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What Motivation Is and How to Foster It

What motivation is and how to foster it presentation, free google slides theme, powerpoint template, and canva presentation template.

As a teacher, it’s a daily struggle to motivate your students. They don’t like the topic of the day? They’d rather be outside playing? Your problem! But Slidesgo is here to make your struggle a bit easier for you, with a comprehensive presentation about the best techniques to foster your students’ motivation and facilitate an enriching learning process. No need to edit the content, it was created by an experienced educator and is ready to go as it is! It’s available in different languages as well, so check out this slide deck and enjoy learning something about motivation!

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Student Motivation

Aug 04, 2014

2.62k likes | 6.21k Views

Student Motivation. By: Jonna Dodd. How do we motivate our students?. Praise Students Expect Excellence Spread Excitement Mix it up Assign Classroom Jobs Hand Over some Control Fill children's world with Reading. Reward Positive Behavior Outside the classroom Dream Field Trips

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• different learning situations
• encourage self
• clear expectations
• reward positive behavior
• volunteer information

Presentation Transcript

Student Motivation By: Jonna Dodd

How do we motivate our students? • Praise Students • Expect Excellence • Spread Excitement • Mix it up • Assign Classroom Jobs • Hand Over some Control • Fill children's world with Reading • Reward Positive Behavior Outside the classroom • Dream Field Trips • Track Improvement • Relate Lessons to students lives • Encourage them to express their opinion • Celebrate Achievements!

Grasp Students Attention! • Hands-on/project based? • Challenging, but achievable? • Prizes? • Creativity? • Clear expectations and instructions? • Immediate feedback?

Factors that influence Student Motivation • Direct Instruction only • Give clear communication • Present how you want work done • Make classroom climate welcoming (include all students) • Teach students to concentrate on the task • Teach in different learning situations

Influencing Student Motivation • Learning is incremental • Failure is a result of lack of information or not using the appropriate problem solving techniques, not lack of ability • Retrace steps to problem solve • Teach students not to be distracted by failure

Quotes • Students are different now (really?); we can not teach them the way we were taught. Visual aids and interactive instruction with attention to prior knowledge and relating lessons to real life are a must to motivate them.

Ideas for class to enhance motivation • Use your students as teachers—give them strict guidelines and have groups teach a lesson. • Give students a choice • Group work • Charades to enhance the lesson • Art

Motivate your students! • Know your students • Change the scenery • Allow students to work together • Give students a sense of control • Offer rewards • Give students responsibility • Give praise when learned • Encourage self reflection

It’s about the Kids!! • Stay excited • Harness students interests • Manage student anxiety • Give feedback • Track progress • Make things FUN!! • Provide opportunities for success.

Steps of Motivation • Understand why motivating students is a challenge • Stand out • Volunteer information • Jump out of the box • Watch the sarcasm • Brag a little, but not too much • Pay Attention • Bring out students opinions • Make A difference • Make your expectations clear • Expose them to the stimulus they were blocking off before

Top 6 ways to motivate students • Fine tune the challenge • Start with the question, not the answer • Encourage students to beat their personal best • Connect abstract learning to concrete situations • Make it social • Go deep

Sources!!! • http://www.teachhub.com/top-12-ways-motivate-students • http://blogs.kqed.org/mindshift/2013/09/six-ways-motivate-students-to-learn/ • http://www.teachthought.com/teaching/21-simple-ideas-to-improve-student-motivatio/ • http://www.wikihow.com/Motivate-Students

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Stimulating Student Motivation To Learn

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Changes in Student Motivation During Online Learning. Kim K, Frick T. Changes in Student Motivation during Online Learning. Journal of Educational Computing Research [serial online]. January 1, 2011;44(1):1-23. Available from: ERIC, Ipswich, MA. Accessed May 11, 2011. Tiffany Hoefer.

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Student Characteristics and Motivation

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Student Goals and Motivation

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IMPROVING STUDENT MOTIVATION

IMPROVING STUDENT MOTIVATION. How do you increase student motivation? Today we will share effective and creative ideas & strategies to enhance student motivation. 4/24/12. What is Motivation?.

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Motivating Students - 3 Misconceptions and 10 Strategies for Success

Posted by Erica Warren on Jul 03, 2021

Assisting Students that Appear Unmotivated?

3 common misconceptions:.

• Students are motivated by the same things : In fact, students can be motivated by a large selection of contrasting factors. One reason for this is because each learner comes to the classroom with different preferences, strengths, and weaknesses. But personality issues are also a key ingredient in the recipe for learning. For example, some students are motivated by challenging activities while others are motivated by manageable or easy activities. In addition, some students are motivated by competition, while others are motivated by cooperation.
• Punishments increase motivation : Punishments are dangerous, because they often create anger and resentment. What’s more, they present a negative association to the learning process. For example, if a student loses recess because they didn’t complete a math assignment, they may link these negative emotions to the academic content and learn to hate mathematical concepts. In addition, if a student is motivated to do well, but is struggling due to learning disabilities, punishments can result in anxiety, depression, and even learned helplessness.
• Rewards motivate students : Rewards can offer some external motivation, but what students really need is to be internally motivated. In other words, the motivation to engage in a behavior is best when it arises from within the individual because it is intrinsically rewarding. Intermittent rewards, however, can be helpful, particularly as a way to celebrate success.

