toys. So six weeks of six 00:23:40.000 --> 00:23:44.000 different bags of materials to really incite play they way that 00:23:44.000 --> 00:23:48.000 a brand new Netflix movie entices you to get on that couch and snuggle up 00:23:48.000 --> 00:23:52.000 with your popcorn. So, some students prefer to work within 00:23:52.000 --> 00:23:56.000 that space because it fit for their schedule. Let me get more 00:23:56.000 --> 00:23:60.000 specific about the roles. So within our Creative Inquiry project 00:24:00.000 --> 00:24:04.000 at my prior institution, and hopefully soon, maybe with your help, 00:24:04.000 --> 00:24:08.000 in future terms, we can create a similar experience 00:24:08.000 --> 00:24:12.000 beginning with a whole team meeting, which we use to create the 00:24:12.000 --> 00:24:16.000 bags themselves. So over the creation of these bags we discuss 00:24:16.000 --> 00:24:20.000 the rational for why I designed them the way I did, why I believed they would 00:24:20.000 --> 00:24:24.000 promote play among families, and kind of got on the same page as to what 00:24:24.000 --> 00:24:28.000 we where doing in this study, and set out the different roles and options that students 00:24:28.000 --> 00:24:32.000 could choose as we move forward with the research process. So kind of sign 00:24:32.000 --> 00:24:36.000 up sheets for what is to come. Some of the different 00:24:36.000 --> 00:24:40.000 experiences that where available to them included parts of the data 00:24:40.000 --> 00:24:44.000 collection process and building rep ore with families as I said before. 00:24:44.000 --> 00:24:48.000 Working on rotating those bags. Most of the people who worked for me 00:24:48.000 --> 00:24:52.000 on the pre data collection came back to help with the post, to maintain 00:24:52.000 --> 00:24:56.000 that continuity for families and research participants. And then we 00:24:56.000 --> 00:24:60.000 met again, as a whole group, to talk about 00:25:00.000 --> 00:25:04.000 information that we had collected, and how we were going to turn that 00:25:04.000 --> 00:25:08.000 into the answers I got back in my Undergrad. 00:25:08.000 --> 00:25:12.000 So how do we take this information and build it into something 00:25:12.000 --> 00:25:16.000 that is useful for others to learn from. And then even more 00:25:16.000 --> 00:25:20.000 important, what does this research mean? It really jazzes me up, 00:25:20.000 --> 00:25:24.000 because this is my content area, but there are other people, practitioners, 00:25:24.000 --> 00:25:28.000 early childhood educators, and families who might be interested 00:25:28.000 --> 00:25:32.000 in some of this information, so how can we get it to them. This is where 00:25:32.000 --> 00:25:36.000 students really took the lead in using my study as a spring 00:25:36.000 --> 00:25:40.000 board. So there are folks who are interested in my work, in my topics, 00:25:40.000 --> 00:25:44.000 but there are also folks who enjoy the research process but 00:25:44.000 --> 00:25:48.000 wanted to take it in a different direction, and that was totally acceptable, 00:25:48.000 --> 00:25:52.000 and useful. So I am going to skip ahead to 00:25:52.000 --> 00:25:56.000 their poster. So Kimberly, Caroline, and Taylor wrote this 00:25:56.000 --> 00:25:60.000 poster presentation and presented it at NACY 00:26:00.000 --> 00:26:04.000 building on my study as the impetus and rational 00:26:04.000 --> 00:26:08.000 also what we found was parents really utilize the children's literature 00:26:08.000 --> 00:26:12.000 to set the stage for their play. We find that preschoolers are 00:26:12.000 --> 00:26:14.000 pretty good at playing when they are safe and happy. 00:26:14.000 --> 00:26:17.000 They have toys in front of them and they go to it without any problem. 