Podcasts about undergraduates reu

Dr. Hannah Schacter grew up in the Boston area and in a family where both parents were psychologists, so she was exposed to the field at an early age. She recalls being very interested in the idea of data and learning about other people. She states, “I remember being in fifth grade and taking surveys of things like people's favorite ice cream flavor in my class.” As she got older, she developed an interest in working with children. She worked at summer camps and babysat, and it wasn't until she attended college where she had the opportunity as a psychology major to merge her interests by studying child development and developmental psychology. In this podcast, Dr. Schacter shares many experiences related to her academic and professional journey to help those interested in the field of psychology gain perspective, learn from her experiences, and how best to navigate the journey. Throughout our discussion, Dr. Schacter provides copious practical advice and even shares some moments that helped shape her interests, direction, and choices regarding which university to attend for her undergraduate and graduate career as well as how she conducted the process related to searching for graduate schools and programs. Dr. Schacter is an Assistant Professor in the Department of Psychology at Wayne State University and Adjunct Assistant Professor in the Merrill Palmer Skillman Institute for Child & Family Development. She is also the Director of the Adolescent Relationships in Context Lab (ARC). Dr. Schacter started getting involved in research during her undergraduate career at Hamilton College in Clinton, NY. During our discussion, she explains why she travelled from the East Coast to the West Coast to attend UCLA for her graduate degrees (MA and PhD) in developmental psychology. She also discusses how she found various opportunities as an undergraduate and graduate student as well as how she found her postdoctoral fellowship at the University of Southern California. For example, she shares how she became an undergraduate research intern at Yale University by applying for the Research Experiences for Undergraduates (REU) program through the National Science Foundation. Dr. Schacter explains the various ways of finding a postdoc fellowship. She explains one way of finding funding for postdoctoral researchers on the NSF website. In today's environment, more and more academic institutions expect that you have postdoc experience before applying for a faculty position. She states, “I would say it has become increasingly common and I would also probably say it's more common than not to have postdoc experience before entering a faculty position.” Dr. Schacter shares her advice regarding how to best select your graduate school or program. She states, “I think so much of a PhD is really what you make of it” and “ I think it's less about, you know, making the right choices and more about making a choice that feels like a strong fit.” She also points out that there is an interpersonal aspect of selecting your graduate program and mentor. She suggests that you ask yourself “is this someone you want to work closely with for, you know, 5-6 years? That's, that's an important factor as well. Do you get along? Do you feel like they're going to be a supportive mentor?” In response to my question regarding how to keep students motivated and passionate about their studies and their research, Dr. Schacter suggests immersing yourself in your work and surrounding yourself with other students, people, and mentors in the field. She also reminds us that some schools have Psi Chi, which is a society for students in psychology, and this can be used to help keep you focused and expand your knowledge and network. Near the end of our discussion, she offers some additional advice for those interested in the field of psychology. She states, “I think talk to as many people as you can, especially, you know, if you're,

Dr. Will H. Flanagan will discuss proposed nuclear safeguards for mass-produced nuclear energy and the risks involved in doing so. About the Lecture: In the nuclear era, a single weapon snuck through a border is able to significantly shift geopolitical balances. In 2007, Congress mandated the use of radiation detectors on all inbound containers but there is currently no way effectively meet this goal. Nuclear safeguards exist at all major ports of entry, though they are not always able to scan every item of cargo. Cerium Laboratories is addressing one aspect of this problem by producing a semiconductor-based “neutron intercepting system on a chip” (NISoC). Such detectors are made a modern semiconductor fabrication facilities in batches of 10,000 with a cost of a few dollars per device. This has the potential to shift nuclear safeguards in a direction where a detector can be placed on every inbound container ship. The current status of this effort will be discussed as well as future prospects. About the Speaker: Dr. Will Flanagan received his undergraduate education at the University of Colorado at Boulder. Lured from astronomy research by the fascinating connection between cosmology and particle physics, he began doing Large Hadron Collider (LHC) phenomenology at Texas A&M through a summer Research Experience for Undergraduates (REU) internship. Dr Flanagan later returned to Texas A&M for his PhD, searching for dark matter at the CMS experiment along the LHC beam line. His hitchhike through the field of particle physics has included various neutrino experiments as well as development of novel particle detectors. Dr Flanagan's current focus is developing a solid-state neutron detector with Austin-based Cerium Labs. The team recently completed a short journal publication and is actively developing future prototypes with applications from nuclear nonproliferation to hydrogen exploration. Before joining Cerium, Dr. Flanagan was an assistant professor at University of Dallas and remains an affiliate professor there with an active lab. Dr. Flanagan is also a member of the Texas Army National Guard as is currently activated to teach physics at the United States Military Academy at West Point. ***Learn more about IWP graduate programs: https://www.iwp.edu/academic-programs/ ***Make a gift to IWP: https://interland3.donorperfect.net/weblink/WebLink.aspx?name=E231090&id=18