What Can Be Done to Motivate Students?

• Praise effort and improvement. If you praise students at times when they know that they did not deserve the recognition, your accolades often lose credibility. Instead, when effort and improvement are recognized, research suggests that this builds motivation and resilience. Click here to learn more.
• Hold onto your power by offering limited choices. Many young learners will challenge authority, but giving into fears and complaints reinforces protests and defiant behavior. However, when providing limited and reasonable choices, parents and teachers can maintain control and avoid disagreements and conflicts.
• Develop positive, supportive relationships. Try not to let a student's negativity or frustration impact your mood. Instead, stay calm, use a soft, soothing voice and maintain control.
• Offer intermittent or unexpected rewards that celebrate achievements. Recognizing student growth helps students feel pride in their accomplishments.
• Help students to uncover their "genius qualities" and integrate them into academics wherever possible. If students learn how to use their strengths to compensate for any weaknesses, this empowers them to be self directed and resilient.
• Replace tests with manageable projects. Providing a number of enticing and multisensory project options also gives students’ options and some power in the learning process.
• Move away from competition and create a cooperative learning environment. The only students that will be motivated by competition are the ones that know they will win. All the other students will feel discouraged and may even come to resent the teacher or their peers. Instead, provide all students equal recognition. For example, instead of recognizing and posting a single student's achievement, allow all students space to post their best work of the week.
• Instead of pointing out what is wrong - recognize what is correct. Also, encourage students to learn from their mistakes by allowing partial credit from test and assignment corrections.
• Replace negative feedback with words of encouragement. Instead of using discouraging words such as “no, wrong, mistake, and incorrect,” use guiding words such as “almost, getting there, and try again.” Additionally, when a student provides an incorrect answer, gently guide them to the correct answer, so they can experience the satisfaction of being correct and shed any fear of peer humiliation.
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Breakfast impacts student success, but not in the way you might think

Photo: Getty Images.

New research suggests a healthy breakfast is important for student motivation and achievement.

We often hear that breakfast is the most important meal of the day, especially as we grow up. It helps us develop, gives us the energy we need for the day ahead, and, as a new study shows, leads to better academic success in school – though not necessarily in the way you would expect.

Findings published recently in the  Journal of School Psychology  show that eating a healthy breakfast can lead to higher levels of motivation and achievement for students that day in school. Meanwhile, eating no breakfast at all can lower levels of motivation and achievement.

However, the study, which was funded by the Australian Research Council and The Future Project at The King’s School, also found that eating an unhealthy breakfast had a similar detrimental effect on motivation and achievement as eating no breakfast at all.

“Many students make less-than-ideal breakfast choices at the start of the school day or skip breakfast altogether,” says  Scientia Professor Andrew Martin , lead author of the study and an educational psychologist from the  School of Education  at  UNSW Arts, Design & Architecture . “Our findings highlight that eating a healthy breakfast each and every morning improves student motivation and academic achievement.”

Media enquiries

For enquiries about this story and interview requests, please contact  Ben Knight , News & Content Coordinator, UNSW Arts, Design & Architecture. Phone:  (02) 9065 4915 Email:  [email protected]

The most important meal of the day

The research team studied 648 Australian high school students from five schools in New South Wales to investigate the role of breakfast consumption and quality on students’ self-reported science motivation and achievement in a science test. They surveyed the students on what they ate that morning and what they usually eat and created a score for their breakfast habits based on dietary guidelines from the National Health and Medical Research Council (NHMRC). They then tested the students’ motivation in science classes, who then completed the science test based on the syllabus content.

“In the survey, we asked many questions about their background to help us control for various factors including socioeconomic status, gender, physical activity, previous achievement and conscientiousness to isolate the impact of breakfast on motivation and achievement,” Prof. Martin says. “We were also careful to time it right so we could better determine the process, with the breakfast in the morning preceding the levels of motivation and achievement we saw later that day.”

They found that students who ate a healthy breakfast the morning of the study were more motivated and achieved better test scores. Meanwhile, students who ate an unhealthy breakfast or no breakfast that morning measured lower for motivation and scored lower in their science test, regardless of whether they usually ate a healthy or unhealthy breakfast or previously performed well on science tests.

“As you might expect, eating a healthy breakfast every day is good for students’ motivation and achievement while skipping breakfast is not so good,” Prof. Martin says. “Somewhat unexpectedly, eating an unhealthy breakfast could be as disruptive to motivation and achievement as not eating breakfast at all.

“In fact, simply having breakfast isn’t enough to gain the full benefits of eating breakfast; quality is also important for optimal motivation.”

Eating a healthy breakfast each and every morning improves student motivation and academic achievement. Prof. Andrew Martin

The research also found while breakfast predicted student motivation, it did not predict student achievement. Instead, motivation predicted achievement.

“A healthy breakfast has traditionally been associated with improved academic performance, but the motivational factors implicated in this process have not been well understood,” Prof. Martin says.

Breakfast as an educational intervention

The extent to which a regular healthy breakfast impacts student motivation and achievement has implications for educational policy and practice.