00:26:17.000 --> 00:26:20.000 Parents kind of scratch their heads with these 00:26:20.000 --> 00:26:22.000 open ended materials. What am I supposed to do with binoculars, I do not know 00:26:22.000 --> 00:26:28.000 how to play with binoculars. So we found in my project that the childrens 00:26:28.000 --> 00:26:32.000 literature really set the tone. Read this book together and then play with 00:26:32.000 --> 00:26:36.000 these open ended materials, and that set the stage for parents to kind of know, 00:26:36.000 --> 00:26:40.000 oh, I get where we are going with this from the children's book, and then engage 00:26:40.000 --> 00:26:44.000 in play in a safe way for them. They felt more confident, less lost. 00:26:44.000 --> 00:26:48.000 So my students decided to pivot that. They were really interested in 00:26:48.000 --> 00:26:52.000 social and emotional development, and literacy. So they selected their own 00:26:52.000 --> 00:26:56.000 children's literature, and suggested ideas for ways they could be 00:26:56.000 --> 00:26:60.000 harnessed to promote social and emotional focused play among families 00:27:00.000 --> 00:27:04.000 and even for not just preschool students, but K-3rd grade 00:27:04.000 --> 00:27:08.000 students. And they designed a structure or 00:27:08.000 --> 00:27:12.000 sequence for other practitioners to create their own bags for their own 00:27:12.000 --> 00:27:16.000 practice. So this is just a taste at I have done at my prior institution, 00:27:16.000 --> 00:27:20.000 what I cannot wait to do with you if you are curious about this work, 00:27:20.000 --> 00:27:24.000 and so if you have any questions or want to connect 00:27:24.000 --> 00:27:28.000 please let me know, I would love to work for you! Questions? 00:27:28.000 --> 00:27:32.000 Ok, thanks! 00:27:32.000 --> 00:27:34.000 Good afternoon, my name is Jessica Dougherty, 00:27:34.000 --> 00:27:38.000 and I am also from the College Of Education. I work in the 00:27:38.000 --> 00:27:40.000 bilingual ESOL program 00:27:40.000 --> 00:27:44.000 and my primary roles there are teaching and ESOL 00:27:44.000 --> 00:27:48.000 bilingual methods course, which is a lot of teaching strategies for ESOL 00:27:48.000 --> 00:27:52.000 bilingual teachers, and also supervising fantastic 00:27:52.000 --> 00:27:56.000 seniors out in their clinical experience placements for their student teaching 00:27:56.000 --> 00:27:60.000 experience. So the purpose of the research I wanted to 00:28:00.000 --> 00:28:04.000 conduct was really for all of you, my students. I wanted to 00:28:04.000 --> 00:28:08.000 connect, and basically look at the integrated learning that was 00:28:08.000 --> 00:28:11.000 happening with my students, and connect what they where learning in my methods course, 00:28:11.000 --> 00:28:16.000 to see how they were integrating those approaches into their 00:28:16.000 --> 00:28:20.000 student teaching experiences. So I really wanted to identify 00:28:20.000 --> 00:28:24.000 how teacher candidates where using appropriate and specific strategy 00:28:24.000 --> 00:28:28.000 that we were teaching in our coursework. I of course 00:28:28.000 --> 00:28:32.000 also wanted to inform the design of our courses, and inform 00:28:32.000 --> 00:28:36.000 collaboration with clinical teachers in the collaborative sites that we are 00:28:36.000 --> 00:28:40.000 using for our clinical practice. With that 00:28:40.000 --> 00:28:44.000 in mind really just wanting to not only inform what we do here at Western but also 00:28:44.000 --> 00:28:48.000 to really impact my work with students. I asked these ladies, 00:28:48.000 --> 00:28:52.000 two of the three where in courses 00:28:52.000 --> 00:28:56.000 with me here at Western, if I could first of all serve as their 00:28:56.000 --> 00:28:60.000 supervisors, so I was assigned to be there university supervisor, and then if I 00:29:00.000 --> 00:29:04.000 could come in and observe them in their teaching to see if they were appropriating 00:29:04.000 --> 00:29:08.000 one specific bilingual approach called translanguaging, 00:29:08.000 --> 00:29:12.000 which I am not going to go into detail about what that approach is but 00:29:12.000 --> 00:29:16.000 I really just wanted you to know that I was looking for specific teaching strategies to see 00:29:16.000 --> 00:29:20.000 if they where integrating what we taught at Western into their actual teaching. 00:29:20.000 --> 00:29:24.000 I would do observations, conduct interviews following the observations, and 00:29:24.000 --> 00:29:28.000 then do some audiorecordings of the language practice that was happening 00:29:28.000 --> 00:29:32.000 between the teacher candidates and the students they where working with 00:29:32.000 --> 00:29:36.000 So they where very wonderful and gracious to 00:29:36.000 --> 00:29:40.000 allow me to come in for additional visits into their classrooms so I could observe 00:29:40.000 --> 00:29:44.000 these practices in action, and take it back to analyze in order to see 00:29:44.000 --> 00:29:48.000 how the work we are doing at Western, is transferring 00:29:48.000 --> 00:29:52.000 to their practice. Also how it is impacting their students, the impact 00:29:52.000 --> 00:29:56.000 of their clinical teachers, and the impact of our coursework. 