Confirming My Career Path

I truly enjoyed my time as an Honors Scholar. During the fall and spring semesters, there was much less work than during the summer. My independent study during the fall was very easy to complete because of the extensive research I did, and I spent spring semester preparing for the Undergraduate Research and Artistry Day (URAD). The work was much more spread out during the two semesters. I learned that the prevalence of certain eating disorders is similar in both western and non-western countries and that Other Specified Feeding and Eating Disorders is rising in both males and females. While presenting at URAD, I had many people interested in my results, which was extremely rewarding.

Although I greatly enjoyed the research, the most rewarding part of my work was not my results; rather, my work as an Honors Scholar confirmed that I want to specialize in eating disorders as a registered dietitian. I am extremely passionate about eating disorders and want to make it my career to help those who suffer. Fortunately, I was accepted into Northern Illinois University’s Masters/Dietetic Internship, which will allow me to pursue a certificate in eating disorders and obesity. Since my time as an Honors Scholar, I have also began to volunteer for the National Eating Disorder Association. I am so grateful for the opportunity that I had to focus on eating disorders as an Honors Scholar, and the clarity that it brought me regarding my future.EatingDisorderWordmap


Speech Language Pathology Research Reflection

My experience as an Honors Scholar was critical to my development as a researcher and a professional in the field of speech-language pathology.  As I finished the summer portion of my experience and began my senior year, I transitioned into a new season of the Honors Scholar experience.  With a full-course load, my research hours dropped considerably when I returned to campus.  In the fall semester, my goals were to complete the analysis of the quantitative and qualitative data and to complete my poster.  This spring semester has been dedicated to presentations and writing up my final Capstone paper.

Throughout my entire experience as an honors scholar, my most significant experience has been the opportunity to present my project on three different occasions.  My first presentation was at the annual convention for the Illinois Speech-Language-Hearing Association in Rosemont, IL.  The convention committee has dedicated the Friday of the convention as “student day”, which gives students the opportunity to attend the conference and present their projects in an open-floor poster format.  speech Lang PathologyBeing that this was the first time I presented research, I was really nervous to do so.  Dr. Tattersall was reassuring, and when it came time to present, I was surprised at how quickly the two hours passed by.  This presentation time not only gave me the opportunity to practice my oral presentation skills, but also to interact with professionals in the field who are interested in children’s awareness of language.  The other two opportunities to present my project will be through on-campus events in the end of April.  The first is Undergraduate Research and Artistry Day, and the second is the Allied Health and Communicative Disorders Research Day.

Going into this project, I had very few expectations because it was my first time doing research.  As I spent more and more time diving into articles on the topic, I was surprised at how much I didn’t understand about morphological awareness.  Overall, the project went as planned, except that I ultimately divided our participants into two ability groups as opposed to the original four groups that we intended to have.

The project revealed that student performance on the written and oral probe by students with LLD and those in RtI had a strong, positive correlation, which suggests that such students can be assessed for morphological awareness in either modality.  Further, our spelling tests revealed similar patterns of spelling errors among children across both ability groups; however, one notable distinction between the two groups was that the children with LLD and those in RtI appeared to struggle more than their peers in generalizing their morphological awareness to the spelling of the nonwords on our written probe.  This suggests the importance of explicit morphological awareness instruction to ensure that students can correctly attach morphemes to unfamiliar targets.

Overall, I would describe the Honors Scholar Program as a unique and valuable opportunity.  A huge thanks to the Lord, the University Honors Program, and Dr. Tattersall for this experience!

I’m grateful for my summer research opportunity!

As I’m preparing to conclude my experience as a University Honors Scholar, it’s hard to believe that this summer is already coming to an end. I spent the first six weeks of the summer completing an in-depth literature review of my topic and the last three weeks on data entry and analysis.  In the midst of the nine weeks, I also completed my blog posts, met with Dr. Tattersall several times, wrote up my Capstone proposal, and completed a SIRCA proposal for the Illinois Speech-Language-Hearing Association’s convention in February 2016. Ultimately, my goal was to answer my two original research questions for the summer: (1.) Is there a difference in performance on the tasks between children with and without language-learning deficits (LLD)? (a.) For the dynamic probe? (b.) For the spelling probe? (2.) Is there a correlation in performance on the dynamic assessment task (oral) and the spelling (written) task?  (a.) For children with typically developing skills? (b.) For children with LLD? 

