Starting a Research Project (By Sienna Stucke)

How do you start a research project in general?

Whether you are choosing a topic for a presentation or a long experiment driven project it can definitely be tough. Research projects are difficult to think of because sometimes it (especially most STEM research) can be expensive or very open ended. Many times I start by brainstorming a list of interesting topics and looking up different past research that I could reference or build off of in my projects. 

It is very important to take the time to brainstorm because when rushed it is more difficult to find sources and connect the dots of your ideas; this is why I enjoy brainstorming conferences so much, because a good foundation is key when it comes to research- or any writing for that matter.

Once I find a topic that interests me I dive in deeper and find as many articles as possible to help me set up. When you have a topic narrowed down and some background information you can develop your research question, what do you want to find out? How are you going to find out?

How We Came Up with Our Research Idea: Hot Take: What Professors Really Think About the Writing Center

In the past month Mackenzie and I have been working on our topics research project to present at the IWCC on April 8th. We wanted to look into the perceptions of the writing center held by different professors across multiple departments so that we could address any misconceptions and build a stronger relationship with our professors as consultants. In Topics class we were brainstorming different research topics when this idea came to me. I was thinking about how some professors require conferences much more than other professors and that it would be interesting to talk to them and see why they require or don’t require them. This then prompted thoughts into how these answers would possibly differ by department and types of writing. Our research question was: how do professors perceive the writing center and how can we build our relationships to be a better resource for everyone?

What should we ask?

We decided that we wanted to interview a few different professors to see what they thought about the writing center:

• how they envisioned a conference happening

• why they required or didn’t require conferences for certain assignments

• if they have taught FYS and used a writing fellow and their experience with that

• if they had any suggestions on how we as a writing center could build a stronger relationship with faculty. 

How we went about our research- The interview process

After completing the IRB certification and writing a proposal, we reached out via email to a number of professors from multiple departments. We reached out to Dr. Cozine and Dr. Christensen from the biology department, Dr. Brown in psychology, Dr. Miller in math, Dr. Johnson in African American studies, and Dr. Hausknecht in writing. Jane also provided us with a round of interview transcripts from a similar topics research project from 2003. First we read through the past interviews to get a feel for the questions that they asked and which ones we would want to ask in our own interviews. Once we had interview times set up with each of the professors we finalized our list of questions. When we were interviewing the professors we recorded the interview so we could type up a transcript and we took notes on their answers to our questions. 

How did this process go?

Overall the starting process of this project was very smooth. The questions that we came up with produced a lot of conversation which was the goal and our interviews were productive. I think we went about starting this project in a good way and our starting process made the research itself much easier.

Studying Abroad at the University of Oxford

    Hello from Oxford! I am currently on my Easter break from the 12th of March until the 24th of April. I KNOW!!! Isn't it great...

    Well, it's not exactly a full break from school. Most students now are studying for their collections (basically their final exams) that take place in their Trinity term. Others (like me) are working in labs and completing larger projects that are required for their course of study. 

    Here at Oxford, they use an adapted trimester system in which their 3 terms (Michaelmas, Hilary, and Trinity) are only 8 weeks long, with over a month break between them. This means that their terms are short and intense. My experience included a blur of early mornings, all-nighters, and plenty of caffeine to keep the party going. 

    My course is in chemistry and includes 2 classes in chemistry for each term. The classes emphasize self-learning and very individualized study. The meat of the courses are undertaken in tutorials (students here abbreviate them as tutes), where students meet with their professors (tutors) about the topic of the week. Students spend many hours preparing for each tute, either writing papers or finishing up problem sets. Tutorials can take place all over the campus at different colleges with professors of different colleges as well.

    There are 45 different colleges under the University of Oxford. Each is a self-governing institution with its own history and culture. I study at St. Edmund Hall, which we all call teddy (our mascot is a bear!!). We are known for being a small, friendly, and tight-knit community. With under 1000 students, we are one of the smaller colleges with a smaller campus. What teddy lacks in towering buildings and sprawling quads, it makes up in charm. It reminds me much of Coe!