00:29:56.000 --> 00:29:60.000 I would really like you to hear mostly from them about what this research 00:30:00.000 --> 00:30:04.000 has meant to them, how it has helped them in their clinical experience, 00:30:04.000 --> 00:30:08.000 and what they plan to do with it in the future. So first, I would like to 00:30:08.000 --> 00:30:12.000 introduce Jocelyn, and you can come up to the mic, and she is going to 00:30:12.000 --> 00:30:16.000 talk about how the process has worked for her in the data collection phase. 00:30:16.000 --> 00:30:20.000 So, first of all being observed I felt 00:30:20.000 --> 00:30:24.000 very comfortable, having had Jessica before in other courses, and 00:30:24.000 --> 00:30:28.000 also before she did come in and observe and interview us she did 00:30:28.000 --> 00:30:32.000 show us what she would be using to observe us, what she would do, 00:30:32.000 --> 00:30:36.000 she explained everything and she also provided a list of strategies 00:30:36.000 --> 00:30:40.000 that we might use. Sometimes we do use some of those thing and we 00:30:40.000 --> 00:30:44.000 do not realize that we are using them in the classroom. For example my 00:30:44.000 --> 00:30:48.000 bilingual classroom, some of the students, if we are doing ELD 00:30:48.000 --> 00:30:52.000 they will go into their first language, spanish, and they will go in and 00:30:52.000 --> 00:30:56.000 they will say something in spanish even though we are in ELD and I will just 00:30:56.000 --> 00:30:60.000 have to use that, and use that to teach that and that is one way of translanguaging 00:31:00.000 --> 00:31:04.000 that we use, and I really that we are interviewed to, because it gets us to 00:31:04.000 --> 00:31:08.000 think about what we are doing. So its not just like oh, she just came to observe 00:31:08.000 --> 00:31:12.000 and that was it. She asked us questions and that really helps us think 00:31:12.000 --> 00:31:16.000 about what we did to actually support them by using translanguaging. 00:31:16.000 --> 00:31:20.000 My name is Samantha, and I am a senior in a 3rd grade bilingual 00:31:20.000 --> 00:31:24.000 classroom. And some benefits, I do not think 00:31:24.000 --> 00:31:28.000 that there is one primary benefit, I think that there has been a lot of different parts 00:31:28.000 --> 00:31:32.000 of this that I have been able to use and in my instruction. I think incorporating 00:31:32.000 --> 00:31:36.000 these bilingual strategies that she told us about. So I have not taken 00:31:36.000 --> 00:31:40.000 a course specifically with her, but I have taken other courses with other bilingual instructors 00:31:40.000 --> 00:31:42.000 and it has been interesting to see that the strategies they are explaining 00:31:42.000 --> 00:31:45.000 are actually put into practice in our classrooms 00:31:45.000 --> 00:31:48.000 So when I first heard of translanguaging, 00:31:48.000 --> 00:31:52.000 which was the topic of her research, I was not exactly sure 00:31:52.000 --> 00:31:56.000 what it meant. But as I was teaching and learning 00:31:56.000 --> 00:31:60.000 more about the strategies and taking more education classes I realized this 00:32:00.000 --> 00:32:04.000 was something that I was even using in my day to day life and I did not realize 00:32:04.000 --> 00:32:08.000 it. So one benefit was learning about these things, 00:32:08.000 --> 00:32:12.000 that are already occurring in our classroom that I did not even know about, 00:32:12.000 --> 00:32:16.000 and then just another benefit from participating has been how 00:32:16.000 --> 00:32:20.000 myself as a student, yes, me, not 00:32:20.000 --> 00:32:24.000 a professor, a student can actually be a part of something that is 00:32:24.000 --> 00:32:28.000 going on, and is bigger than just going to a class. 00:32:28.000 --> 00:32:32.000 So, I do not know, that was just one benefit that I did not even know 00:32:32.000 --> 00:32:36.000 that I could be a part of something like research. Something 00:32:36.000 --> 00:32:40.000 that is bigger than myself, and I thought that was really interesting that even 00:32:40.000 --> 00:32:44.000 students can have something and incorporate our piece into research. 