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UROPÌýsurveys team grant recipients and their student team members near the end of grant terms.ÌýThis report highlights results of the final surveys from the 2022-23 Academic Year term.Ìý
ÌýUse the tabs at the top to see the results.
Ìý
Sections
- Personal Reflection
- Mentor Evaluation
- Testimonials
- Projects
About UROP Team Grants
Team GrantsÌýprovide fundingÌýfor research and creative projects involving two or more Â鶹Ãâ·Ñ°æÏÂÔØBoulder undergraduates.Ìý These grantsÌýare intended to create compelling opportunities for students to step into exciting projects, develop skills, make connections and inspire inquiry. RecipientsÌýhave the option to include their project as an "open opportunity" on theÌýwebsite and in promotion amongÌýcommunities supporting historically minoritized students.
Personal Reflection
This experience...
Contributed to my professional development.
Ìý91.89%ÌýYes
8.11%Ìý Maybe
0.00%Ìý No
Contributed to my personal development.
Ìý91.89%ÌýYes
2.70%Ìý Maybe
5.41%Ìý No
Made good use of my time.
Ìý89.19%ÌýYes
10.81%Ìý Maybe
0.00%Ìý No
Refined my goals and clarified my career path.
Ìý78.38%ÌýYes
18.92%Ìý Maybe
2.70%Ìý No
Increased my self-confidence.
Ìý94.59%ÌýYes
2.70%Ìý Maybe
2.70%Ìý No
n=37
Mentor Evaluation
Scale
5 Excellent Ìý1 Poor
My mentor...
Communicated clearly.
Ìý4.65/5
Average
Explained expectations fully.
Ìý4.62/5
Average
Provided opportunities for input.
Ìý4.73/5
Average
Was available for questions.
Ìý4.73/5
Average
Supported my professional goals.
Ìý4.78/5
Average
Was approachable and friendly.
Ìý4.86/5
Average
Recommend to others?
100% Yes
0% No
n=37
Testimonials
Team Member's Testimonials
My mentor is always there when I need advice, and helped me with many different aspects of this project, including getting in touch with many professionals in our industry.
Lou Abecassis
The most valuable part of this experience was learning the administrative part of research. Before this project, I had not realized that a research project requires a lot of professional conversations. With this project, I was able to learn how to navigate those interactions.
Bhawana Paudel
The most valuable part of the experience was working closely with the data to understand what kind of impact COVID-19 had on the mental health of individuals my age. This was valuable because I believe that destigmatizing mental health is important since it's so rampant during the transitionary period from high-school to college.
Nina Le
Working with my mentor has been one of the best aspects of attending Â鶹Ãâ·Ñ°æÏÂÔØBoulder. She has helped me understand the research process and given me multiple opportunities to hone skills that will be valuable in my future career.Ìý
Rachael Hargrove
This project gave me the ability to surround myself with many role models—including my mentor. It was extremely valuable to have so many individuals as resources so that I could ask questions and grow my skillsets. My mentor is always excited about her work and to involve her team members. She makes herself available as a resource to everyone at all times and is extremely understanding. She values hard work, dedication, as well as the mental health of her lab members—and always makes everyone feel comfortable.
Juliana Czar
At first, I didn't think I was cut out for research, but my mentor invited me to join her group and I figured it was an opportunity I couldn't refuse. As I learned about the graduate students' projects throughout the semester and took other research courses, I began to understand and appreciate data collection and analysis—and especially talking about my results with peers. My mentor was critical in guiding my research interests this year. It's an honor and a privilege to work under such a kind, strong, driven, and responsible female scientist. Overall, I found the experience of being given the time and space to explore my interests and follow in my mentor's footsteps an extremely valuable experience.
Mia Williams
I learned that I can always learn more. Even if I'm fluent in a specific topic, there’s always more to learn and other experts to take experiences from.
Laycea Atao
Working with the specific group of students was a very different experience than anything I've ever been involved in. It introduced me to new parts of teaching that I never had dealt with before, such as trying to figure out how to manage a classroom of students that didn't always pay attention, and working with students from all sorts of different backgrounds. I have taken away so much knowledge from this experience and feel more confident as a teacher after spending time working with these students.
Elise Ehlert
My mentor achieved a perfect balance between working with her research assistants while also providing them with opportunities to work with librarians and complete research tasks on their own. This balance between guidance and independence really helped me learn a lot and become more comfortable with the research process.
Shelby Glenn
This project has been crucial to my development, and I would not feel prepared to teach without it.
Ashley Civelli
As a first-year student, it provided very early experiences teaching multiple students in a classroom setting.
Liam Kiernan
I learned an incredible amount of technique in developing and improving on cloning and recombinant DNA technologies. I feel that working with my team helped me develop critical thinking in designing experiments and understanding how synthetic biology techniques work beyond simply following a procedure.
Jordan Kassanoff
Before I started work in my mentor's lab, I was coming out of two years of COVID, and my labs had digressed into on-line point-and-click projects that made me a bit disillusioned with my major. This project gave me the motivation and purpose I needed to find my joy in science again.