Growing up Sarah had two subjects that she enjoyed—writing and biology, and while everyone was sure she would become a writer, Sarah had several mentors along the way that nurtured her love for science and discovery. And now, Sarah works in the best of both worlds, in science communications. Shekerah and Fatu continue their conversation with Dr. Sarah Ellinwood, Managing Editor at BioBuzz and Workforce Genetics on how she got to where she is now. As an undergrad at Roanoke College, Sarah was initially in pharmacy and in her sophomore year things took a turn when she was exposed to hands-on bench research. Working with a professor, she contributed to research exploring environmental impacts on fish populations. Later on, she participated in a Research Experiences for Undergraduates (REU) program sponsored by the National Science Foundation (NSF). Through this program, she worked in a protein biology lab at the University of Michigan; this ultimately became the deciding factor to convince her to go to graduate school. Early on in her grad program at the University of Maryland, Sarah was certain that she did not want to stay in academia, but she did not know of any alternative career paths other than industry. By chance, after returning to her alma mater for an alumni event with current students, Sarah was introduced to the field of science communications. After completing her doctorate, she found interesting roles as a medical writer and communications consultant for biotech companies, before joining BioBuzz and Workforce Genetics. It was a winding, bouncy road through the trenches, but she made it! Click the link to hear more about Sarah's journey including what advice she would give her younger self and why she encourages bringing your authentic self to work every day. Reach out to Sarah:https://www.linkedin.com/in/sarah-ahlbrand/ @SarahE_PhD (Twitter) ​​sarah@workforcegenetics.com Recent article from Sarah:How Science and the Arts are Intermixing in the BioHealth Capital RegionAmerican Society for Biochemistry and Molecular Biology - Art of Science Communication https://www.asbmb.org/career-resources/communication-course Reach out to Fatu: https://www.linkedin.com/in/fatubmTwitter: @fatu_bm and LoveSciencePodcast@gmail.comReach out to Shekerah: www.linkedin.com/in/shekerah-primus and LoveSciencePodcast@gmail.comMusic by TimMoor from Pixabay: Future Artificial Intelligence Technology 130Music by ScottHolmesMusic https://freemusicarchive.org/music/Scott_Holmes: Hotshot

In this episode, Natalia, a former CSLI intern, chats with Erica Yoon, the teaching coordinator for the CSLI Summer Internship Program. Along with hearing from other former interns, they go over the structure and overarching goals of the program, and how it fits into the overall mission of the Center for the Study of Language and Information (CSLI). Erica is particularly excited about attracting diverse students to the program and offers some insight into the application process.  For more information on CSLI, you can visit the center's webpage (https://www-csli.stanford.edu/) or follow the official Twitter feed (@StanfordCSLI). For detailed information about applying to the summer internship, please visit the application page (https://www-csli.stanford.edu/csli-summer-internship-program-2022)The CSLI Internship Program is headed by Michael  Frank (Principal Investigator) and Christopher Potts (Co-Principal Investigator). It is funded by the NSF's Research Experiences for Undergraduates (REU) program (Award #1950223).Special thanks to participating alumni:Nicholas Wright, College of William & MaryJiayi Wang, Boston UniversityJon Saad-Falcon, Georgia Institute of TechnologyShayan Hooshmand, Columbia University

NHERI's Research Experience for Undergraduates (REU) program provides 10 weeks of hands-on research experience for undergrads from across the country. In this episode, three young engineers describe their experiences working at the NHERI SimCenter, the network's simulation hub based at UC Berkeley. The students are Adithya Salil Nair from the Ohio State University, Clair Sorensen from the University of North Carolina Wilmington, and William Zakka from University of Texas Austin.Related Links:NHERI REU Summer Program InformationMeet the REU StudentsNHERI Simcenter

On this episode we are joined by current Honors student, Natalia Padillo Anthemides! Natalia recently finished a semester-long internship with the National Science Foundation (NSF) as their Research Experience for Undergraduates (REU) intern working with the Bermuda Institute of Ocean Sciences (BIOS) at St. Georges, Bermuda!In this episode we talk about the work she did protecting the reefs in Bermuda, how climate change is effecting the world around us, how COVID effected her internship, how to make a difference when it come to climate change, and more!