“Having a healthy breakfast is somewhat within a student’s immediate control and could potentially be addressed either at school or home through better health education and communication,” Prof. Martin says.

Schools and the school system can better support students by offering a healthy breakfast option at school, including information about healthy breakfast in the curriculum, and communicating with parents at home about healthy breakfast ideas and strategies.

“It is possible to incorporate a healthy breakfast or morning snack into the school day,” Prof. Martin says, “School-based breakfast programs are one avenue for this, or schools might consider providing students with a mid-morning snack, especially for students from disadvantaged or food-insecure homes.”

However, there may be other barriers that schools need to keep in mind. For example, some students may decline a free breakfast if it is stigmatised and seen as for “poor kids”, while others may have body image worries or cultural and dietary needs.

“If we can manage these considerations, starting each day with a healthy breakfast could be a relatively achievable change in a student’s life that has a notable positive impact on their educational outcomes,” Prof. Martin says.

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RASP poster presentations capture student research 

Third year Pharm.D. students in the Research and Scholarship in Pharmacy (RASP) pathway presented their research findings to peers, faculty and staff members of the UNC Eshelman School of Pharmacy on April 17.  

“The RASP poster session remains a highlight of our academic calendar, showcasing the remarkable achievements of our students within the RASP pathway,” said Kathryn Morbitzer, Pharm.D., RASP program director and associate professor in the Division of Practice Advancement and Clinical Education. “This celebratory event not only highlights the culmination of over a year of dedicated research and innovation, but also marks a pivotal moment for our students as they prepare to present their findings on larger stages and pursue publication opportunities. It’s a joy to witness their growth and success.”  

RASP is a longitudinal, selective pathway within the Doctor of Pharmacy elective curriculum built around a mentored, in-depth, scholarly project. Each student frames an answerable question with a faculty mentor, generates and interprets relevant data and communicates their findings.   

“My time in RASP has tremendously impacted my pharmacy school experience,” said Luke Burton, Pharm.D. candidate, Class of 2025. “I have not only learned the fundamentals of research and what it means to be a pharmacist who participates in research, but I have learned how to collaborate with others and effectively communicate those results to peers, colleagues and patients.”  

Melissa Roverse, Pharm.D. candidate, Class of 2025, examined how the current system of assistance programs for blood cancer patients afford and maintain treatment on newer oral anticancer medications. “These medications have had a really profound impact on improving survival for many of these cancers, but due to their expense, a lot of patients rely on assistance programs to maintain consistent access to their medications,” she said. Her study will pilot methods to be used on a larger scale to answer whether these programs are doing enough and if current access to them is equitable.  

Students in the RASP pathway enroll in three elective courses during their second and third year of pharmacy school where they learn about the research process, gain skills through self-directed learning and conduct research with the School’s world-class faculty.   

“The RASP research experience gave me the opportunity to connect with faculty mentors to a much greater degree than I would have through other courses or extracurricular experiences,” said Emma Smits, Pharm.D. candidate, Class of 2025. Her research identified factors that influence the well-being of postdoctoral fellows in pharmacy programs and the findings will help inform the School’s initiatives to improve well-being among its community members.  

The poster presentations simulate what students would experience at a professional meeting and serve as an opportunity for students to share their project results and develop their presentation skills. Most students continue with their project in their fourth year and, after successfully submitting their research thesis, graduate with honors at commencement.   

“The knowledge and experience I have gained with RASP has truly helped me in all other aspects of my academic life,” said Margaux Meilhac, Pharm.D. candidate, Class of 2025. “I am more confident evaluating literature, writing scientific articles and optimizing experimental design. RASP is a unique opportunity for students, and I think everyone should consider seizing it.”  

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Mizzou engineering students take honors at show me research week 2024.

April 19, 2024

Nine engineering students took honors at Show Me Research Week on campus last week.

Show Me Research Week, a collaboration between MU’s Office of Undergraduate Research and the Bond Life Sciences Center, included poster presentations, guest lectures and special activities. More than 55 engineering students presented.

Winners of the Forum Presentation Awards in Engineering Sciences were:

Undergraduate

2nd Place: Marissa Moore, chemical engineering, under the mentorship of Associate Professor Bret Ulery

3rd Place: Emma McDougal, chemical engineering, under the mentorship of Associate Professor Bret Ulery

1st Place: Meftah Uddin, mechanical and aerospace engineering, under the mentorship of Sanjeev Khanna

2 nd Place: Mustahsin Reasad, civil engineering, under the mentorship of Assistant Professor Binbin Wang

3rd Place: Sumit, biological engineering, under the mentorship of Assistant Professor Pavel Somavat

Engineering students also won awards in non-engineering categories, including:

Huda Alqader, civil engineering, under the mentorship of Associate Professor Sarah Orton , placed 1 st in the Humanities for Graduate/Postdoctoral S tudents .

Ruichen Xu, civil engineering, under the mentorship of Assistant Professor Binbin Wang , placed 2 nd in Physical & Mathematical Sciences for Graduate/Postdoctoral Students.

Deshawn Sutton, biomedical engineering, under the mentorship of Associate Professor Praveen Rao , placed 1 st in Informatics for Undergraduate Students.