David Birkhaeuser
For me, the most valuable part of working with my mentor this year has been the leadership experience that he has bestowed upon me through my position as Chief RA of the project. Being Chief RA has not only helped me develop my leadership and management skills, but also boosted my confidence in both the work that I do and the type of person that I am.Ìý Working on the project has also helped confirm my fascination with human language and my desire to improve the efficacy of its use in psychological contexts.
Olivia Walt
Excerpts from Academic Year 2022-23ÌýTeam Member'sÌýFinal Survey
Team Mentor's Testimonials
Hands-down one of the best possible experiences for undergraduates on campus! I cannot recommend it highly enough!! Thank you for all you do!
June Gruber
We could not run this program without the support of the UROP team grant. This was by far the best year of the program in terms of programming, showcasing of work, and class participation.Ìý I am looking forward to using things I learned this year and making an even better program next year.
Tamara Meneghini
I absolutely love the UROP Program. It has provided a source of support to increase the participation of underrepresented students in STEM in my laboratory. They become full members of our group and empowered to conduct independent research. I am happy to support this program in any way that I can and am grateful to have received support from it for my students.
Eve-Lyn Hinckley
I definitely recommend it as this program offers the opportunity for mentors, students, and communities to develop projects that center learning, research, and creativity.
Victoria Hand
It was so wonderful to work with students who were compensated for their labor on this project I have been meaning to pursue for years.
Abby Hickcox
I've really appreciated the support of UROP, and how the program supports creative projects in the arts like our program.
David Rickels
The project was highly successful.Ìý Students were actively engaged throughout the whole project and worked together as a team.ÌýÌý The collaboration that I saw emerge from the student work sessions was a particular strength of the project.ÌýÌý The project also provided students with experiences that provided the impetus for some of the team members to pursue their own independent UROP projects.
Kathryn Arehart
The iGEM team and research that has spun out of it was not possible without UROP support!
Brian DeDecker
Excerpts from Academic Year 2022-23ÌýTeam Mentor's Final Survey
Projects
Â鶹Ãâ·Ñ°æÏÂÔØBoulder’s iGEM team (Bioengineering Therapeutic Plants)
Brian DeDecker, Molecular, Cellular, and Developmental Biology
Mechanistic Insights into chromatin modifier mediated heterochromatin formation
Vignesh Kasinath, Biochemistry
Characterizing a newly identified avian hybrid zone along the Front Range of the Rocky Mountains
Scott Taylor, Ecology and Evolutionary Biology
Hidden voices: exploring the performance and pedagogical potential of the piano music of black women composers in the Â鶹Ãâ·Ñ°æÏÂÔØWalker Hill Collection
Alejandro Cremaschi, College of Music
Human Behavior Project
Kai Larsen, Information Science
Taking the Coronal Temperature: Preparations for 2023 Total Solar Eclipse
Kevin Reardon, Astrophysical and Planetary Sciences
Computational Design and Fabrication of Robots
RobertÌý MacCurdy, Mechanical Engineering
The Origin and Impact of Flares in M Dwarf Systems
Meredith MacGregor, Astrophysical and Planetary Sciences
Senior Showcase Experience 2023
Tamara Meneghini Stalker, Theatre & Dance Ìý
Toolkit for Soundscape Measurement
Kathryn Arehart, Speech, Language, and Hearing Sciences
Seeking inclusive community collaborative space design in the era of the sharing economy
Jota Samper, Environmental Design
Community-Based Learning: benefits, challenges and lessons
Jota Samper, Environmental Design
The Middle School Ensembles Program (MSE)
David Rickels, Music Education
Craniate - STEAM learning for intersectionally marginalized learners
Shaz Zamore, ATLAS Institute
Adolescents, Smartphones, and Social Media: Promoting Positive Relationships
Annie Margaret, ATLAS Institute
Music Production Workshop for Spanish heritage speakers
Victoria Hand, School of Education
Learning By Doing: A Fellowship for Immersion in Team-Based Environmental Research
Eve-Lyn Hinckley, Environmental Studies
Increasing the impacts of entomological research collections through image and trait digitization
Adrian Carper, Â鶹Ãâ·Ñ°æÏÂÔØMuseum of Natural History
Can an iPhone App reduce racial bias?
Joshua Correll, Psychology
Negotiating the "refugee" identity in contexts of migration: A discourse analysis of interactions among recently resettled refugees
Natasha Shrikant, Communication
Health and Emotions in Latinx (HEAL) Young Adults During and Beyond the COVID-19 Pandemic
June Gruber, Psychology and Neuroscience
A Critical Genealogy of Campus Land:Ìý Marinus G. Smith’s Role in the Founding of Â鶹Ãâ·Ñ°æÏÂÔØBoulder
Abby Hickcox, A&S Honors Program
Community-Based Undergraduate Research on Housing and Racial Justice in Boulder County
Sabrina Sideris, INVST Community Studies
Equity, Inclusion, and Access in Leadership at CU: A Participatory Action Research Study
Roudy Hildreth, School of Education
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