research colloquium purpose

What is a colloquium?

Written by Christina Pichler, Aug 4, 2022

A colloquium is coming up, but you have never heard of that before. No need for despair. We will show you what a colloquium is, how it is structured and what you should pay attention to. This way you will overcome this challenge and move closer to the finish line of your studies.

What exactly is a colloquium?

A colloquium is an academic discussion among teachers, students or experts. There is not a standard format, duration or even unified structure. On the one hand, this give you a lot of freedom for personal preferences; on the other hand, it makes this task seem overwhelming because you do not have a clear plan of action.

We have created a list of typical situations at university that may include a colloquium, so that you get a better understanding of this concept. A colloquium can be a:

• (Exam) discussion for academic theses (e.g. bachelor’s and master’s theses, etc.)
• (Exam) discussion for academic papers during the semester (e.g. seminar papers, etc.)
• (Exam) discussion at the end of a lecture (e.g. oral exam, etc.)
• Academic or scientific debates or expert discussions (e.g. Colloquium of Mathematics at the Faculty for Mathematic, etc.)

Structure: A Step-by-Step Guide

Firstly, you should get a better understanding of the format and requirements and answer these questions:

• Is your colloquium a discussion, a presentation with a Q&A or an oral exam?
• How long is the presentation and the discussion supposed to be?
• Is visual input (PowerPoint, etc.) required?
• Which topics should you prepare? (e.g. material of the whole semester or a specific topic)

Tip: You can prepare more efficiently if you know the evaluation criteria for the colloquium. Ask your teacher or fellow students.

1. Colloquium: Oral exam

It is crucial for oral exams that you know the material by heart. Here are some tips for memorisation !

The exact structure may vary among teachers. Most of the times, the teacher will ask you targeted questions about the study material or ask you to speak freely about a specific topic, which sparks a scientific conversation.

Tip: Ask other students for mock exams and their experience with this professor.

2. Colloquium: Presentation & Speech

If your colloquium is part of an academic paper, then you are hopefully already an expert on that topic. Use post-its and other tools to mark important passages that you will talk about in your speech.

If a visual medium is required, then you should start putting together your PowerPoint presentation . This also helps with getting a better overview of the topic. Here are tips for a successful presentation !

Depending on the setting, your presentation may be 5 to 15 minutes . In this time, you should talk about your topic (research questions, method, results) and important aspects.

Tip: Ask your STUWO flatmates if they can listen to your presentation and give you constructive feedback.

3. Colloquium: Discussion & Questions

A big part of your colloquium are the questions that teachers and students ask after your presentation. Your audience may ask you questions or make arguments . Based on the findings of your work, you should answer these. This part can vary in length, between 10 to 20 minutes .

Tip : Try to think of questions that your audience may have during preparation.

4. Colloquium: Expert discussion

If you are attending a discussion with experts, teachers and students, you should do some research about the topic and read more about it, so that you can participate in the conversation. Most of the times, universities host this type of event and invite experts.

Tip: Look for publications by the speakers to get a feel for the topic.

Colloquium for academic papers: Common questions

During the Q&A, your audience wants to know more about your working progress (choosing the topic and methods), your results and their interpretation as well as future research .

• Why did you choose this topic?
• Why did you choose this method? What were the (dis-)advantages?
• In what way are your results compliant with current research?
• Which consequences does your field of research have on current or future research?
• Which resulting fields of research has your work left open?

Dos & Don’ts

• Respect time limits
• Prepare presentation & mark passages
• Answer all questions friendly
• Give a clear and structured presentation
• Participate proactively in the discussion
• Don’ts
• Extend your presentation to avoid questions
• Crammed PowerPoint presentation
• Get panicked because you can’t answer a question
• Read off of your notes
• Avoid eye contact

A colloquium can be a presentation with a follow-up discussion as part of an event, but also a (exam) discussion at university between teachers and students at the end of a class or a part of an academic paper.

What happens after the colloquium?

If your colloquium is graded, then the teachers will decide your grade and put it into your semester report. Otherwise, your work is done.

Can you fail a colloquium?

This depends on the evaluation criteria . If your colloquium is graded, then it is possible that you fail your colloquium. Whether that also means that you fail the class, depends on the grading system of this class. It is best to ask your teacher.

A colloquium may seem overwhelming at first glance. However, it is not that bad. With this article, you have a great overview of what is expected of you. If you have any questions, we recommend that you ask your teacher. Here are more tips for oral exams !

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The Research Colloquium

ABOUT: The Research Colloquium is a writing seminar designed for outstanding students in history, as well as students in other humanistic fields, whom it allows to develop and revise existing research projects in the context of a structured intellectual community. The Research Colloquium offers its members the possibility to "workshop" their projects-in-progress: students regularly share drafts of their papers with the group, from whom they receive feedback and constructive criticism.

The Colloquium enables students to produce a refined piece of original work, which showcases not only their specialized knowledge but also analytical and writing skills. The Research Colloquium is an ideal place to complete and revise such projects as Field Papers and Master's Theses, and to produce writing samples. Others have used it as an opportunity to research and draft a research proposal, such as the Thesis Prospectus. The seminar is open to BOTH undergraduate and graduate students; and it is a three-credit course.

REGISTRATION: Registration for the Research Colloquium is by application only. Students can apply for the seminar by submitting to its instructor via email: 1) a letter of application in which they briefly state in a few sentences the topic of their research project, the context in which it was first developed, the current stage of its production, and the name of the project's mentor and 2) if available, a draft of the project they intend to workshop and develop. Before applying to the Colloquium, students should identify a "mentor" for their project. If necessary for the assessment of the student’s application, the Colloquium instructor may request of the student’s mentor a letter in support of their application in which the mentor addresses the quality of the student’s project, the feasibility of its completion within in the context of the Colloquium, and their willingness to further supervise the project. The instructor of the Colloquium will begin considering applications when class registration begins. Applications will be reviewed on a rolling basis. Preference will be given to History students.

Last Updated: 12/10/2020 19:45

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Innovative Approach to Research Training: Research Colloquium for Junior Investigators

Dr. richard balon.

Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan

Mr. Ernesto Guerra

American Psychiatric Institute for Research and Education in Arlington, Virginia

Dr. James H. Meador-Woodruff

Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama

Dr. Maria A. Oquendo

Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York

Dr. Ihsan M. Salloum

Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida

Dr. Delane E. Casiano

Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia

Dr. Charles B. Nemeroff

Training future clinical researchers is clearly a critical issue for psychiatry and medicine. With the advent of new technologies, the development of new methodological approaches and study designs, and more sophisticated statistics, conducting research has become increasingly more complicated. How will a new generation of competent researchers be prepared to face these new challenges? Research training should be an essential part of all physician training. Because of the dearth of young investigators in our field, the importance of research training in psychiatry has been a focus of an Institute of Medicine report (1). Numerous avenues for research training have been explored (1). However, as the number of young researchers remains low, new approaches to research training and mentoring need to be explored.