Sabin Dahal, computer science, under the mentorship of Adjunct Assistant Professor Trupti Joshi , placed 2 nd in Informatics for Graduate/Postdoctoral Students.

Show Me Research Week also recognized graduate students and faculty who were nominated for Undergraduate Mentor of the Year. From Mizzou Engineering, August Hemmerla, biological engineering, was nominated.

See a list of all presenters here .

• Chemical and Biomedical Engineering
• Civil and Environmental Engineering
• Electrical Engineering and Computer Science
• Mechanical and Aerospace Engineering
• Missouri Compacts - Student Success
• Undergraduate Research
• Undergraduate Research Mentor of the Year

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Increasing Student Motivation - PowerPoint PPT Presentation

Increasing Student Motivation

... be the single most-powerful indicator of a student's likelihood of persisting. ... are more likely to persist with and complete assigned tasks. ... – powerpoint ppt presentation.

• S.A.M. Said and M. Al-Hamoud
• King Fahd University of Petroleum Minerals
• Motivation, a force that energizes and directs behavior toward a goal is perceived as one of the most important psychological concepts in education.
• Student motivation is critical for learning, and several researchers have found a positive and robust correlation between motivation and achievement.
• Student motivation may be the single most-powerful indicator of a students likelihood of persisting.
• One of the major sources of stimulation of motivation is the teacher. His enthusiasm and values have much to do with his students' interest in the subject matter.
• Effective teaching requires answering Questions such as How Can I Teach You If I Dont Know How You Learn?
• The assumption that if one knows a body of knowledge, one can teach has been questioned.
• Ascertaining the learning curves for each student requires teachers to
• Explore theories of Learning.
• Know the backgrounds of the students one will teach.
• Be aware of differences in learning styles and stages of development among ones students.
• In general terms, student motivation "refers to a student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process.
• Students who are motivated do
• Select tasks at the border of their competencies.
• Initiate action when given the opportunity.
• Exert intense effort and concentration in the implementation of learning tasks.
• Demonstrate persistence and eagerness to learn.
• Go beyond the scope of the required tasks in implementing their assignments.
• Show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest.
• Less motivated students, on the other hand, are passive, do not try hard, and give up easily in the face of challenges"
• Extrinsic motivation
• A student can be described as extrinsically motivated when he or she engages in learning "purely for the sake of attaining a reward or for avoiding some punishment"
• Intrinsic motivation
• A student can be described as intrinsically motivated when he or she is motivated from within Intrinsically motivated students actively engage themselves in learning out of curiosity, interest, or enjoyment, or in order to achieve their own intellectual and personal goals.
• Earn higher grades on average, than extrinsically motivated students.
• Employ "strategies that demand more effort and that enable them to process information more deeply"
• Are more likely to feel confident about their ability to learn new material.
• Use "more logical information-gathering and decision-making strategies" than do extrinsically motivated students.
• Are more likely to engage in "tasks that are moderately challenging, whereas extrinsically oriented students gravitate toward tasks that are low in degree of difficulty.
• Are more likely to persist with and complete assigned tasks.
• Are more likely to be lifelong learners and continuing to educate themselves outside the formal setting.
• It should be noted here that some researchers object to describing student motivation as either intrinsic or extrinsic. They point out that most successful people are motivated by both internal and external factors, and suggest that educators should build on both types.
• The big question in the mind of most faculty members is how to increase student motivation?
• In the minds of many the other question is how to maintain student motivation?
• The answer to these two questions requires achieving a balance between student internal and external motivation.
• Cognitive psychologists emphasize internal motivation of the learner (as opposed to external stimulus) and the role of social communities in learning.
• Theorists point out that both student and classroom factors affect motivation.
• The following affect learning
• Students beliefs about whether they are in control .
• Their competent to perform a learning task.
• The nature of the tasks, the reward and goal structure.
• The instructional methods.
• The teacher expectations and behaviors.
• The following are some suggestions for increasing students' motivation to learn
• Establish a sense of inclusion so that students feel respected and connected to one another.
• Use relevance and choice to create a sense of self-determination.
• Engage and challenge students to enhance meaning.
• Create a sense of competence in students.
• Establish low stress learning environments that promote interpersonal interaction and create atmospheres of caring. Such environment is more likely to foster deep learning.
• Realize that teaching is more than simply laying out the feast of knowledge and hoping that students will be motivated enough to partake.
• Have significant impact on levels of student motivation through exciting interest and encouraging learning.
• Excel in inspiring students argues that creates a good classroom environment for learning. This is crucial to their success.
• Treat students as co-learners.
• Create an environment of mutual inquiry and respect.
• Involve students in setting their own objectives.
• Draw on students relevant experience.
• Ensure course materials relate to students' lives ( Real World Problems).
• Reward success and keep hopes high.
• Listen to student voices and address their needs in an encouraging manner. Ask students for feedback on your teaching and value their input.
• Energize students when delivering the lecture.
• Emphasize active learning.
• Allow students to have some degree of control over learning.
• Assign challenging but achievable tasks for all students.
• Arouse students' curiosity about the topic being studied.
• Design projects that allow students to share new knowledge with others.
• Use extrinsic rewards sparingly. Rewards should only be given when they are clearly deserved.
• Ensure that classroom expectations for performance and behavior are clear and consistent.
• Help students understand the criteria for individual assignments by giving them examples of high-, average-, and low-level work and then providing an opportunity to discuss how each piece was evaluated.
• Make students feel welcome and supported at the university.
• Respond positively to student questions, and praise students verbally for work well done.
• Work to build quality relationships with all students.
• Break large tasks into a series of smaller goals. Doing so prevents students from becoming overwhelmed and discouraged by lengthy projects.
• Evaluate student work as soon as possible and be sure that feedback is clear and constructive.
• Evaluate students based on the task, not in comparison to other students.
• Show less emphasis on grades and more on learning, understanding and participation.
• Students go to the classroom with a number of thoughts in their minds and experiences that influence their learning and perception of what they learn.
• Some of these thoughts are conflicting and some are supporting each other.
• It is a challenge to keep these issues in mind in trying to keep positive attitude of the student towards his learning.
• These factors include
• Pre-college experience.
• Surrounding environment
• Campus life
• Social life
• In-class experience
• Out-class experience
• Future expectations
• Job opportunities
• Students can and will operate in a more self-motivated and responsible manner if they are taught in an environment that fosters success, provides opportunities for insight, allows them to see what power they have over what happens to them
• The teacher who attempts to teach without inspiring his student with a desire to learn is hammering a cold iron.
• Grades have a place in motivating students but grades should not be overly emphasized. Try to make the material appear meaningful and somewhat interesting.
• A teacher's enthusiasm and values have much to do with student interest in the subject matter. A teacher should use positive reinforcement rather than negative reinforcement and should provide the students with an opportunity to excel in their studies.
• If students don't see a feasible way to accomplish and to succeed, they will not be motivated to study. Presenting the students with clear objectives should foster the sense of I can do this, if I try'' that students need to be motivated."
• Drivers for motivation vary among individuals some are motivated through rewards and incentives, others through challenge, and others through competition. Try to utilize the suitable means as appropriate.