00:32:44.000 --> 00:32:48.000 And I think overall just the strategies that I have learned to use 00:32:48.000 --> 00:32:50.000 in my classroom as an educator has been one of the biggest benefits, 00:32:50.000 --> 00:32:54.000 as well as learning different strategies that I 00:32:54.000 --> 00:32:56.000 could use. My name is Carolina, 00:32:56.000 --> 00:32:60.000 and just to add on to what Sam said is another important benefit is 00:33:00.000 --> 00:33:04.000 that we, once we do interview for teaching positions, 00:33:04.000 --> 00:33:08.000 we will be able to explain that we were part of this research, 00:33:08.000 --> 00:33:12.000 and it will set us aside from other future teachers. 00:33:12.000 --> 00:33:16.000 And that will be very beneficial to us because it will show that we are 00:33:16.000 --> 00:33:20.000 active members in the education community. And so this 00:33:20.000 --> 00:33:24.000 research will impact WOU, because since Jessica is there with us, 00:33:24.000 --> 00:33:28.000 more than what is required, she is able to analyze 00:33:28.000 --> 00:33:32.000 how we work with our teacher, and also the bilingual practice 00:33:32.000 --> 00:33:36.000 that we are using in the classroom, which ones are affective, and which ones 00:33:36.000 --> 00:33:40.000 are better for the students. 00:33:40.000 --> 00:33:44.000 So hopefully hearing from the voices of students 00:33:44.000 --> 00:33:48.000 about what it means to them to be a part of research here at Western 00:33:48.000 --> 00:33:52.000 will inspire you all to take the next step and inspire you all to reach out 00:33:52.000 --> 00:33:56.000 to professors if you have not done so already. If you have any questions for us, 00:33:56.000 --> 00:33:60.000 we are in the Richard Woodcock Education center, just North of the Library, 00:34:00.000 --> 00:34:04.000 so you can find us there and we would be happy to answer any questions for you. 00:34:07.000 --> 00:34:11.000 Hi, I am Mike Baltzley and this is Eva Batenhorst. I am a faculty in the biology 00:34:11.000 --> 00:34:15.000 department. Eva has been doing research for me and Dr Lathum Scott for 00:34:15.000 --> 00:34:20.000 about a year and a half now right? Two terms. So I am going to introduce 00:34:20.000 --> 00:34:24.000 a little bit of the type of research that I do and the structure 00:34:24.000 --> 00:34:28.000 that I have set up for doing research and Eva is going to talk about our current 00:34:28.000 --> 00:34:32.000 project. The way that I structure some of my research work is 00:34:32.000 --> 00:34:36.000 I have a team collaboration with Kristin Lathum Scott, she is another faculty. 00:34:36.000 --> 00:34:40.000 My interest is broadly in the neurobiology 00:34:40.000 --> 00:34:44.000 underlying animal behavior. So, why do animals do what they do 00:34:44.000 --> 00:34:48.000 in terms of the cellular level. So how do the cells 00:34:48.000 --> 00:34:52.000 cause that behavior. Kristin and I are collaborating 00:34:52.000 --> 00:34:56.000 because she works on fruit flies, and fruit flies are a fantastic model 00:34:56.000 --> 00:34:60.000 organism for doing neurobiology and behavior work, because they are small, 00:35:00.000 --> 00:35:03.000 they have short generation times, they are easy to keep in the lab. 00:35:03.000 --> 00:35:06.000 My work has historically been on slugs and snails and leeches, 00:35:06.000 --> 00:35:10.000 which are fun to work with but are not quite as amendable to 00:35:10.000 --> 00:35:13.000 student projects and getting a lot of students working on those organisms. 00:35:13.000 --> 00:35:16.000 So, we have been collaborating since 00:35:19.000 --> 00:35:24.000 So, how do fruit flies orient? And we started with 00:35:24.000 --> 00:35:28.000 three students, Spicie, Taylor and Eli, and they started 00:35:28.000 --> 00:35:32.000 in 2013-14, and the way we set up our research group was we tried 00:35:32.000 --> 00:35:36.000 to recruit students who could work with us for two years. That way, some of 00:35:36.000 --> 00:35:38.000 those students are graduating, and then we bring in new students. 