There are basically two main areas of research training. A general one, focused on an often vaguely defined concept of “research competency,” includes the ability to understand research literature (research literacy) and learning to conduct simple studies. A more specific area of research training focuses on preparing young investigators for a research career and includes learning specific research skills such as molecular biology, brain imaging, or genetics; conducting more complicated studies; and obtaining research funding.

Most departments of psychiatry offer some education in the first area. However, only a small fraction of the departments of psychiatry in the United States are able to offer formal research training (2) that is focused on the preparation of young investigators for a research career. In addition, even the highest-ranked research departments with substantial resources do not possess expertise in all research areas. Two crucial questions in the development of a new generation of researchers are: How do we connect the pool of talented potential young researchers with experts in the field and/or mentors? How do we advise and help talented potential young investigators affiliated with nonresearch oriented departments of psychiatry to launch their research career? Frequently, contacts between young investigators and interested senior investigators are fostered at professional meetings (e.g., in a form of special sessions or travel fellowships). However, these programs are offered to a relatively small number of young investigators or are not well structured. It is critical to enhance the connection between young investigators and potential mentors and to focus and formalize the mentoring process.

During the mid-1990s, APA Committee on Research Training (CRT) conceived the idea of a yearly Colloquium for Junior Investigators (i.e., residents, research fellows, junior faculty members, and occasionally medical students). The Colloquium addresses, at least in part, the need to connect experts in the field with young investigators who can obtain much-needed advice about their research career, both regarding its scientific focus and issues of grantsmanship and academic advancement. The Colloquium, led by Ronald M. Rieder, M.D., of Columbia University, held its inaugural event in 1996. Since that time, the Colloquium has been chaired by John Greden, M.D., Ellen Leibenluft, M.D., Alan Schatzberg, M.D., Michele Pato, M.D., James Meador-Woodruff, M.D., and Charles B. Nemeroff, M.D., Ph.D.

What Is The Colloquium and How Is It Organized?

The Colloquium is a 1-day program for young investigators held on the Sunday of the APA Annual Meeting. It has recently been conducted at a hotel adjacent to the main APA venue. The Committee on Research Training selects three broad areas for each year’s Colloquium. The day begins with a few brief lectures about research and research funding. The participants then spend 2–2.5 hours in their first mentoring session. They are divided into groups of five, with two primary mentors—experts in the field. The leader of each of the three topic areas and the Chair of the Committee on Research Training also rotate through the groups. Junior investigators present their research projects (see below in “Who May Apply and How?”) and their career plans/goals (each discussion 45–50 minutes). In 2003, a group of senior statisticians were added to the mentors to fulfill an unmet need. In addition, in recent years experienced psychiatrists employed by pharmaceutical companies have been added as mentors because of their expertise in clinical trial design. The project and career plans or goals are discussed by the two mentors, the other investigators, and by one of the statisticians. The major focus of the discussion is on the scientific value of the project, its feasibility and on the junior investigators’ future goals: How does the project and the junior investigator’s other research, clinical and teaching activities comport with these goals? Do such activities help build their careers?

The lunch period (food provided) is devoted to poster presentations by all junior investigators. The purpose is to leverage the expertise and feedback of mentors and junior investigators from other mentoring groups who view the posters and interact with the presenters. The poster session is followed by a second mentoring session allowing all five junior investigators in each group to present projects. The Colloquium concludes with a series of brief presentations by representatives from funding agencies (NIMH, NIDA, NIAAA, Veterans Administration, NARSAD, American Foundation for Suicide Prevention) about available funding and, at times, by concluding remarks and feedback from each mentoring group.

Who May Apply and How?

Junior investigators from the United States and abroad apply to the APA Committee on Research Training each fall. We have had several international participants (from Africa and Europe). Applicants must submit their curriculum vitae (CV), letter(s) of recommendation, a 250-word personal statement (including goals), and a 500-word abstract of their research proposal. Applications from previous attendees seeking further mentoring are encouraged, and one of the mentoring groups is usually comprised of these individuals.

All applicants are rated by all faculty members of the broad research area they applied to be part of. They are rated in three areas—strength of their research proposal, strength of their CV and of the CV of their sponsor, and their potential benefit from participating in the Colloquium. The final score and ranking is based on these three factors.

The Colloquium has grown a bit—the first Colloquium served 45 junior investigators and recently this number has increased to 54 junior investigators. A total of 684 young investigators have participated from 1996 through 2009. A total of 217 senior faculty have served as mentors during the last 14 years.

The information about the Colloquium and how to apply is available at http://www.psych.org/MainMenu/Research/FellowshipOpportunities.aspx .

Is There Any Financial Support for the Junior Faculty?

The original support was $300 per participant. This was later increased to $1,000 per participant to defray travel costs. Travel and lodging support is provided for non-APA member Ph.D. mentors and five statisticians. From 1996 to 2001, the Committee on Research Training relied on unrestricted educational grants from pharmaceutical companies as well as small grants provided by NIMH, NIDA, and NIAAA. The Colloquium has been funded by an NIMH conference grant ( R -13 see Sonis et al. [ 3 ]) since 2001. The American Psychiatric Institute for Research and Education (APIRE) served as the grantee.

Is the Colloquium Helpful to the Career Trajectory of its Participants?

The Committee on Research Training sent questionnaires to 377 participants who attended between 1996 and 2004 to determine the impact of the Colloquium on their careers and to obtain current career data. A total of 309 surveys were received, an overall 82% response rate. The questionnaire focused on several areas: effects of the Colloquium on the participants’ career trajectory; present participant position and activity; participant’s efforts in obtaining research funding from both internal and external sources, and those sources; and research productivity in terms of presentations and publications. Additionally, in order to provide a more complete picture of the research productivity of Colloquium participants, the APIRE staff conducted an online search of NIH Project Reporter (formally known as CRISP) to ascertain the number of former Colloquium participants that had been able to secure federal funding to support their research training and studies. The APIRE maintains data on 679 participants (623 of them attended the Colloquium from 1996 through 2009, 56 of them more than one time). Findings are summarized in Appendix 1 .

Whether the Colloquium had “a definite causal effect” is impossible to gauge. The results on research productivity need to be viewed with caution—it is probable that those who did not respond to this area had lower research productivity on average than those who did respond.