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Students design outdoor story walk for Keller schools

A group of Washington State University landscape architecture students is gaining hands-on experience by designing an outdoor classroom with members of the Confederated Tribes of the Colville Indian Reservation.

The students will give final presentations on their project at 1:30 p.m. on Monday, April 22, at the Elson S. Floyd Cultural Center.

The project is with the Keller School District whose students are members of the Confederated Tribe. The product, called a story walk, is a linear outdoor classroom with stopping points along the way. Signs will provide information and background about the San Poil Band and their cultures, said Michael Sánchez, assistant professor in the School of Design and Construction.

“They have a lot of cultural goals for this — a lot of the connection with the plant material and how they use that material for different things, such as for food, fibers, structures, and buildings,” he said.

The project started several years ago with an effort from a group of fifth and sixth grade students in the Keller School District who proposed the idea and drew up plans for it. The Washington State legislature provided funding for the project, but the district needed help with its design. Grant writer Pat Hayes turned to the School of Design and Construction for design help, and earlier this year, the WSU students visited the Colville reservation to meet with students and community members.

The project will introduce the school’s students to traditional cultural values of the community, but it is also giving them an introduction to opportunities in higher education, said Hayes. The children who came up with the project idea are now in high school, and the WSU team is hoping they can attend the final presentation.

“It is very common for a Native kid to graduate from high school and get to go to a good college and quite often, that kid never comes back to the reservation because there are so many opportunities outside,” he said. “If my kids can start seeing the value of higher education here on the reservation and get introduced to young people who are interested in and engaging with them, it’s definitely a benefit.”

For the WSU students, the project provides experience with community engagement as well as working in an ecologically-oriented landscape, said Kate Kraszewski, assistant professor in the School of Design and Construction.

“It’s a real-life project, so it’s something that they will hopefully be able to interact with in their future profession,” she said.

Robin Lickness, a sophomore in landscape architecture, is excited to work on the project because she is interested in native plants and restoration. She is taking the opportunity to learn about different plant species in the Pacific Northwest. Her part of the project is to create areas throughout the site for placing culturally and historically significant plants.

“Being able to understand those plant materials a lot better, plus understanding their cultural significance, makes it a lot easier to be able to find a place of importance within design,” she said. “I’m building up my own portfolio of plant materials and not just using landscape plants but using native plants in an artistic way.”

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UH Hilo Stories

‘A‘ohe pau ka ‘ike i ka hālau ho‘okahi │ One learns from many sources │ A publication from the Office of the Chancellor, University of Hawai‘i at Hilo

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UH Hilo Marine Option Program students earn awards at statewide MOP Symposium

This year, UH Hilo MOP students won four of the awards given annually at the statewide MOP Symposium.

By Susan Enright .

Students from the Marine Option Program at the University of Hawaiʻi at Hilo won four awards at the statewide MOP Student Symposium held on April 13, 2024, at UH Maui College.

The annual event features oral and poster presentations by undergraduate students from UH campuses around the state.