In this week’s show, DesignSafe Radio host Dan Zehner talks with newly minted PhD, Barbara Simpson. Simpson discusses her academic path in engineering and what it’s like entering the workplace as a faculty member.   She says building things out of household articles as a kid naturally led to her career choice. She started in architecture, then switched to civil engineering. A pivotal experience for her was participating in the Research Experiences for Undergraduates (REU) program at the University of Illinois — as part of the NSF-funded earthquake engineering initiative called “NEES.” The exposure to earthquake engineering changed her attitude toward academia. She learned about seismic engineering, doing research, and hybrid simulation. She interacted with postdocs and PhD students, wrote a paper and presented at a national conference — in Hawaii.   The hybrid simulation technique combines physical testing and numerical modelling, and researchers often use it when a structure is too large to test. They will physically test a portion of the structure and simulate the rest in a combined fashion that represents the whole system.   She went to UC Berkeley for her master’s degree, and she found earthquake engineering so interesting she decided to stay and earn her PhD. In research, she says, there’s always some new problem that needs to be solved. It is never the same thing twice.   As a graduate student, she focused on testing older types of braced frames, a structural element used to protect against earthquake damage, and saw lots of interesting failures.   Simpson and Zehner discuss the usefulness of modern earthquake-proof provisions, which standardize protective construction features. She wrote her thesis on a kind of braced frame called a strongback, a tie or truss that you put in buildings to prevent weak stories.   As a postdoc, Simpson worked at the NHERI SimCenter, where she created an application that is a learning tool for numerically modeling braced frames. Learning to program is an important aspect of being an engineer, she says. Programming languages are tools that can make research easier and more efficient.   Now on faculty at Oregon State University, she sees that unlike being a PhD student with one cool project to focus on, professors must work on many different things at once. It is harder to choose what to explore, she says. At OSU, the OH Hinsdale Wave Research Laboratory presents interesting possibilities for experimentation. She’s interested in control theory, too. She says being a professor is the best job she could ever have: Your research is your choice, she says. Academics have a kind of freedom other careers don’t have.   She encourages new PhDs to apply for jobs, even if the competition is stiff. Even if you don’t get the job, making an application helps you summarize your PhD work and hone your teaching goals, she says. The application cements what you’ve accomplished and helps you figure out where your career is going. 

The video "Heritage Preservation: Spring Hill" was created at part of the Heritage Research USA Experience for Undergraduates (REU) program in the Summer of 2007.

Video titled "Sulphur Springs History 2010" was created as part of the Heritage Research USA Experience for Undergraduates (REU) program in the Summer of 2010.

Research Experiences for Undergraduates (REU) are increasingly valued by organizations like the National Science Foundation for motivating students to pursue research careers and give them greater confidence in their fields. Successful REUs not only provide students with powerful mentoring, they can also provide faculty with valued assistance in their research. However, a successful REU is not automatic—structuring and management are crucial elements for producing positive outcomes for both students and faculty. Dr. Barker has conducted research on REUs and developed materials to support faculty in working with undergraduates, which she will share with us in this presentation. Discussion will focus on (1) Research on outcomes of REUs for students; (2) What makes a good and a bad experience; and (3) Guidelines for structuring the experience with students. While the majority of research on REUs has taken place in STEM disciplines, there are lessons to be learned for working with all undergraduate students in their research efforts. Bio: Lecia Barker is a Research Associate Professor in the School of Information at the University of Texas at Austin. Barker conducts research and evaluation studies in two areas: 1) information technologies in educational settings, and 2) attracting, retaining, and advancing groups underrepresented in professional computing and science careers. Recorded March 8th, 2012.

Research Experiences for Undergraduates (REU) are increasingly valued by organizations like the National Science Foundation for motivating students to pursue research careers and give them greater confidence in their fields. Successful REUs not only provide students with powerful mentoring, they can also provide faculty with valued assistance in their research. However, a successful REU is not automatic—structuring and management are crucial elements for producing positive outcomes for both students and faculty. Dr. Barker has conducted research on REUs and developed materials to support faculty in working with undergraduates, which she will share with us in this presentation. Discussion will focus on (1) Research on outcomes of REUs for students; (2) What makes a good and a bad experience; and (3) Guidelines for structuring the experience with students. While the majority of research on REUs has taken place in STEM disciplines, there are lessons to be learned for working with all undergraduate students in their research efforts. Bio: Lecia Barker is a Research Associate Professor in the School of Information at the University of Texas at Austin. Barker conducts research and evaluation studies in two areas: 1) information technologies in educational settings, and 2) attracting, retaining, and advancing groups underrepresented in professional computing and science careers. Recorded March 8th, 2012.