The Colloquium for Junior Investigators represents a unique approach to research training at a national and international level. It provides an opportunity for research project evaluation, career advice, cross-pollination, development of research and mentoring contacts, and even an avenue to identify future academic positions. The outcome data suggest that the Colloquium may address some shortcomings in the availability of research training/mentorship for many junior investigators, though the absence of a comparison group does not make definite conclusion possible. It is not clear whether the Colloquium does enough to draw or retain researchers who would have otherwise not been in the field. It is possible that it just provides additional nurturance to a highly motivated and selected set of young investigators. The Colloquium has been the first activity of its kind, but it fits into the recent and future activities of NIMH (e.g., NIMH workshop “Navigating your way through a successful research career,” available at www.nimh.nih.gov ) and other organizations (e.g., Latino mental health senior mentor national network [ 4 ]). However, the Colloquium is certainly not the only way or effort to draw trainees into research as demonstrated by numerous publications on research training (e.g., Abrams et al. [ 1 ] and Gilbert et al. [ 5 ]). Nevertheless, we hope that the Colloquium can become a template for activities of international organizations such as World Psychiatric Association, Collegium Internationale Neuro-Psychopharmacologicum, and European Psychiatric Association to increase the networking, cross-pollination, and mentorship in research training.

APPENDIX 1. Impact of Colloquium and Participants’ Achievements

Disclosures of Academic Psychiatry editors are published in each January issue. Mr. Guerra receives salary support provided by two different research training grants funded by AstraZeneca and Ortho-McNeil Janssen. Funds are received by the American Psychiatric Institute for Research and Education through grants funded to the American Psychiatric Foundation. Other salary support is provided by two different grants and one contract that are funded by the NIMH directly to the American Psychiatric Institute for Research and Education. Dr. Salloum received grant support for NIAAA and NIDA; Dr. Meador-Woodruff receives honorarium from the American College of Neuropsychopharmacology for his role as editor-in-chief of Neuropsyhopharmacology. Dr. Oquendo has received funding in the last year from NIMH, NIAAA, and AFSP. In the past 3 years, she has also received unrestricted educational grants from AstraZeneca, Janssen, Bristol Myers Squibb, Pfizer, Eli Lilly, and Shire. Her family owns stock in Bristol Myers Squibb. Dr. Casiano is a participant in the Program for Minority Research Training in Psychiatry (APA). Dr. Nemeroff currently serves on the scientific advisory boards of American Foundation for Suicide Prevention (AFSP); AstraZeneca; NARSAD; PharmaNeuroboost. He holds stock/equity in Corcept; Revaax; NovaDel Pharma; CeNeRx, and PharmaNeuroboost. He is on the board of directors of the AFSP; George West Mental Health Foundation; NovaDel Pharma, and Mt. Cook Pharma, Inc. Dr. Nemeroff holds a patent on the method and devices for transdermal delivery of lithium (US 6,375,990 B1) and the method to estimate serotonin and norepinephrine transporter occupancy after drug treatment using patient or animal serum (provisional filing April, 2001). In the past year, he also served on the Scientific Advisory Board for Forest Laboratories, Quintiles, and Janssen/Ortho-McNeil, and received grant support from NIMH, NARSAD and AFSP; and served on the Board of Directors of APIRE.

Contributor Information

Dr. Richard Balon, Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan.

Mr. Ernesto Guerra, American Psychiatric Institute for Research and Education in Arlington, Virginia.

Dr. James H. Meador-Woodruff, Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama.

Dr. Maria A. Oquendo, Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York.

Dr. Ihsan M. Salloum, Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida.

Dr. Delane E. Casiano, Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia.

Dr. Charles B. Nemeroff, Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida.

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The Student Research Colloquium was established in 1998 to provide TU students with an opportunity to gain public speaking experience, learn about research from fields outside their own academic discipline, and experience judging methods used by professional organizations for national and international meetings/conferences.

This year’s event is scheduled for April 1-5, 2024.

View the program here.

Submissions will start being accepted at the beginning of the spring 2024 semester.

Who can participate?

Any TU student who is involved in a research project for any discipline.

What events are available?

Oral presentations , poster presentations , and video competition categories are available.

What type of research is accepted?

Presentations may contain original research or scholarship that you may be conducting, work that you already submitted for a classroom project during the previous fall semester, or work in progress for the Spring semester. Some students also use the Colloquium as an opportunity to present research proposals or scholarships for which they are contemplating an in-depth study. Research does not have to be experimentally based.  Humanities, business, engineering, legal, physical sciences, and social science topics are all welcome.

For more information, contact the Research Colloquium Committee at  [email protected] .

• First place – Chloe Hershenow, bachelor’s in mechanical engineering
• First place – Georgia Hilburn, bachelor’s in mechanical engineering
• Second place – Samudra Gupta, doctorate in chemical engineering
• Third place – Mia Sisul, bachelor’s in chemical engineering
• Honorable mention – Ann Grue, master’s in mechanical engineering
• Video award – Graham Jameison, master’s in athletic training

The Administrative Conference Room is reserved as a set-up room for practice during the Colloquium. Access to the practice room is only available during the times the registration desk is staffed.

Each participant competing for an oral presentation award has a 20-minute time slot. Presentations are a maximum of 15 minutes, followed by 3-5 minutes for a question and answer period. The next talk will begin after the completion of the Q&A portion.

Presenters need to report to the meeting room prior to the beginning of their session. A session is defined as the entire period block during which a presentation falls. We ask that participants not arrive just in time to give a presentation or leave immediately after their presentation. Such behavior shows a lack of professionalism. Speakers should attend their whole session. Please maintain the established schedule scrupulously in fairness to persons planning to attend sessions at specific times to hear particular speakers. We will pause for the period allotted if a scheduled speaker fails to appear. Please also note that refreshment breaks do not signal the end of a session.

Please contact the Colloquium Committee to discuss any problems with scheduling that may arise to see if the circumstances warrant a waiver for a portion of your session.

The following items are provided for each session: LCD projector, screen, podium, and microphone. If you need special equipment other than that listed above, please check with the Colloquium Committee to make the necessary arrangements.

Privacy Overview

The Science of Science Communication III: Inspiring Novel Collaborations and Building Capacity: Proceedings of a Colloquium (2018)

Chapter: 11 reflections on the colloquium, 11 reflections on the colloquium.

At the end of each day of the colloquium, two of the colloquium’s organizers—Dietram Scheufele of the University of Wisconsin–Madison and Baruch Fischhoff of Carnegie Mellon University—reflected on the themes that emerged from the day’s presentations and discussions. A major theme, said Scheufele, is the need for broader and more inclusive discussions about science and science communication. The application and communication of scientific results are informed by considerations that are not necessarily scientific in nature, including ethical, moral, and societal considerations. The National Academies of Sciences, Engineering, and Medicine and other organizations have done good work in convening such discussions and in studying how they should be conducted. But more research needs to be done on public discussions like consensus conferences or town halls, Scheufele said. These events tend to be attended by people who are very opposed or very supportive of a technology, whereas other communities that should be heard are often not represented.