                        Pictured: St. Edmund Hall library and garden

                        Pictured: St. Edmund Hall main quad

                                    Pictured: Inside the St. Edmund Hall library

    Tutorials vary depending on your tutor who can structure their tutorials in any way they choose. In my case, I completed the weekly problem set and turned it in 24 hours before my tutorial. During tutorial, my tutor and I went over my weaknesses and discussed the topic at hand. 

    I found similarities between the tutorial system and the consultations that occur at the writing center each and every day. In this case, I am not the consultant but the consultee. I bring my work to my tutor and he/she probes my knowledge to ensure that I have learned what is required. They ask me new questions that did not appear on the problem set and we have open-ended conversations over the given topic, which is exactly what we do as consultants!

    There are some differences. First, tutes do not take place between peers, but instead between a student and a professor. The professor is not ONLY trying to get you to refine your own knowledge and express it in your own words; they are also interested in assessing your level of knowledge, which is reflected in your grades (hence why these tutes can be pretty stressful in the moment). 

    By the end of the 8 weeks of Hilary term, I found that I had learned more than I ever could have imagined. The intense terms mixed with the tutorial system create an environment in which students are capable of intaking large amounts of information efficiently, largely because there is no other choice for the students but to sink or swim. That's not to say that your tutors and college are not immensely helpful and supportive; they are and they do accommodate any of your needs. But the amount and level of work expected from the students just forces students to get down to it, and spend large amounts of time reading and reflecting. Ultimately I found that my knowledge was more refined, as I not only had to be able to write about what I learned, but also have a conversation about it with someone who is a leading expert in their field.

    So far I have really enjoyed my time here. I think it is a real privilege to be at Oxford and to study in an environment where the expectations may at times seem too high. From the conversations I've had with other students, this is typical. Sometimes the pressure feels like too much. But in the end, what they say is true...

Pressure makes diamonds.

 

                                    Pictured: High Street, Oxford

              Pictured: Radcliffe Camera - One of the most famous libraries at Oxford

             Pictured: My friends and I drinking coffee and studying at the Oxford Union

you're unbeleafable

One of the many things that the writing center is known for besides its marvelous tea, warm lighting, and of course its amazing consultants is the various plants on the windowsills. I chose to rate some of the plants within our writing center based off of their color scheme, leaf shape and texture, size, and what they remind me of. I also received feedback from fellow consultants on what their favorite plants were and why. However, don't be envious of the plants shown because you may have the opportunity to have one of your very own. Our director Jane is the propagation queen and often hosts potting parties where she distributes the wealth of plants to anyone who wants one, so be on the lookout for our next one!

Moses in the Bulrushes

Rating: 7/10 

• This plant has a great color scheme between the deep green and fuchsia hues within the leaves. It provides a tropical escape within the writing center due to its wide leaves and small flowering sections.

Chlorophytum comosum 

Aka. Spider Plant

Rating: 9/10

• The adorable baby spider plant in the picture is why the rating is so high. I personally have one of these plants in my room and its long striped leaves add movement to any space. Although I am not a fan of spiders by any means this plant is one of my favorites. 

Jelly Beans 

Rating: 8.5/10 

• This cute little succulent received a high rating due to its cute little nubbins. If this plant had a former life I feel that it would have been a pine tree as they take similar shapes. 

• Fun Fact: this is CWC’s SUPERSTAR Ally Roeker’s favorite plant 

Epipremnum aureum

Aka. Golden Pothos

Rating: 8/10

• This pothos is a star behind the scenes here in the CWC. The broad patterned leaves are show-stopping, while the plant itself is not the star of the show. Its small size and few leaves allow it to attract a select crowd based on its beauty. 

• Emerson Porter’s Favorite Plant - “it reminds me of an ugly vegetable surrounded by favorable ones and that’s why I love it” 

Tradescantia chrysophylla

Aka. "Baby Bunny Bellies" or "Speedy Jenny"

Rating: 12/10

• This plant is by far my favorite plant in the writing center. Its drawn-out vines and dichromatic leaves make this plant a vision. It is also a crowd favorite when it comes time for the CWC planting party.

• I have a clipping of this in my room which has grown beautifully and is beginning to drop off of the lips of the pot it is in.