“The UHH Marine Option Program (MOP) students once again did extremely well at the annual MOP Symposium,” writes Lisa Parr , instructor of marine science and a MOP faculty co-coordinator who runs and oversees the program at UH Hilo, in an April 17 email announcement. “Please congratulate these students when you see them on campus.”

UH Hilo students won the following:

Best Research Paper

Manuela Cortes , “Exploring the impact of micro-fragmentation size on coral growth rates.”

Cortes’s summary of the project:

“Coral microfragmentation is commonly used to propagate corals in nurseries. The process involves breaking small pieces off of a parent colony and encouraging them to grow into independent colonies. This method has been shown to increase the rate of coral growth, potentially due to the difference in fragment size which affects the surface area available for the generation of new daughter polyps. I will be analyzing the relationship between coral fragment size and growth rate at the MOP Coral Nursery at the Pacific Aquaculture and Coastal Resource Center. My goal is to determine if there is an optimal size of coral fragment associated with higher growth and survivorship rates.”

Best Poster

Paula Petri , “Ocean to Stream: Tracing Microplastic Pollution in Kauaʻi’s Hulēʻia River and Alakoko Fishpond.”

Petri’s summary of the project:

“The vast abundance and environmental impact of microplastics, now a pervasive element across global ecosystems and exceeding 1.5 million tons per year, pose a threat to marine biodiversity and human health even more acutely than larger plastic debris. This research project investigated the abundance and possible origins of microplastics in the Hulēʻa River and Alakoko Fishpond on Kauaʻi, Hawaiʻi addressing a significant gap by focusing on these pollutants within freshwater and brackish environments. Water samples were obtained by 3 five-minute plankton tows at each of four randomly selected stations along the Hulēʻia River: the river mouth, the mouth of the fishpond, inside the fishpond, and upstream. Employing methods aligned with NOAA’s Laboratory Methods for the Analysis of Microplastics in the Marine Environment, the samples were analyzed, revealing a mean of 166.67 microplastics per five-minute plankton tow. Specifically, average counts were 176.6 at the river mouth, 150 in front of the fishpond, 123 inside the fishpond, and 16.6 upstream. A correlation was found between higher salinity levels and increased microplastic concentration, suggesting that microplastics enter the river system from the ocean. Further analysis of water samples from different rivers throughout Hawaiʻi could provide additional insights into the extent of microplastic pollution in Hawaiian riverine systems and help identify effective strategies to mitigate this pollution.”

John P. Craven “Child of the Sea” Award

This award is named after a co-founder of MOP and awarded for the most inspired and inspirational presentation by a MOP “Child of the Sea.”

Parker Lowney , “Comparing scales and otoliths from king salmon ( onorhynchus tshawytscha ) to determine if freshwater reabsorption affects the aging process of scales.”

Lowney’s summary of the project:

“King salmon ( Oncorhynchus tshawytscha ) populations have been declining across Alaska since 2010. As salmon run up the rivers from the ocean to spawn, they don’t eat, surviving on stored energy until they spawn and die. Size and age in salmon are directly related, and age can be determined by counting annuli on scales or otoliths. This tells how old a fish is and how long it spent in the ocean. Decreasing size with age could indicate changes in food availability. Reabsorption of scales as the fish travel upriver may decrease the reliability of using scales for determining age. My project will compare the reliability of using scales versus otoliths when aging salmon on the spawning grounds.”

PACON International, Hawaiʻi Chapter, MOP Symposium Award

The Pacific Congress on Marine Science and Technology ( PACON ) award is given for best paper integrating marine science and technology with a Pacific focus.

Alexis Provencal , “Internship with Arizona State University: Developing the sub-surface mapping system.”

Provencal’s summary of the project:

“Reef damage is an issue in areas with heavy boat traffic, but the damage is difficult to map efficiently. There are established methods to produce structure from motion (SFM) images of coral reefs by SCUBA. These methods are inefficient for mapping large areas. For my project, I will be working with Dr. Greg Asner of Arizona State University, John Arvesen, and Kelly van Woesik evaluating the performance of the Sub-surface Mapping System (SMS). The SMS aims to map reef damage from the ocean’s surface by combining methods used in aerial photography and SFMs. I will be conducting the initial tests of the SMS and writing a protocol for mapping reef damage in Kailua Bay, Hawaiʻi.”

Two more presentations

Two additional students also presented their work at the symposium. Parr says both students “gave very well received presentations in an extremely competitive field.”

Morgan Youngblood , “Investigating environmental health and sustainable wastewater infrastructure in Kailua-Kona, Hawaiʻi.”

Youngblood’s summary of the project:

“Rapid development in Hawaiʻi has led to inadequate wastewater systems, jeopardizing human and ecological health. As a result, residents of the state suffer disproportionately from waterborne illnesses. I’m involved in a collaborative project through UH Hilo, with the County of Hawaiʻi, the Department of Land and Natural Resources, and nonprofits Waiwai Ola Waterkeepers Hawaiian [Islands] and the Kahaluʻu Bay Education Center to pinpoint critical areas in Kona that require immediate wastewater infrastructure upgrades. My role is to conduct independent research by culturing Enterococcus faecalis , a sewage indicator bacterium, and assessing water quality parameters like pH and turbidity.”