Scheufele also pointed out that the Arthur M. Sackler Colloquia on the Science of Science Communication have been intended to galvanize a new field and a new way of thinking. The new era of science that is emerging “requires us to think differently about communication,” he said. Technologies are emerging at a rapid pace and are making fast transitions from research to application. More information is available to people more quickly than ever before. People have more ability to have exchanges with others through social media. At the same time, this increased access to information has created problems, such as getting just one side of the story,

or, as Scheufele noted, “we can’t even make it through this conference without a whole bunch of spam coming in on the colloquium hashtag” (#SacklerSciComm).

STORIES, REWARDS, AND RELATIONSHIPS

Fischhoff cited three themes emerging from the colloquium: one behavioral, one organizational, and one societal.

The behavioral theme is that when phenomena are complex, stories can pull diverse facts together into something that people can understand. Stories are useful if they evoke mental models, folk theories, and worldviews in ways that make sense to people, giving them “a warranted feeling of self-efficacy,” said Fischhoff. “They can [then] generate appropriate conclusions from their own first principles.” Science communicators can increase their effectiveness through the use of stories, but we also need “a sustained dialogue with the people we’re trying to talk to, so that these are stories and issues relevant to their concerns.”

The organizational theme is that academic institutions need to change their reward systems to support people who want to take a scientific approach to science communication. People need to be able to access and decode the scientific literature on science communication. They need help in evaluating their own work to determine when their intuitions about science communication might be wrong, and “we need venues for the kinds of sustained interpersonal ties, shared experiences, trust, and empathy that enable us to speak with legitimacy to our audiences.”

Finally, on the societal level, it is important to provide information and establish relationships before issues polarize and spin out of control. That way, science gets a fair hearing and there is less need to blame the audience, political hysteria, or the innumeracy of the public. Scientists need help in understanding the complicated social processes through which such interactions take place, said Fischhoff.

We need to understand when it is more important for people to express group solidarity than to endorse a fact that is absolutely at the center of our scientific life. We need to know the situations in which the facts are collateral damage to other processes. And we need to understand those situations where we’re part of the problem by mixing in our preferred solutions to the problems that we’re describing.

THE POWER OF STORIES

Finally, Emmy Award–winning journalist Frank Sesno, who moderated the first day of the colloquium, elaborated on Fischhoff’s point about the power of stories.

I apologize for being so simplistic about it, but it works. A great story is compelling characters overcoming obstacles to achieve a worthy outcome. That’s what science is. It’s compelling characters—people in the labs, people in the field, people all over—overcoming obstacles—of the unknown, of every economic and financial sort—to achieve a worthy outcome—to gain knowledge and to move humanity forward. If we can’t tell stories from science, we can’t tell stories from anyplace. So there’s enormous potential, up against all these challenges that we’ve talked about here today.

This page intentionally left blank.

Successful scientists must be effective communicators within their professions. Without those skills, they could not write papers and funding proposals, give talks and field questions, or teach classes and mentor students. However, communicating with audiences outside their profession - people who may not share scientists' interests, technical background, cultural assumptions, and modes of expression - presents different challenges and requires additional skills. Communication about science in political or social settings differs from discourse within a scientific discipline. Not only are scientists just one of many stakeholders vying for access to the public agenda, but the political debates surrounding science and its applications may sometimes confront scientists with unfamiliar and uncomfortable discussions involving religious values, partisan interests, and even the trustworthiness of science.

The Science of Science Communication III: Inspiring Novel Collaborations and Building Capacity summarizes the presentations and discussions from a Sackler Colloquium convened in November 2017. This event used Communicating Science Effectively as a framework for examining how one might apply its lessons to research and practice. It considered opportunities for creating and applying the science along with the barriers to doing so, such as the incentive systems in academic institutions and the perils of communicating science in polarized environments. Special attention was given to the organization and infrastructure necessary for building capacity in science communication.

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College of Education

Graduate Student Research Colloquium 2020

By Elianna Novitch

The Graduate Student Research Colloquium highlights the work of Teaching and Learning graduate and professional students

Topics ranging from bilingual education to how English Language Arts’ teachers engage students in racial discourse were explored when graduate students of the Department of Teaching and Learning presented their research at this year’s Graduate Student Research Colloquium Friday, Jan. 24.

The event was planned and organized by the Graduate Student Planning group in the Department of Teaching and Learning in the UI College of Education . Members include Kelli Rushek, Alejandro Perez, Ercin Sahin, Lanqi Wang, and EunJung Kim.

“I hope we can consolidate a tradition that started two years ago, and that still has a lot of potential,” Alejandro Perez says. “This year we have continued the work done last year, which offered keynote speakers, poster sessions, and roundtable discussions.”

The purpose of the research colloquium is to highlight the work of Teaching and Learning graduate and professional students and give them an opportunity to present their research to an audience. The research colloquium gives students an opportunity to receive feedback and questions that will help further guide their research as they move forward as well as help graduate students develop leadership skills.

There are currently 66 doctoral students enrolled in the Department of Teaching and learning. Twenty of them participated in the colloquium.

“I valued hearing from other graduate students and faculty members who are working on the field of literacy, culture, and language,” Perez says. Perez co-presented a poster alongside fellow graduate student Angela Pico on the need to develop literacy resources for bilingual contexts where Latinx voices need to be represented.

Graduate students who presented as this year’s Graduate Student Research Colloquium include:

• Alejandro Perez, doctoral  student in  Foreign Language & ESL Education , and Angela Pico, Developing Resources for Spanish-English Bilingual Education: A New Literacy
• Maria Slusarek, doctoral student  Foreign Language and ESL Education, and GoMee Park, doctoral student in  Foreign Language and ESL Education, Advocacy, Capacity and Collaboration for English Learners (ACCEL) in Iowa
• Andrea Malek, doctoral student in  Science Education , and Professor Brian Hand, Elementary Teachers’ Epistemic Orientation to Learning and Knowledge-Generating Environments
• Chenchen Ding, doctoral student in  Science Education,   Development of a Questionnaire on Teachers’ Knowledge of Language as an Epistemic Tool
• Lanqi Wang, doctoral student in  Special Education , ​​ Using Feedback to Teach Academic Skills to Students with Disabilities: A Single-Case Design Meta-Analysis
• Ercin Sahin, doctoral student in  Science Education,   Describing Students' Reasoning in an Immersive Argument-based Science Inquiry
• Ali Cikmaz, doctoral student in  Science Education,   Examining Growth and Interdependence of Epistemic Tools in Different Learning Environments
• Geoff Hughes, doctoral student in  Language, Literacy and Culture,   The influence of Americanization on Community Colleges in the Midwest
• Diane Neubauer, doctoral student in  Foreign Language and ESL Education,   Language Play as a Resource for Beginning Chinese Language Learning
• Jamie Tanas, doctoral student in  Science Education, ​​​​​ Analysis of alignment messages to the Next Generation Science Standards across contextual levels
• Kate Lechtenberg, doctoral student in  Language, Literacy and Culture, ​​​ What's Critical? What's Next? Critical Conversations and Teacher Identity Work in Secondary Classrooms
• Kelli Rushek, doctoral student in  Language, Literacy and Culture,   What’s next for critical cosmopolitanism? Preparing a presentation
• Tasha Lindo, doctoral  student in  Language, Literacy and Culture,   Tracing the Beginnings of Prior Knowledge and its Pedagogical Influences: Considering Reader Response Theory and Experiences in the Classroom
• Jenn Miller, doctoral student in  Language, Literacy and Culture, Using Critical Archival Theory and Radical Empathy When Encountering Unexpected Artifacts: The Love Letters of Carrie Ellen Stanley (1886 - 1962) and James J. Trickey (1888 - 1913)
• Alyssa Guzman, Master of Arts in Teaching (MAT) student in  English Education,   Student language and identity
• Tamar Bernfeld, doctoral student in L anguage, Literacy and Culture,   It’s Not What You Say, Es Como Lo Dices: The Multifunctional Uses of Spanish on the Democratic Debate Stage
• Katie Priske, doctoral student in L anguage, Literacy and Culture and English Education certification ,  The Future of Feminism: Responding to Feminist Texts

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Pittsburg State University Research Colloquium

The goal of the psu research colloquium is to increase awareness and celebrate research activities happening on our campus by showcasing the works of our graduate and undergraduate students.  listed below, you will find details regarding the research colloquium and a breakdown of the expectations for each category..

**The details on this site are tentative and subject to revision by the Advisory Council for the PSU Research Colloquium.

2024 PSU Research Colloquium

Date: April 17, 2024 Due date for abstracts: March 11, 2024 Due date for presentations: March 25, 2024 Location: Crimson & Gold Ballroom, Sunflower Room, and Governor's Room in the Overman Student Center

Questions? Contact Mark Diacopoulos at  [email protected]  

Click here to view the 2022 PSU Research Colloquium Results Click here to view the 2023 PSU Research Colloquium Results

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• PSU students must submit the registration form by March 11, 2024.  Abstracts will be submitted at the time of registration.
• Oral presentations: Make an eight minute oral presentation.  For those whose oral presentation does not lend itself to the use of PowerPoint; please know that although allowed, audio/visual aids are not required. Points can be made in an interesting way without such a presentation.
• Research and Topical Posters: Set up your poster in the Overman Student Center Crimson & Gold Ballroom on April 17, 2024 from 8:30-11:30am according to the format specifications for posters available on the colloquium Canvas community (email [email protected]  to be added to the community). 
• The Research Colloquium Committee reserves the right to change the category of the research projects.

Virtual Requirements 

• Submit the abstract registration form by March 11, 2024. 
• Abstracts will be submitted at the time of registration.
• Virtual Presentations: Virtual presentations must be created using Studio.  Presentations must be 3-5 minutes long.  Additional information about video requirements will be provided after the abstract submission deadline.  Resources will be provided to assist students in their video creation.
• The Research Colloquium Committee reserves the right to change the category of research projects.
• There will be awards for each category for graduate and undergraduate students.
• One award will be given for every five entries in each subcategory.
• Award recipients will be recognized on the PSU website.

All projects require an Abstract/Summary.  The Abstract/Summary should be one paragraph, 250 words or less in 11 point Times New Roman font, single spaced with one inch margins.  The Abstract/Summary should contain the following:

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• Results/Conclusions

The Abstract/Summary will be provided to the judges prior to oral presentations and poster viewings.

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• Each poster presenter will be required to give a three-minute presentation about the poster and answer the judges' questions.
• Oral presentations will be held on April 17, 2024 from 8:30am-1:30pm in the Governor's and Sunflower Rooms at Overman Student Center.
• Faculty and staff will be judging the competition.
• Undergraduate projects will be judged separately from the graduate projects.

Virtual Judging Guidelines

• Introduction clearly stated the purpose of the study
• Sequence of information can be easily followed
• Sufficient evidence and critical thinking were given to support arguments
• The presenter spoke clearly and confidently
• Conclusions were drawn appropriately
• Poster or Presentation in the virtual background was well designed (If a poster format was used, the font may not be readable during the recorded presentation but should be readable by examination of the actual poster pdf)

Enjoy our collection of PSU Research Colloquium abstract books we have put together over the years showcasing our students research. 

2022 PSU Research Colloquium Abstract Book

2021 PSU Research Colloquium Abstract Book

2019 PSU Research Colloquium Abstract Book

2018 PSU Research Colloquium Abstract Book

2017 PSU Research Colloquium Abstract Book

2016 PSU Research Colloquium Abstract Book

2015 PSU Research Colloquium Abstract Book

Click here for information on high school student presenters.

• Category A: primarily Sciences and Technology
• Category B: primarily Business, Education, and Humanities
• Category C: Creative Works
• Category D: Topical Literature Review
• Category E: High School

Presentations should further explain information from the Abstract/Summary and will be judged on:

• The presenter spoke clearly and developed audience rapport

Format & Evaluation of the Colloquium

Undergraduate

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Although each Colloquium is in some respects unique, all tend to follow the same general format. The Colloquium is scheduled for two hours—90 minutes for the Colloquium itself and up to 30 minutes for the committee members to discuss the student’s performance among themselves and with the student. The Colloquium usually begins with a brief discussion that contextualizes the student’s academic concentration.

After this introduction, the student and the faculty committee proceed to discuss the works on the student’s List of Works. Students should bring a copy of their Rationale and List of Works to the Colloquium. The general tone of the Colloquium is that of an intellectual conversation. Its purpose is not to test the student’s rote memory of the details in the works, but rather to evaluate the student’s capacity to think, to inquire, to make connections and to suggest interpretations. Students may be asked to explore the similarities and differences between two or more works, to comment about the historical context of a work or to discuss the work with respect to the themes described in the Rationale. Questions are asked only about the works on the List of Works, although students may feel free to make references to other works. Students may also discuss creative projects or critical writing as part of the Colloquium by presenting a research paper or a portfolio of photographs, showing a brief film or video, playing a piece of music, etc., but the primary focus of the Colloquium should be the conversation between the faculty and the student.