00:35:38.000 --> 00:35:41.000 So Spicie, Taylor, and Eli started with us, 00:35:41.000 --> 00:35:44.000 and when Spicie graduated we brought on two new students who 00:35:44.000 --> 00:35:48.000 overlapped with Taylor and Eli. In this way the students can be helping 00:35:48.000 --> 00:35:51.000 us train the new students, and in this point of the project the students 00:35:51.000 --> 00:35:54.000 knew more about what they were doing then I knew what they where doing 00:35:54.000 --> 00:35:56.000 and Kristin and I helped them with 00:35:56.000 --> 00:35:60.000 basic ideas of what kind of questions do we want to ask, and then 00:36:00.000 --> 00:36:01.000 kind of guide them, how are you going to ask these questions. 00:36:01.000 --> 00:36:04.000 But the students do the experimental design, and I help them 00:36:04.000 --> 00:36:08.000 with some of their data analysis, Kristin helps them to keep track 00:36:08.000 --> 00:36:11.000 of the flies, and feed the flies, and maintain those colonies. But they do the 00:36:11.000 --> 00:36:16.000 bulk of the work. And then as Taylor and Eli graduated, 00:36:16.000 --> 00:36:20.000 we brought on two new students. Maria and Tori came on 00:36:20.000 --> 00:36:24.000 briefly and we wrapped up one project. Those students who were working for us 00:36:24.000 --> 00:36:28.000 at the time, Tori, Maria, Rachel, and Mariah started to work on 00:36:28.000 --> 00:36:32.000 ideas for our new project, the one that Eva is going to tell you about. 00:36:32.000 --> 00:36:36.000 It is about fruit fly density and the effects on reproduction, and now we have 00:36:36.000 --> 00:36:40.000 Eva and Nick, who started working with us in the 2017-18 00:36:40.000 --> 00:36:44.000 academic year, and Grace who has just started working with us this past 00:36:44.000 --> 00:36:48.000 fall. So for the student end of things they have gotten 00:36:48.000 --> 00:36:52.000 a number of tangible benefits out of it. Two of these students 00:36:52.000 --> 00:36:56.000 used the work that they have done with us for their Honors Thesis, 00:36:56.000 --> 00:36:60.000 they build off of the core project we are working on and do their own subset 00:37:00.000 --> 00:37:04.000 of that project, and that subset of the project has become their Honor's Thesis. 00:37:04.000 --> 00:37:08.000 Taylor used our data to write a paper for PURE Insights, 00:37:08.000 --> 00:37:12.000 the campus undergraduate research journal. 00:37:12.000 --> 00:37:16.000 Our students have also had the opportunity to present our research 00:37:16.000 --> 00:37:20.000 at National Conferences. We have had students present in Austin, Texas 00:37:20.000 --> 00:37:24.000 at a Nation Conference, we have had students present at San Diego, 00:37:24.000 --> 00:37:28.000 Portland, New Orleans, and this January 00:37:28.000 --> 00:37:32.000 Nick will be presenting our research in Tampa, 00:37:32.000 --> 00:37:36.000 I have had a student present in West Palm Beach, Seattle, San Francisco. 00:37:36.000 --> 00:37:41.000 And the work that the first presented was looking at orientation and navigation. 00:37:41.000 --> 00:37:44.000 They built a maze, allowed the flies to go through a maze, 00:37:44.000 --> 00:37:48.000 and decided whether the flies wanted to go to the north, or go to the south, 00:37:48.000 --> 00:37:52.000 and they were trying to breed populations of flies that would have a directional preference. 00:37:52.000 --> 00:37:56.000 So they went through 15 generations of breeding flies, they take flies 00:37:56.000 --> 00:37:58.000 and the ones who wanted to go south would breed together, 00:37:58.000 --> 00:37:61.000 the ones that went north they would let those flies breed together, 00:38:01.000 --> 00:38:04.000 and then take those different populations, and try over 00:38:04.000 --> 00:38:08.000 a series of 15 generations to create different populations of flies. 00:38:08.000 --> 00:38:12.000 What we found was, as what often happens with research is negative results, 00:38:12.000 --> 00:38:16.000 we could not generate orientation preference in flies. But we are currently 00:38:16.000 --> 00:38:20.000 writing these results up. Kristin and I are writing a paper that is going to have 00:38:20.000 --> 00:38:25.000 all of those students names, and trying to get that published in an off campus peer reviewed journal. 