Sierra Hall , “Analyzing the nitrogen-15 isotope present in seaweed to detect leaking cesspools in west Hawaiʻi.”

Hall’s summary of the project:

“Cesspools leak raw sewage which can contaminate groundwater and coastal waters with pathogens and bacteria like Enterococcus and Clostridium and also cause harmful algae blooms. For this project I will be working with Dr. Tracy Wiegner and a Master’s student, Ihilani Kamau, to detect cesspool leakage by analyzing the amount of the nitrogen-15 isotope present in seaweeds collected from several different stations along the coast of West Hawaiʻi. Since the nitrogen-15 isotope bioaccumulates in each trophic level, raw human sewage carries a relatively high amount of the nitrogen-15 isotope which the seaweeds take up as a nutrient. It can then be measured to detect cesspool leakage.”

MOP Student Symposium

The MOP Student Symposium is held each spring semester at one of the UH MOP campuses. The symposium provides a professional, scientific venue for UH systemwide MOP students to give oral or poster presentations of their skill projects, and gives students the opportunity to meet other MOP students, learn about research projects from other MOP campuses, and practice their presentation skills.

The UH Hilo Marine Option Program is open to students in all majors.

Story by Susan Enright, a public information specialist for the Office of the Chancellor and editor of UH Hilo Stories. She received her bachelor of arts in English and certificate in women’s studies from UH Hilo.

Featured Events

Eagles recognized for research at Celebration of Student Scholarship

• 19 April 2024

Morehead State University held the 19th Annual Celebration of Student Scholarship on Wednesday, April 17. The event showcases the academic research and creative work of students under the mentorship of faculty and staff.

More than 250 students, mentored by over 90 faculty members, participated in 107 poster presentations and 47 oral presentations, with several earning awards and recognition for their work. 

Award Winners

• A. Frank and Bethel C. Gallaher Memorial Music Performance Competition 2023-24 winner – Nicholas Robbins, Morehead
• 2023 Molly McBride Tutoring Excellence Award – Kate Gross, junior, New Madison, Ohio

Merit Oral Presentations

Caudill college of arts, humanities and social sciences.

• Transgender Joy: A Path To Resisting Oppression - Megan Akers. Dr. Bernadette Barton, mentor, Department of Sociology, Social Work & Criminology
• Cultural Identity In The Appalachian Region - Zander Mack, Heather Parks. Dr. Ann Andaloro, mentor, Department of Communication, Media, Art & Design

College of Science & Engineering

• The Kentucky Ant Project - Josiah Kilburn. Dr. Sean O’Keefe, mentor, Department of Biology & Chemistry
• Vesicle Associated Membrane Proteins Influence Platelet Intracellular Cargo Packaging And Trafficking - Cameron Gibso, Jack McFarland*. Dr. Smita Joshi, Dr. Sidney W. Whiteheart, mentors, Department of Biology & Chemistry

Ernst & Sara Lane Volgenau College of Education

• Teaching Low Socioeconomic Rural Appalachian Kids: Are They Different Than Other Students? - Caroline Caudill, Laurabeth Oliver, Madison Woosley. Dr. Jeannie Justice, mentor, Department of Foundational & Graduate Studies in Education

Craft Academy for Excellence in Science & Mathematics

• Craft Academy Solar Electric Racing (Caser) - Alejo Stacy-Brandenburgh, Ethan Moulton, Graeme Miracle, Jay Huang, Anthony Blevins, Erik Mills, Gabrielle Dobson, Jacob Layne, Jayson Myers, Natalie Wall, Samuel Gross. Dr. Steven Stubbs, Dr. Joyce Stubbs, Dr. Rachel Rogers, mentors

Exceptional Merit Oral Presentations

Caudill college of arts, humanities & social sciences.

• Visualizing Mayapán’s Outlying Centers And Regional Distribution - Sam Darbyshire, Jaxson Brewer. Dr. Timothy Hare, mentor, Department of Sociology, Social Work & Criminology, Caudill College of Arts, Humanities & Social Sciences
• Inspiring Growth One Show At A Time - Hadley Pierce. Ms. Octavia Biggs, mentor, Department of Music, Theatre & Dance
• Miocene Fungi From The Amazonas Region Of Peru: Preliminary Paleoclimatic And Paleoecological Reconstructions - Liberty Smallwood, Ollie VanderEspt, Chris Marsh. Dr. Erdoo Mongol, Dr. Jennifer O'Keefe, Dr. Juan-Filipe Montenegro, Dr. Diana Ochoa, Dr. Matthew Pound, mentors, Department of Engineering Sciences
• An Innovative System For Real Time Translation From American Sign Language (ASL) To Spoken English Using A Large Language Model (LLM) - Larry Johnson. Dr. Sherif Rashad, mentor, Department of Engineering Sciences
• Meiotic Viability Of Genetically Engineered Circular Chromosomes In The Eukaryote Saccharomyces Cerevisiae - Rebecca Bailey. Dr. Melissa Mefford, mentor, Department of Biology & Chemistry

Volgenau College of Education

• Appalachian Voices In The Classroom - Gwendolyn Akers. Dr. Rebecca Roach, mentor, Department of Early Childhood, Elementary & Special Education