Evaluating the Colloquium

At the conclusion of the Colloquium, the faculty committee discusses the student’s performance and determines whether the student successfully passes. The main criterion for the committee’s evaluation is simply this: Was the student able to discuss the works in a thoughtful, insightful way and to respond intelligently to the questions put forward by the faculty committee? If the committee concludes that the student’s performance has been unsatisfactory, the committee will provide suggestions about what the student needs to do to prepare for a second Colloquium. A student may not do the Colloquium more than twice. If a student fails a second time, the student will be dismissed from the School.

To Pace or not to Pace pp 479 Cite as

Importance of Colloquium for Research and Development

• A.C.M. Renirie 3  

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Ladies and Gentlemen. The ultimate success of this Colloquium will not be determined by the number of papers presented, or even by the number of persons attending the meetings, but it will be judged on the success in applying the knowledge acquired during these two days. The purpose was to bring together the many disciplines necessary to effectively serve the pacemaker field.

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Renirie, A. (1978). Importance of Colloquium for Research and Development. In: Thalen, H.J.T., Harthorne, J.W. (eds) To Pace or not to Pace. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-9723-3_70

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• College of Education opens 2021 with research colloquium

To help students adapt and be adept in research and to increase their research productivity and capability, the College of Education held a student research colloquium with the theme “ Reimagining Research Excellence in Education, Tourism, and Hospitality Management in the New Normal ” last 08 January via Cisco Webex.

Dr. Ma. Junithesmer D. Rosales, dean of the College of Education, Polytechnic University of the Philippines delivered the keynote speech while then CvSU Vice President for Research and Extension, Dr. Ruel M. Mojica, shared his knowledge and expertise on “Research Development and Innovation in the Changing Time” during the plenary talk. He emphasized the importance of conducting research amidst all the adversities.

Highlights of the activity were the presentation of various student researches and the awarding of Best Paper and Best Proposal Awards. Here is the list of winners:

Teacher Education Category

Best Paper: “ Effectiveness of Digital Comics in Learning Color of Light of Grade 8 Learners”

Authors: Jhowielyn Cuadra, Joyce Ann Depiña, Jelson Mondas, Charisse Kim Nuguid, and Beleth Vidal

Adviser: Dr. Jovan B. Alitagtag

Best Proposal : “Assessment of Competencies of Bachelor in Technology and Livelihood Education Students at Cavite State University”

Authors: Crystel Jade Bermudo, Ly-An Joy Herpacio, Necy Sanchez, and Cedrick Erol Uy

Tourism and Hospitality Management Category

Best Paper : “Job Performance of Tourism Management Graduates of Cavite State University – Main Campus, Indang, Cavite, AY 2010-2019″

Authors : Ryan Ken Bulilan, Maan Hingpis, Sojin Kang, Ma. Jukie Ann Loyola, Khrist Anne Pajo, Jessa Perido, Chrishane Nicole Vergar

Adviser : Dr. Pia Rhoda P. Lucero

Best Proposal : “ Acceptability of Jackfruit Rags (Artocarpus Heterophyllus) as Filling in Making Tart”

Authors : Perrine Beltran, John Paul Lemita, Christine Lerios, and                        Runel Umbal

Adviser: Dr. Jennifer E. Barrientos

Evaluators in the Teacher Education Category were Dr. Agnes C. Francisco, Mr. Jonathan R. Digma, and Mr. Glenn Cryan A. Creencia, while Dr. Teddy Tepora, Ms. Sheryl D. Fenol, and Ms. Mary Jane A. Amparo served as evaluators in the tourism and hospitality management category. The activity was spearheaded and initiated by the CEd Research Coordinator, Dr. Jake Raymund F. Fabregar.

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Join Us for the Undergraduate Research and Creativity Colloquium

Please join us on  Wednesday, April 17, between 12:45 p.m. – 6:15 p.m. , at the Harry Jack Gray Conference Center. Students from across the University will showcase their outstanding work.

Sponsored by the Honors Program, the Colloquium is organized into concurrent panels that take place over four sessions. Each panel includes multiple student presenters.

The sessions begin at  12:45 p.m. ,  2:10 p.m. ,  3:35 p.m. , and  5 p.m.  Feel free to stop in for as many sessions as your schedule will allow.

Each year, students present their senior theses, academic essays, science experiment results, business plans, artworks, teaching internships, musical talents, engineering projects, and much more.

Classmates, family members, faculty, staff, and administration are all invited to join the celebration of academic excellence.

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Harmonizing leaders: stela exchange students and nagasaki wesleyan university embrace unity and guidance from president dr. kasom chanawongse, ub archery team brings home silver and bronze at the philippine archery open leg 1 and philippine archery championship, ub osh partners with pinsao elementary school for safety drills, ub preps for relaunch of pearson vue testing center, ub sends off students to grand hyatt, hong kong.

The International colloquium was an opportunity for graduate school students and employees from various disciplines to share their research ideas and outputs with the academic community. The activity allowed students, faculty members, and staff to demonstrate their research capabilities and skills developed from the research endeavors.

With the theme; “UB International Research Colloquium: Addressing Sustainable Goals through Research,” the first international research colloquium was held last November 18, 2022, from 8:30am to 12:00nn via Zoom application and FB live on the RDC FB page.

The colloquium’s objectives were to help meet the objectives of internationalization by addressing the 17 UNSDGs through research dissemination and utilization and encourage participation from local, national, and international partners for research dissemination. There were 21 presentations by 12 research grantees, 1 dissertation grantee, 5 thesis

Asst. Prof. Dr. Artit Chutchailpolrut, the Dean of Education and Liberal Arts of the College of Asian Scholars (CAS) in Thailand was the first speaker and talked about Research Collaborations in the Now Normal. It was followed by Dr. Jonathan Rante Carreon, the Vice President of Huachiew Chalermprakiet University (HCU) in Thailand, who discussed building an international research network and publication. grantees, and 2 external presenters from Thailand.

He also highlighted the 17 SDGs that the University can adopt and the roles of higher educational institutions in the attainment of the SDGs. The Section Chief of International Education Center of Luoyang Polytechnic China, Mr. Gui Kaixuan, also gave his message to the attendees and participants.

Engr. Javier Herminio D. Bautista, the President of the University of Baguio, gave his welcoming remarks while Dr. Isagani Paddit, the Director of R & DC, delivered the closing remarks. The event was attended by faculty members, students, staff, and guests from other academic institutions.