00:38:25.000 --> 00:38:28.000 And so now Eva is going to talk about the project the students are currently working on. 00:38:28.000 --> 00:38:32.000 Our current research title if you will is 00:38:32.000 --> 00:38:36.000 The effects of larval population density and social interactions on adult fecundity in Drosophilia melanogaster. 00:38:36.000 --> 00:38:41.000 Which is a lot of weird science words that look intimidating. 00:38:41.000 --> 00:38:44.000 So what it really means is looking about how the enviroment 00:38:44.000 --> 00:38:48.000 of a fruit fly and the environment it grows up in affects their ability 00:38:48.000 --> 00:38:52.000 to mate and produce viable offspring. This is kind of the bulk of what 00:38:52.000 --> 00:38:54.000 we do, we are sorting flies and looking at them under microscopes, 00:38:54.000 --> 00:38:59.000 cause I don't know if you guys have seen fruitflies, they are tiny, you can't really look at them well. 00:38:59.000 --> 00:38:64.000 So we anesthetized them, sort them, look for a female, male, 00:39:04.000 --> 00:39:08.000 and then also whether or not the flies are virgins. 00:39:08.000 --> 00:39:12.000 Ok, so here is a breakdown of our current research. The first step is to 00:39:12.000 --> 00:39:16.000 set up the three fly populations. So we look at flies and 00:39:16.000 --> 00:39:20.000 three different densities. We have a density of 200 flies, a density of 00:39:24.000 --> 00:39:28.000 is that these flies raised in isolation, versus 25 population 00:39:28.000 --> 00:39:32.000 and 200 population will have varying degrees of 00:39:32.000 --> 00:39:36.000 mating, and we overall call fecundity. And then after we set up the 00:39:36.000 --> 00:39:40.000 flies and they are raised, we separate them, and devirginize the males 00:39:40.000 --> 00:39:44.000 flies from the female flies, and we set up crosses, which is 00:39:44.000 --> 00:39:48.000 this illustration here. So we essentially do a cross for each one so 00:39:48.000 --> 00:39:52.000 this one is a 200 population female with a 200 male and so on 00:39:52.000 --> 00:39:56.000 and so forth. We typically get nine crosses 00:39:56.000 --> 00:39:60.000 if all of our flies breed and survive that process. 00:40:00.000 --> 00:40:04.000 And after that we collect the offspring of the flies from these crosses, 00:40:04.000 --> 00:40:08.000 and that is the majority of our data. We also 00:40:08.000 --> 00:40:12.000 remove the fly wings and measure the different veins on the flies and that 00:40:12.000 --> 00:40:16.000 gives us an idea of fly size. So with fecundity 00:40:16.000 --> 00:40:20.000 we can look at different things, like how large the offspring is 00:40:20.000 --> 00:40:24.000 of the different crosses, and that can affect fecundity, or 00:40:24.000 --> 00:40:28.000 how many offspring are produced, so different factors go into that. 00:40:28.000 --> 00:40:32.000 Then we go through a bulk of data analyzation which involves P-tests 00:40:32.000 --> 00:40:36.000 and lots of graphs that I did not think you all needed to see. 00:40:36.000 --> 00:40:40.000 So this is kind of my current research experience. In 2015 00:40:40.000 --> 00:40:44.000 back when I was in high school, I got in contact with 00:40:44.000 --> 00:40:48.000 a faculty member at Lane Community College. She was the one that taught my 00:40:48.000 --> 00:40:52.000 biology classes there, and she was doing class research on 00:40:52.000 --> 00:40:56.000 human interactions in turkeys, and so I kind of ran with that and looked at 00:40:56.000 --> 00:40:60.000 how human interactions affect aggressive behavior of turkeys, 00:41:00.000 --> 00:41:04.000 because we had a lot of aggressive turkeys on our campus, and I wanted to see 00:41:04.000 --> 00:41:08.000 what was effecting that. And a year later I was so enamored with turkeys that I came back, 00:41:08.000 --> 00:41:12.000 and I decided to study the effects of turkey predation and seed dispersal via 00:41:12.000 --> 00:41:16.000 turkey feces, and how that was affecting our surrounding landscapes. 00:41:16.000 --> 00:41:20.000 And I worked with the same professor as well as a botany 00:41:20.000 --> 00:41:24.000 professor in the same department. And then from 2017 00:41:24.000 --> 00:41:28.000 spring term to graduation, fingers crossed, 00:41:28.000 --> 00:41:32.000 I am working on the fruit fly project that I just kind of explained to you, 00:41:32.000 --> 00:41:36.000 and then from now until graduation I am currently working on my Honor's 00:41:36.000 --> 00:41:38.000 Thesis, which as a tentative title is 00:41:38.000 --> 00:41:42.000 A Dancers View: Prevention And Rehabilitation of Common Injuries. 