Merit Poster Presentations

• The Beauty Of Black Gospel Music - Brianna Dorsey. Dr. Eric Brown, mentor, Department of Music, Theatre & Dance
• Compassion Fatigue In Animal Shelter Workers - Matthew Fitch. Dr. Elizabeth Perkins, Dr. Suzanne Tallichet, mentors, Department of Sociology, Social Work & Criminology
• Presidential Debates And Substantive Responses - Brady Lawson, Michelle Lopez, Grace Funke. Dr. Douglas Mock, mentor, Department of History, Philosophy, Politics, Global Studies & Legal Studies
• Predicting The Reactions Of Cs2, Ocs, And Co2 With Group Iv And Group Vi Transition Metal Oxides - Marissa Blair. Dr. Zachary Lee, Dr. David Dixon, mentors, Department of Biology & Chemistry
• Interrelationships Of Maternal Characteristics In Hair Sheep - Rebekah Mills, Madeline Walsh, Audrey Burton, Jacob Lebrun. Dr. Flint Harrelson, Dr. Patricia Harrelson, mentors, Department of Agricultural Sciences
• Diabetic Patients And Insulin Use - Emily Cobb, Annalee Combess, Kailey Ansell, Dylan Fraley, Emily Byrd, Amanda Isle, Tess Ruehrmund. Dr. Mary White, mentor, Department of Nursing
• Age And Growth Of The Highland Shiner (Notropis Micropteryx) In The Rockcastle River, Kentucky - Caitlyn Senters, Zoe Baker. Dr. David Eisenhour, mentor, Department of Biology & Chemistry
• A Protocol To Reduce Falls Associated With Setting Bed Alarms: A Quality Improvement Project - Autumn Cole, Alyndra Meade, Ella White, Jaylyn Whaley, Kristina Vaughn. Dr. Suzi White, mentor, Department of Nursing, College of Science
• A Brief Review Of A Regional Healthcare Clinical Practice Protocol: The ABCDEF Bundle - Joelle Craft. Dr. Michelle McClave, mentor, Department of Nursing

Smith College of Business & Technology

• Athletic Recruitment Analysis In Higher Education - Landon Palmer. Dr. Steve Chen, mentor, Business Administration
• Meteorology Misconceptions Held By Air Force Cadets After An Aviation Weather Course - Matthew Mynk. Dr. Wilson Gonzalez-Espada, Mr. Louis Cascino, Maj, USAF, Dr. Kimberly de La Harpe, Mr. Nathaniel George, SMSgt, USAF, Mr. Christopher Francis, Maj, USAF, Dr. Daniel O'Keefe, Maj, USAF, mentors
• Experimental Comparison Of Simulated Decay Curves Using Dice And Centicubes - Alexandria Black. Dr. Wilson Gonzalez-Espada, mentor

Exceptional Merit Poster Presentations

• 30 Miles: The Difference In Maternal Health For Women - Madison Beam. Dr. Lisa Shannon, mentor, Department of Sociology, Social Work & Criminology
• Helping Band Students Succeed: Autism And The Music Classroom - Nicholas Robbins. Dr. Michele Paise, mentor, Department of Music, Theatre & Dance
• Gender Inclusive Restrooms At Morehead State University - Stephanie Perry. Dr. Bernadette Barton, Dr. Constance Hardesty, mentors, Department of Sociology, Social Work & Criminology
• Changes In Anatomical And Functional Connectivity In Major Depressive Disorder - Timo Klausnitzer. Dr. Ilsun White, mentor, Department of Psychology
• Automation Of The G/T Characterization Measurements For DSS 17 - Mila Layne Shearer. Ms. Emily Walter, Ms. Emily Ballantyne, mentors, Space Science Center
• Fungi In A Warmer World: Preliminary Findings On The Zhangpu Biota Of Southeastern China - Margaret Alden. Dr. Erdoo Mongol, Dr. Jen O'Keefe, Dr. Limi Mao, mentors, Department of Engineering Sciences
• Fall 2023 Business Plan Development: Seeking The Right Retail Mix - Mak Livingood, Erica Hickman. Dr. Janet Ratliff, mentor, Business Administration
• Prevention Of Bank Failure And The Role Of Social Media In Banking Services - Alexis Duncan, Galvin Spark, America Adams*, Josh Stapleton. Dr. Steve Chen, Dr. Christy Trent, mentors, Business Administration
• FIRST Tech Challenge Craft Coalition - Graeme Miracle, Justin Triplett, Aiden Vieu*, Tiffany Zhang, Ethan Moulton, Jonah Clements-Mattingly. Dr. Rachel Rogers, mentor
• Hazel Green Academy Revitalization Project - Dakota Murphy, Casey Hovis, Sarah Lakes, Josie Traver, Jennifer Nguyen, Jaxson Brewer, Ashlee Foxworth, Natalie Wall, India Young, Emma Laney. Dr. Rachel Rogers, mentor

Additional information about this event and MSU’s undergraduate research opportunities can be obtained by contacting Alexis Mathews, coordinator of undergraduate research, by calling 606-783-2229 or [email protected] .

Center for Career Development & Experiential Education 606-783-2233 Email Us

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