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International Humanities & Social Sciences Student Research Colloquium

25-26 april, 2024.

About BITS Pilani Dubai Campus

BITS Pilani, Dubai Campus (BPDC) is the international campus of Birla Institute of Technology and Science, Pilani, India and is located at the Dubai International Academic City. Set up in the year 2000, it is among the pioneer institutions in Dubai, offering high-quality engineering and technology education. It attracts a diverse student population from the UAE, other GCC countries, Asia, Africa and Far East. BPDC offers B.E, M.E., M.B.A. and Ph.D. programmes in various engineering and allied disciplines, with nearly 1700 students from over 20 countries. The dynamic and vibrant campus has modern infrastructure and teaching/research facilities that enables BPDC to deliver a well-rounded education in an international environment by highly qualified faculty. 

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The Department of Humanities and Social Sciences (HSS) at BITS Pilani, Dubai Campus serves a unique purpose by empowering technology. It trains the minds of technology students to think creatively, critically, and ethically, fostering curiosity. HSS is dedicated to strengthening the bridge that connects technology with humanity within an institute dedicated to the study and excellence in science and technology. The department has well-qualified faculty members from prestigious institutions who are experts in various domains of the humanities and social sciences disciplines. The HSS Department offers a PhD degree program and a diverse range of first- and higher-degree elective courses.

About IHSSRC, 2024

The International Humanities and Social Sciences Student Research Colloquium (IHSSRC), 2024, aims to bring together undergraduate and graduate (Master’s) students from reputable academic institutions. It facilitates the original research of undergraduate and graduate students by providing a public forum for the presentation of their work. In addition, the colloquium is designed to promote dialogue between those in different humanities and social sciences disciplines and to encourage interaction between faculty and students. It is an excellent opportunity for students to network, exchange ideas, receive constructive feedback on their research work, and acquire presentation experience. More importantly, it provides a platform for students to initiate discussion on humanities and social sciences issues. The colloquium will be organized in a hybrid mode. Students can be allowed to present their work through oral presentations.

Economics & Finance

Political science & international relations, public policy & public administration, psychology & education, language, linguistics, literature & philosophy, sociology & anthropology, law & mass communication/media, general management, entrepreneurship & leadership, environment & sustainable development, urban studies, smart cities & tourism, colloquium themes, (authors are invited to submit abstracts covering, but not limited to the following areas), eligibility criteria, the current undergraduate and graduate (master’s) students in the batch of 2023, and who have completed their undergraduate and graduate studies in 2021 and 2022 are also eligible to participate..

Abstract Submission Guidelines

The presenting author must be listed as the first author.

Each abstract should include the title of the paper, author name(s) and affiliations with full postal addresses, email and mobile number(s).

The submission should contain an abstract of less than 300 words.

Abstract topics must be aligned to a main theme or related fields.

The abstract must include the study's Aim, Objectives, Methods, Results and Findings.

The abstract should only include text. Avoid the use of abbreviations and references in the abstract.

It should contain between 5 and 6 keywords.

Font: Times New Roman, Size-12, Double Space, Format: MS Word.

The paper should be sent via e-mail to [email protected]

While sending the mail, the authors should clearly mention the area (theme).

Best Paper Awards

The best papers will be awarded in the following areas:.

Best Undergraduate Student Paper Award

Best Graduate Student Paper Award

Important Dates

10 March 2024

Abstract Submission Deadline

15 March 2024

Acceptance Notification

31 March 2024

Registration Deadline

Registration fees.

Participant Profile                                                                  Regular

Student Delegates (GCC Campuses)                       25 AED          

Student Delegates (Indian Campuses)                   500 INR

Student Delegates (International Campuses)       10 USD

Colloquim Committee

Prof. V Ramgopal Rao

Vice Chancellor BITS Pilani

Prof. Srinivasan Madapusi

Senior Professor & Director, BITS Pilani Dubai

Local Advisory Committee

Dr. M.B.Srinivas, BITS Pilani, Dubai Campus Dr. R. Karthikeyan, BITS Pilani, Dubai Campus Dr. K. Kumar, BITS Pilani, Dubai Campus Dr. A. Somasundaram, BITS Pilani, Dubai Campus Dr. K. K. Singh, BITS Pilani, Dubai Campus Dr. Geeta Kanan, BITS Pilani, Dubai Campus Dr. Jagdish Nayak, BITS Pilani, Dubai Campus Dr. Vilash H Gaidhane, BITS Pilani, Dubai Campus

Ms. Aarthi S.V Ms. Maria Monica M Ms. Rosemol Pappachan Ms. Avani Kottalgi  Mr. Mohammed Husamuddin Mr. Adil Ahmad

Student Committee

Colloquim Chairs

Dr. Mrutuyanjaya Sahu

HoD, HSS Department, BITS Pilani, Dubai Campus

Dr. Shazi Shah Jabeen

HSS Department, BITS Pilani Dubai Campus

Dr. Shamshad Khan

Dr. Sayantan Chakraborty

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Reflections on the colloquium on open knowledge in the heritage sector

By Angeliki Tzouganatou

This past summer semester from April to July 2019, the Institute of European Ethnology/Cultural Anthropology at the University of Hamburg, a POEM beneficiary, held a colloquium on ´Open Knowledge in the heritage sector: Reflecting dissemination, interpretation and accessibility of knowledge ́. It had the format of public lecture series, addressing both undergraduate and postgraduate students, as well as the Institute’s staff and the interested public and it took place once a week for two hours.

It aimed to critically reflect on crucial issues that have emerged in recent times through digital platform ecologies, concerning the openness of cultural heritage knowledge, as well as initiate a constructive discussion on this prominent topic. It shed light on meaningful public engagement practices, creative participatory practices with audience, as well as the emergence of new economic and social models, in an effort to cope with the growing inequalities that digital technologies have brought in relation to the wealth distribution (Pollock, 2018).

It was coordinated by myself, Angeliki Tzouganatou, as part of my POEM PhD research project, looking into the conditions of openness of cultural knowledge, and the emergence of new open business and social models.

The colloquium in a nutshell

In order to cover the whole spectrum of these above-mentioned issues, the colloquium was divided in four thematic topics; Introduction, Opening up the term open, Opening up for creative reuse and Future opportunities: new business and social models.

In the Introductory session, comprised of two sessions lectured by myself, the focus of the discussions was around the issues of open knowledge in the pre-digital era, as well as copyrights. Is open knowledge solely a digital-age-achievement, or did it exist in the pre-digital era as well? Museums and libraries have always been agents for transmitting open knowledge ideas.