00:41:42.000 --> 00:41:44.000 So that is kind of my 00:41:44.000 --> 00:41:48.000 realm of research, and this is why I do research. 00:41:48.000 --> 00:41:52.000 And these are the things that I have been able to glean from doing research experience, 00:41:52.000 --> 00:41:56.000 here and also back at my community college. I have gotten critical 00:41:56.000 --> 00:41:60.000 thinking skills, and problem solving skills as alluded to earlier, 00:42:00.000 --> 00:42:04.000 they do not sit down and walk us through how to do everything in the lab 00:42:04.000 --> 00:42:07.000 a lot of it is they give us an outline and we kind of run with it. 00:42:07.000 --> 00:42:10.000 Me and Nick, and now Grace have really had to design this experiment 00:42:10.000 --> 00:42:14.000 to make it work best for us. That takes a lot of thinking and a lot of 00:42:14.000 --> 00:42:20.000 research on our own. We have expanded our knowledge on current research methods, 00:42:20.000 --> 00:42:24.000 we read a lot of research articles and discuss them as a group to get an idea 00:42:24.000 --> 00:42:28.000 of how to get more dependable data. I have learned lots of new lab 00:42:28.000 --> 00:42:32.000 techniques, and how to analyze data by sorting flies, removing wings, looking at 00:42:32.000 --> 00:42:36.000 p-tests and other types of data analysis. 00:42:36.000 --> 00:42:39.000 I have been able to build my resume by just being on the research team, 00:42:39.000 --> 00:42:44.000 I have gained some outside of classroom experience. Last year I presented at 00:42:44.000 --> 00:42:48.000 the Academic Excellence Showcase, and then as we said earlier Nick is 00:42:48.000 --> 00:42:52.000 going to the Society for Integrative & Comparative Biology, 00:42:52.000 --> 00:42:56.000 and I hope to go to one of those next year for my senior year, 00:42:56.000 --> 00:42:60.000 I have been able to form relationships with faculty members and my peers 00:43:00.000 --> 00:43:04.000 and I would not have know either Nick or Grace had I not done this, 00:43:04.000 --> 00:43:08.000 and my involvement with Dr Baltzley and Lathum Scott would have been 00:43:08.000 --> 00:43:12.000 quite smaller had I not done this. And then I was also able to gain some confidence 00:43:12.000 --> 00:43:16.000 and clarity in my career path. Fly research is not something I want to do 00:43:16.000 --> 00:43:20.000 as a graduate student, I am actually a pre-med 00:43:20.000 --> 00:43:24.000 but with this different things I have been able to get an idea of what research is 00:43:24.000 --> 00:43:28.000 and be able to clarify whether or not I do want to go to grad school, 00:43:28.000 --> 00:43:31.000 as that is a back up choice for med school now. 00:43:31.000 --> 00:43:36.000 I hope you did hear one thing consistently and that is students went and talked 00:43:36.000 --> 00:43:40.000 to faculty, and faculty went and talked to students. It really is 00:43:40.000 --> 00:43:44.000 one of the best things that you can do, because if they do not see your face, 00:43:44.000 --> 00:43:48.000 aside from the class, things will not connect. And there are a lot of 00:43:48.000 --> 00:43:52.000 really good opportunities, but again, many students do not want to visit 00:43:52.000 --> 00:43:56.000 their faculty, it is a real simple step, but it will open a gazillion doorways 00:43:56.000 --> 00:43:60.000 for you. The other thing I would encourage is of course AES 00:44:00.000 --> 00:44:04.000 is coming up in spring. You can always prompt your faculty 00:44:04.000 --> 00:44:08.000 and just show and you have one question, like I know you are busy 00:44:08.000 --> 00:44:12.000 but do you do anything from AES? I am just wondering what that is about. 00:44:12.000 --> 00:44:16.000 There you have a prompt, they can respond, and then it is a short 00:44:16.000 --> 00:44:20.000 question, they will give you an answer, and then you are done. 00:44:20.000 --> 00:44:24.000 And it gives you an entry into 00:44:24.000 --> 00:44:28.000 conversation about research. 00:44:28.000 --> 00:44:32.000 music 00:44:32.000 --> 00:44:35.000 music