As the data was analyzed, it seemed most beneficial to split students into four different groups (as opposed to our original division that included only 2 groups: TL and LLD).  These groups differentiated students who had typical language, students with articulation disorders, students with language-learning disorders, and students who were in a response to intervention (RTI) program.  Students with typical language and articulation disorders performed similarly on the two tasks as did students with LLD and those enrolled in RTI.  When these four groups were classified into two subgroups (TL/Articulation vs. LLD/RTI), there was a significant difference in performance between the two groups on both tasks.  A Pearson product-moment correlation coefficient was measured for performance on the two tasks for all four groups individually.  Negative weak to moderate correlation was measured for both students with TL and articulation disorders, and a positive strong correlation was measured for students with LLD and those enrolled in RTI.  The correlation coefficients measured for students with TL and articulation disorders differ from our initial hypotheses.  These correlations (for children with TL and articulation disorders) may be skewed by ceiling effects, so the implications of these results will be considered as the project continues.

As I look to the upcoming school year, I plan to expand this project to include data about the error patterns of children in each of our four groups.  This will necessitate the expansion of our results about the number of errors made by both groups to include data about the types of errors made by students.  In this analysis, we will examine student spellings to draw conclusions about the metalinguistic skills used during testing, which will give us insight as to the expected spelling errors of children in each group.  My project will conclude with presentations at the annual Illinois Speech-Language-Hearing Association convention and the Undergraduate Research and Artistry Day.

gratitudeThis summer has been a unique experience in that I’ve gotten the opportunity to get ahead on my capstone project and make significant strides towards its completion.  I’m grateful to the Lord, the University Honors Department, and Dr. Tattersall for making this summer possible.  It’s been an excellent learning experience and I’m looking forward to the continued work on my project this school year.grateful-e1385143875856

by Marissa DeVlieger

Highlights of my Summer Research

The findings of my research focus on my analysis of The Spirit of the Laws in relation to current arguments made by other political scientists. One of the greatest challenges in understanding Montesquieu, is that he makes broad generalizations that seemingly contradict each other, but his examples show the purpose of his statements and indicate that his generalizations are rules that loosely apply to many (if not most) situations.

Some of the highlights of the research I completed include: regime typology, liberty for state vs. booksthe individual, the confederate republic, and commerce as a means for international peace. First, Montesquieu divides regimes in to three categories: republics, monarchies, and despotic states. Second, he distinguishes between liberty as applied to a state and to the individual. Third, he offers a solution to the security of small states by forming alliances to create a confederacy. Finally, he suggests that commerce works to make war less desirable, thus increasing peace internationally.

After this summer, I hope to continue exploring the intricacies that lie within The Spirit of the Laws, but I also realize that I must take a step back from my Montesquieu focused studies to allow room for this upcoming academic year. Still, I know that I will return to great philosophers, like Montesquieu, to serve as the emphasis of my research in the future.

by Charles Moore

Summer Reflections

I made a great deal of progress this summer as an Honors Scholar researcher. I collected and analyzed over thirty studies, over forty if the proposal is included, regarding the prevalence of eating disorders in college students conducted in various countries including the United States, Hungary, Iceland, England, Puerto Rico, China, Japan, and Turkey. This was extremely tedious, time-consuming work due to the demographic specificities, but not eating disorder specificities. My goal was to find a multitude of studies regarding each eating disorder that accurately represented Western and Nonwestern countries. Moreover, I also began the historical analysis of the predominant eating disorders – anorexia nervosa, bulimia nervosa, and binge eating disorder.

During the fall semester, I will be working with Dr. Barrett to complete my Honors Capstone project. I will spend the first few weeks analyzing my systematic review from the summer and using that data to draw conclusions to answer my four research questions from my proposal:
1) Are prevalence rates of eating disorders rising or declining?
2) Are college students in Nonwestern countries as affected by eating disorders as college            students in Western countries?
3) Is there a specific eating disorder that is more prevalent than others?
4) Can evaluating the history of eating disorders help draw conclusions on trends in its     development?

