Research description: Minnesota's prairies once covered approximately 18 million acres; now, less than 1% remains. As prairie plant populations have decreased and become fragmented, genetic diversity has declined. This may impact the capacity of prairie plant species to adapt to rapid environmental change. Increasingly, society recognizes that prairies provide valuable ecosystem services; consequently, there is growing demand for prairie restoration. However, restorations require large amounts of seed, as well as research on the local adaptation and genetic variation in prairie plant species.
The Healthy Prairies project includes three experiments addressing the questions: Which microbes are present in native prairie plants and do those microbes help plants to become locally adapted? What is the geographic scale of local adaptation in prairie plant species and do "home" populations perform better than "away" populations when grown in a common environment? Do prairie plant species contain enough genetic variation to adapt to environmental change? The principal investigators on the project are Ruth Shaw (EEB), Georgiana May (EEB), and Don Wyse (Agronomy & Plant Genetics)
Potential UROP projects include (but are not limited to): (a) assessing how populations of a species vary with respect to germination, growth, and seed production; (b) comparing how eastern and western MN populations respond to drought at different life stages; (c) developing a timeline of peak flowering and seed-setting dates for prairie species, using existing literature; (d) assessing differences among populations in pollinator activity, as a function of species and phenology.
Ideal candidates
• have a strong interest in prairies, native plants, and/or community ecology
• are organized, pay attention to detail, and stay in communication with their mentors
• work well with others but are self-motivated and able to work without direct supervision
Skills you can learn
• Plant identification
• Setting up and maintaining greenhouse and field experiments
• Data collection and basic analysis
• How to communicate scientific findings (orally, by poster, in writing)
Contact: Shelby Flint, flint038@umn.edu
Monday, October 6, 2014
Friday, October 3, 2014
Wind Turbine Data Acquisition and Analysis
Wind Turbine Data Acquisition and Analysis
The St Anthony Falls Laboratory of the College of Science and Engineering operates a 2.5 Megawatt wind turbine and meteorological tower at UMore Park as part of the Eolos Wind Energy Research Field Station. The Station captures a substantial amount of data on approaching wind, turbulence, weather information, and wind turbine operation. We are seeking one or two undergraduate engineering students to collaborate in research related to the collection of wind energy related data at the site. The specific project(s) will be determined based on the interests and skill sets of the students but could include analysis of meteorological tower data, analysis of turbine operational data, or the development of data quality monitoring methods for the primary data streams.
Requirements:
1. Student should be interested in renewable energy and particularly in wind energy.
2. Student should be in an engineering field such as aerospace, mechanical, electrical, or civil engineering.
3. Student must be energetic, self-motivated, and detail oriented as the products of the student-led research will be incorporated into the operation of the Field Station.
Contact: Jeff Marr (marrx003@umn.edu)
The St Anthony Falls Laboratory of the College of Science and Engineering operates a 2.5 Megawatt wind turbine and meteorological tower at UMore Park as part of the Eolos Wind Energy Research Field Station. The Station captures a substantial amount of data on approaching wind, turbulence, weather information, and wind turbine operation. We are seeking one or two undergraduate engineering students to collaborate in research related to the collection of wind energy related data at the site. The specific project(s) will be determined based on the interests and skill sets of the students but could include analysis of meteorological tower data, analysis of turbine operational data, or the development of data quality monitoring methods for the primary data streams.
Requirements:
1. Student should be interested in renewable energy and particularly in wind energy.
2. Student should be in an engineering field such as aerospace, mechanical, electrical, or civil engineering.
3. Student must be energetic, self-motivated, and detail oriented as the products of the student-led research will be incorporated into the operation of the Field Station.
Contact: Jeff Marr (marrx003@umn.edu)
Monday, September 8, 2014
Translation Opportunity
English Professor Nabil Matar is completing an English translation of selections from a Moroccan traveler of the 18th century and needs a student to assist with:
1. checking bibliographic entries
2. assisting another student with the index
3. reading for typos; making suggestions
Requirements:
1. student should be very meticulous; no knowledge of Arabic is required, but the students should learn to distinguish different markers on letters
2. student should be patient
3. student should have an excellent command of English
4. student should be able to work under pressure and with changing deadlines
Contact: Nabil Matar, English Department, matar010@umn.edu
1. checking bibliographic entries
2. assisting another student with the index
3. reading for typos; making suggestions
Requirements:
1. student should be very meticulous; no knowledge of Arabic is required, but the students should learn to distinguish different markers on letters
2. student should be patient
3. student should have an excellent command of English
4. student should be able to work under pressure and with changing deadlines
Contact: Nabil Matar, English Department, matar010@umn.edu
Monday, August 18, 2014
Dutch Complex housing: A Typological Analysis
Julia Robinson, Professor of Architecture, is studying nine large dense multiple-use housing complexes in the Netherlands for her project on Dutch Complex Housing. She seeks UROP students to assist. There are several ways undergraduate students could participate in this project.
