|
If the program is resumed in 2009, the general schedule would be
similar to that listed below for 2005:
An intensive set of activities are planned for the
REU students during their ten weeks at MTU.
The goals of these activities include:
 Learning the steps involved in the
research process
Developing and carrying out an
independent research project
Effectively communicating research
results to a variety of audiences
Understanding the interrelationships
among scientific research, public perception, policy development, and land
management
Exploring career opportunities in
ecological research
Developing professional and social
relationships that will enable one to work collaboratively within large,
interdisciplinary groups
|
Schedule
of educational (E), career
development (C), research (R) and group recreational (G) activities for the
2005 REU students.
|
|
Week
|
Date
|
Type
|
Description
|
|
Pre-arrival
|
|
R
|
Read literature and project descriptions provided by
mentors. Begin preliminary
discussion of potential independent projects via email communication with
mentors.
|
|
|
|
E
|
Final schedule and mentoring description and goals
sent to participants
|
|
1
|
June 6
|
G
|
Student arrival and welcome barbecue
|
|
|
June 7
|
E
|
Orientation and campus and facilities tour
|
|
|
June 8
|
E
|
Group session on defining research problems,
developing hypotheses and literature review
|
|
|
All week
|
R
|
Work on mentor’s overall project to begin learning
procedures and techniques that may be used in student’s independent
research project
|
|
|
All week
|
R
|
Literature review and begin developing independent
projects with mentor’s help
|
|
2
|
June 14
|
E,G
|
Field trip to Ford Research
Forest, Sturgeon
River Gorge Wilderness area and Michigan Gradient Study Site
|
|
|
June 17
|
R,E
|
Group session on use of powerpoint and excel for
preparing presentations (am)
“Free Friday” during which student may work with any
of the other REU projects (arrangements must be made by Tuesday). This will continue through Week 9.
|
|
|
All week
|
R
|
Continue working on mentor’s overall project and
literature review
|
|
|
All week
|
R
|
Continue developing independent
projects with mentor’s help
|
|
3
|
June 22
|
R
|
Present independent project proposal to the group for feedback
|
|
|
June 23 am
|
E
|
Case Study 1:
Research and policy: the
chicken and egg of global change
|
|
|
June 24
|
G,E
|
Recreational field trip to Porcupine Mountains
Wilderness State
Park
|
|
|
All week
|
R
|
Initiate independent research by week’s end
|
|
4
|
June 28 am
|
E
|
Case Study 2:
Responding to exotic pest invasion: the emerald ash borer in Michigan
|
|
|
June 29
|
R
|
Written version of independent project proposal due
|
|
|
June 30
|
E,G
|
Field trip to Aspen Face Research Site and Sylvania
Wilderness
|
|
|
All week
|
R
|
Continue independent research project (group meeting
on Monday morning to update progress)
|
|
5
|
All week
|
R
|
Continue independent research project (group meeting
on Monday morning to update progress)
|
|
6
|
All week
|
R
|
Continue independent research project (group meeting
on Monday mornings to update progress)
|
|
7
|
July 21 pm
|
E
|
Discussion session on basic and applied research
and ethics in research
|
|
|
All week
|
R
|
Continue independent research project (group meeting
on Monday morning to update progress)
|
|
8
|
July 26 am
|
E
|
Group training session on data analysis
|
|
|
July 26 pm
|
C
|
Workshop on graduate school and research careers
|
|
|
July 29 am
|
E
|
Group training session on preparing presentations
|
|
|
All week
|
R
|
Continue independent research project. During this week data analysis should
begin (group meeting on Monday morning to update progress)
|
|
9
|
Aug 1 - 4
|
R,E
|
Finalize independent research project data analyses
and presentation (group meeting on Monday morning to update progress)
|
|
|
Aug 5
|
E,C,R
|
Student research symposium for SFRES faculty, staff
and guests
|
|
10
|
Aug 7-12
|
E,C,G
|
Attend 90th Ecological Society of
American Annual Meeting in Montreal,
Canada
|
|
|
Aug 12
|
|
Students depart
|
|
Various
|
To be determined
|
E
|
Case Study 3:
Wolf-man interactions:
recovery, reintroduction and public perception
|
|
|
July and August
|
E,C
|
Experience in communicating research results to the
general public. Students may either
1) help instruct secondary and middle school students participating in
MTU’s summer youth programs in ecological fields of study, including a
presentation of the students research; or 2) present research results to
the general public to persons traveling to Isle Royale National Park
(during the 6-hour boat ride).
|
|
|
To be determined
|
E
|
Discussion session on Native
American culture and land management practices
|
|
Post REU
|
Dec. 15
|
R,C
|
Written reports on independent
research project due December 15
|
|
|
January
|
R,C
|
MTU Publication of research
results
|
|
|
March or April
|
C,E
|
Present results at national
conferences on undergraduate research (optional, but encouraged - all
remaining resources available will be used to help pay costs involved).
|
|
|
|
R,C
|
Publication of results in
peer-reviewed journals where appropriate
|