I predict that yes, evaluating the history of eating disorders will help determine trends in development. The history of eating disorders is critical to understand because we should know why these disorders fostered in our society and others. Knowing this, we should be able to make decisions on how to best prevent these eating disorders in the future. We do not want to repeat our mistakes in the past; however, if eating disorders are strictly biological, research will have to change tactics in order to best prevent eating disorders in the future.
Once these four research questions are thoroughly answered, I will complete my Capstone paper and submit it to Dr. Barrett, my research mentor, for review. After I correct her edits, I will submit my final Capstone paper to the Honors Department to complete my Capstone class.

This experience as a summer researcher was incredibly rewarding, and I am so grateful to have had the opportunity to participate in this amazing program. My work this summer has made me incredibly proud of that fact that I designed my own research project and conducted the work necessary to fulfill my goals. I think every student should pursue the opportunity to research, and I am so glad that I pursued mine.

by Ashley Kyle
Summer Reflections

A Great Mentor-Mentee Relationship

One of the most vital parts about undergraduate research is having a great relationship with one’s mentor. In order to have a great mentor-mentee relationship, both the mentor and the mentee need to be on the same wavelength. For some people, this type of intellectual socialization comes naturally; for others, this can be difficult. In the time that I have spent working with Dr. Radasanu, it has become increasingly evident that she excels as a mentor.Radasanu-Andrea

My first encounter with Dr. Radasanu was in an interview for an internship offered by the political science department. (I did not receive this internship). However, she did email me to suggest that I take a class she was teaching and to offer me a (department approval only) class that she was co-teaching. Through these classes, I was able to learn the various arguments that Dr. Radasanu presented. Since the classes were so enjoyable (partially from my interest in the subjects, but mainly from in-class discussion facilitated by Dr. Radasanu) I decided that this (Political theory) was the topic I wished to cover for my honors capstone.

As this summer research approaches its end, I am glad of my choice in my mentor. We have met several times to discuss the various sections of the research, from the primary source (Montesquieu) to the secondary sources (articles). Now that the summer is over, the next step will be to take an independent study with Dr. Radasanu in the fall and then work on my capstone in the spring.

by Charles Moore

My mentor is more than just my research mentor

Hello! My time as an Honors Scholar is quickly wrapping up, and I would like to talk about one person who I couldn’t have done it without – my mentor, Dr. Sheila Barrett. Barrett, SheilaI have worked with Dr. Barrett the past two years as a Research Rookie, so I was thrilled to be able to continue working with her throughout the summer and fall semester on my Honors Capstone. She is wonderful to work with in all aspects and will always find time in her busy schedule for me, which I greatly appreciate. Dr. Barrett possesses all the qualities of a great mentor: she keeps a positive mindset, sets clear goals for my research, and always provides feedback on my work, just to name a few. She is incredibly kind and patient with me, yet makes her expectations very clear. Furthermore, Dr. Barrett is incredibly encouraging, the sky is the limit with her, and I have gained so much confidence through having her as a mentor. In fact, her “sky is the limit” mentality is why I love research so much. We always dream big with any research we discuss, and I get so excited thinking of all the possibilities. Some of my favorite moments spent wither her are sitting in her office watching her get fired up over a research-related topic. The energy that fills her small office space in Wirtz is unbelievable, and it would be hard for anyone to not get excited.

Dr. Barrett does more than mentor me in research-related programs. She also counsels me on future plans such as graduate school and careers. I’ve asked her multiple questions about graduate programs, career plans, schools, etc. and she always sets my mind at ease. I feel secure about my future when talking with her. Lastly, Dr. Barrett motivates me constantly from school work to research to the Student Dietetic Association to just being a better person in general. I am so lucky that she wanted a Research Rookie in 2013 because having her as a mentor for 2 and a half years has been such a rewarding experience. I admire her and respect in all things, and am so grateful to have her as my research mentor.

by Ashley Kyle

Connecting my interest in debating to Political Science

Have you ever met someone as stubborn as a rock? So strong of will (bullheaded) that they will argue and argue their point until they’ve won (or rather you’ve simply become annoyed and conceded to let them believe they’ve won). I am one of those people. Debates have always been one of my redeeming and, sometimes, degrading qualities. However, somewhere in life I learned that there is not always a right answer. We argue and argue; yet no concrete answer emerges. Now, instead of holding firm to answers, I hold firm to arguments: their strengths and weakness.