1. Complete a Space Syntax analysis of 2 or more buildings. Students should have an interest in learning about space syntax (especially, but not exclusively, those with a mathematical bent).
2. Create a floor plan of 2 or more buildings. Students should have some graphic skills and ability to work in Illustrator and/or CAD.
3. Layout for illustrations for each project. Students skilled in graphic design are ideal for this work.
Contact: Julia Robinson, Professor, Architecture; robin002@umn.edu
1. Complete a Space Syntax analysis of 2 or more buildings. Students should have an interest in learning about space syntax (especially, but not exclusively, those with a mathematical bent).
2. Create a floor plan of 2 or more buildings. Students should have some graphic skills and ability to work in Illustrator and/or CAD.
3. Layout for illustrations for each project. Students skilled in graphic design are ideal for this work.
Contact: Julia Robinson, Professor, Architecture; robin002@umn.edu
Tuesday, January 7, 2014
Positive Psychology project
Positive psychology is a relatively new but rapidly growing field, focusing on building upon strengths rather than repairing deficits (Seligman & Csikszentmihalyi, 2000). Its interventions have shown considerable efficacy in the general public as tools for improving emotion and wellbeing, and they are now being tested in the prevention and treatment of several mental health conditions.
An important starting point in this evaluation is to discern the extent to which elements of positive psychology are already employed in a given treatment approach. In the realm of addiction studies, which is experiencing a similar shift from a pathology mindset to a general flourishing mindset with the advent of the recovery movement, this line of inquiry seems particularly relevant. It can establishing the extent to which positive interventions are already employed and can be evaluated, as well as areas where positive interventions might breathe new life into treatment as usual.
This study will thus focus on the existence of positive interventions in treatment as usual through a qualitative analysis of the Project MATCH treatment manuals. The manuals were developed as part of a seminal study conducted in the 1980s and 1990s, on the uses of Motivational Enhancement Therapy, Cognitive Behavioral Therapy, and Twelve Step Facilitation Therapy in the treatment of substance use disorders. UROP students will continue work begun recently at the University of Michigan by coding the manuals in order to evaluate the presence or absence of positive interventions and certain subthemes within the three classic psychotherapeutic approaches outlined.
The Project MATCH analysis offers opportunities for undergraduate students to delve into the current work in two dynamic fields for social scientists and mental health practitioners alike, all the while honing their general research skills. Through this work, students will gain extensive experience in the realm of qualitative research. They will also achieve footholds in positive psychology and addiction studies. Students will be supervised by a graduate research assistant and a professor from the School of Social Work. As valued members of a small team, they will contribute to the project's growth through their coding efforts, general research tasks such as locating articles, helping with literature reviews, and reviewing manuscripts, and participation in regular staff meetings to discuss projects and possible directions for future research.
Contact: Amy R. Krentzman, Assistant Professor
School of Social Work
akrentzm@umn.edu
p. (612) 625-2312 / (800) 779-8636
Works Cited
Seligman, M. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
An important starting point in this evaluation is to discern the extent to which elements of positive psychology are already employed in a given treatment approach. In the realm of addiction studies, which is experiencing a similar shift from a pathology mindset to a general flourishing mindset with the advent of the recovery movement, this line of inquiry seems particularly relevant. It can establishing the extent to which positive interventions are already employed and can be evaluated, as well as areas where positive interventions might breathe new life into treatment as usual.
This study will thus focus on the existence of positive interventions in treatment as usual through a qualitative analysis of the Project MATCH treatment manuals. The manuals were developed as part of a seminal study conducted in the 1980s and 1990s, on the uses of Motivational Enhancement Therapy, Cognitive Behavioral Therapy, and Twelve Step Facilitation Therapy in the treatment of substance use disorders. UROP students will continue work begun recently at the University of Michigan by coding the manuals in order to evaluate the presence or absence of positive interventions and certain subthemes within the three classic psychotherapeutic approaches outlined.
The Project MATCH analysis offers opportunities for undergraduate students to delve into the current work in two dynamic fields for social scientists and mental health practitioners alike, all the while honing their general research skills. Through this work, students will gain extensive experience in the realm of qualitative research. They will also achieve footholds in positive psychology and addiction studies. Students will be supervised by a graduate research assistant and a professor from the School of Social Work. As valued members of a small team, they will contribute to the project's growth through their coding efforts, general research tasks such as locating articles, helping with literature reviews, and reviewing manuscripts, and participation in regular staff meetings to discuss projects and possible directions for future research.
Contact: Amy R. Krentzman, Assistant Professor
School of Social Work
akrentzm@umn.edu
p. (612) 625-2312 / (800) 779-8636
Works Cited
Seligman, M. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
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