So, why political science? Of all the abstract areas to focus my attention, why this field? To be honest, I’m not entirely sure myself. Somewhere in my education leading to college, I decided that this was the conversation I wanted to be a part of. Locke, Hobbes, Aristotle, Montesquieu, and so many more, are all great thinkers that are studied by political scientists.

The project that I’m working on for my capstone focuses on Montesquieu. His book, The Spirit of the Law, goes beyond borders. From idealism to realism and ancient to modern, researching Montesquieu gives me the oargumentspportunity to think about states in a different way. The connections between nations are becoming stronger and more numerous, and my hope is to learn how these interactions play out in theory, and reality. For theory, we look to history and great thinkers, but for reality, we just have to wait.

by Charles Moore

Connecting research to my future career

“Why are you researching eating disorders?” I get asked this question a lot, actually, and it usually comes along with a statement similar to, “That’s really depressing.” Yes, I have to agree. It is really heartbreaking to see people of every age, gender, race, and culture develop a mental illness that causes them to harm their bodies – to starve their bodies, purge their bodies, or binge until their bodies can’t take it. That’s part of the reason why I eventually want to specialize in eating disorders as a Registered Dietitian and work in an eating disorder clinic. I want to help people overcome their illnesses and teach them that food is not the enemy and their body is not a cage. I want to show them how to nourish their body and make it the best it can be instead of tearing it apart. Therefore, researching eating disorders in general will help me along my future career path and give me a strong undergraduate background in eating disorder research. Furthermore, this research has been helping me understand more about the disorder and the people it affects.

“Why research the prevalence of eating disorders in Western and Nonwestern countries then?” I’m glad you asked. Prevalence rates are critical in understanding the widespread presence of an illness in a given population at a given point in time. For my research, I’m trying to find the prevalence of eating disorders in the years 1980-2015 in Western and Nonwestern populations. I can then compare this data to determine if the rates are similar or not. This is important to me because there is this false belief that eating disorders are a disease solely in women in Western societies. Through my research, I want to show that this is not the case, and eating disorders can affect anyone.

I not only want to work in the treatment of eating disorders, but also in the prevention. Therefore,get-your-plate-in-shape-800x6001 researching prevalence rates can show me the trends and how many people are affected by eating disorders, which could potentially impact future prevention strategies. If the rates decreased sharply, I can then look into what happened that caused those rates to decline. Maybe it was a prevention strategy, maybe it was societal, but whatever it was, it would be good to know. Eating disorders have the highest mortality rate of all mental illnesses, and I would like to do my part to change that, through research, counseling, and whatever else is necessary.

by Ashley Kyle

A Montesquieu-esque Capstone

Hello, and welcome to an introduction of my summer research. Under the guidance of Dr. Radasanu, I am focusing on The Spirit of the Law, by Montesquieu. Montesquieu creates three main categories for states: republics, monarchies, and despotism. Still, these three archetypes are general, and all states do not fit in the three Montesquieu presents, in fact, many of the examples Montesquieu provides lie outside of his three categories.Spirit of Law

Each state has its own principles, the key factor that the state relies on to function properly. For republics this principle is virtue, for monarchies: honor, and for despotic states: fear. Of course, there are other factors that affect the stability and success of a state, but these principles are the crux of their respective states.

This project centers around the effect commerce has on war between nations. In order for commerce to exist, both nations must have some semblance of liberty (i.e. property rights). For without property rights, what could individuals trade? However, the extent of liberty in each nation can vary. Though commerce between nations does not eliminate war, as nations become interdependent, the chances of war diminish.

After reading and analyzing the work of Montesquieu (Books 1-12 and 19-21), I will take a look at different articles written on similar topics to help mold my thesis. Finally, I’ll take the opinions from the articles and tie them into my writing to form my own argument on The Spirit of the Law in relation to my research.

by Charles Moore