Following, the thematic topic “Opening up the term open” kicked off with a thought provoking discussion between Dr Antje Schmidt, Head of the Digital Cataloguing Department of the Museum für Kunst und Gewerbe Hamburg, and Philipp Geisler, product developer at aidminutes, and also a member & former LabLead of Code for Hamburg. The discussion emphasized in the transition from accessibility to access and from open data to open knowledge in the Galleries, Libraries, Archives and Museums (GLAM) sector, while highlighting the need for public domain. Moving to an accessible model requires first and foremost the inclusiveness supported by equity. Yet how can knowledge be fair? Dr Ingrid Dillo, Deputy Director at DANS (Data Archiving and Networked Services), and one of the authors of the FAIR (Findable, Accessible, Interoperable & Re-usable) guiding principles (Wilkinson et al, 2016), discussed and reflected on them: “FAIR data: from FAIRytale to FAIR enough”, a codex of data use (Fig. 1). She provided practical guidelines regarding the implementation of the principles and ways of assessing and evaluating the FAIRness of existing data, where you can access here.

The next topic, “Opening up for creative reuse”, was inaugurated by Douglas McCarthy, Collections Manager at Europeana Foundation, with his talk ́Open: Enabling Creative Reuse in GLAM´. Drawing for three examples of creative reuse at Europeana, Visions of War, A Season of Women in Culture and Technology & GIF it up, Douglas stressed how openness & re-use enables public ́s participation to cultural heritage projects (Fig. 2). He also foregrounded ethical matters in GLAM. Intellectual Property (IP) rights shouldn´t be another way of taking control; How do Western concepts of IP match with indigenous peoples‘ rights on their works?

Figure 2: Douglas McCarthy speaks about the “Visions of War”, a Europeana project (the photo was taken by the author). 

Antje Theise, Rare Book Librarian at the Hamburg State and University Library (Stabi), supported the topic with her talk “Open Cultural Data initiatives for creative reuse at the Stabi.” Inferring from the Stabi´s initiatives & collaborations, such as Coding da Vinci hackathons, KollekTOURmat & Chronoscope Hamburg, aiding to cultivate the notion of creative reuse, she argued that there is a need for a shift to take place in openGLAM sector. This is the transition from ́If it isn’t online- it doesn’t exist ́ to ́If it isn’t open for free use and reuse it doesn’t really exist ́ (Fig. 3), highlighting the importance of re-use as an instrument of meaningful engagement and innovation, while enabling participation.

On the other hand, Sandra Trostel, independent filmmaker, creative storyteller and researcher challenge us to think out of the box, by embracing Hacking as a mindset to open up (Fig. 4). Are you looking at the problem in a particular way that limits your views? Hack your minds to find solutions and work more on open knowledge to achieve a change of mindset. Sandra discussed her documentary & transmedia project “ALL CREATURES WELCOME” as a case study, which is freely available under a Creative Commons license (CC-BY-NC-SA), concluded that there is a need to work on solidarity and collectiveness.

Figure 4: Sandra Trostel discusses Hacking as a mindset to open up (Photo: Angeliki Tzouganatou).

Moreover, understanding the need for new models to be emerged, in relation to cultural heritage platform economy, the colloquium concluded with the block of sessions “Future opportunities: new business and social models.” During the first session, I discussed MyData Global Network as a case study, where I am affiliated with the Network due to my secondment’s involvement in Open Knowledge Finland. MyData is a model for fair and human-centered personal data management and processing. The discussions focused on the role of cultural heritage data as an empowerment tool, and as well as issues around ownership, in the light of adopting a sustainable human-centred approach to cultural heritage management. Furthermore, Lambert Heller, Head of Open Science Lab at TIB-Leibniz Information Center for Science & Technology, reflected on issues around ownership in platform economy at his talk “Who owns research after all? Legacy publishers transforming from subscription monopolies to research intelligence platforms, and how VIVO and P2P governance models might still disrupt them.” (Fig. 5).

Figure 5: Lambert Heller reflects on Open infrastructures (Photo: Angeliki Tzouganatou).

Future potentials

The colloquium aided to better articulate the gaps of my research addressed in a trans-disciplinary approach, towards a more comprehensive understanding of its current status quo, while leading to the next steps of the research and its needs. It also helped me to create a network of people and formulate future synergies. In addition, it gave me the great opportunity to teach, and reinforcing new research ideas, by working with the students on these issues and being involved in discussions with the invited speakers as well.

As, in the digital world, technological advances changing the public realm, and we should develop such mechanisms and infrastructures in order to be relevant (Simon, 2016), engage the public and support the formulation of a common, collective memory. GLAM institutions should embrace openness and consider Public Domain as the default, while going through copyright clearances process, and encourage licenses instead. Hence, with licensing policy, GLAMs will be able to enable public ́s creative participation and meaningful engagement in knowledge production.

Although research infrastructures are challenged on so many levels, including in a cultural, economic and social level, there isn’t merely a technological solution, but rather to work collectively for building open, reconcilable and user-centred social infrastructures.

The PhD research will be enriched over the course of the next two years within the POEM Network, with continuous training and conducting a secondment in Open Knowledge Finland as well.

Pollock, R. (2018) The Open Revolution. Rewriting the rules of the information age. ARTEATHTECH

Simon, N. (2016). The art of relevance. Santa Cruz: Museum 2.0.

Wilkinson, M. D. et al. (2016). The FAIR Guiding Principles for scientific data management and stewardship. Scientific data, 3. [Online]. Available at https://www.nature.com/articles/sdata201618 [Accessed 1 May 2018].

If you want to make sure you are up to date with POEM, please sign up to our newsletter. We will keep you informed on a regular basis via email of news from the European Training Network POEM, its partners, and projects.

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Concepts, strategies and media infrastructures for envisioning socially inclusive potential futures of European Societies through culture.

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 764859.

The Innovator’s Journey

Tuesday, may 7 | 3-5 pm, photonics center colloquium room 8 saint mary’s street, room 906 boston, ma 02215.

In this series of lightning talks, BU faculty and alumni will share their diverse paths from invention to market to impact. Each innovator will offer insights on the challenges and opportunities that defined their journeys, including information about the institutional supports, advocates, mentors, and resources that helped them along the way. The talks will be followed by a moderated Q&A led by Michael Pratt , managing director of BU Technology Development .

The event also includes the presentation of the BU Innovator of the Year Award to Dr. Thomas Bifano , professor of mechanical engineering and director of the BU Photonics Center .

Featuring: Paul Bierden | Ed Damiano | David Freedman

About the Innovator of the Year

Dr. Bifano is co-founder, chief technical officer, and board member at Boston Micromachines Corporation, a world leader in development and production of deformable mirrors (DMs) to improve resolution in microscopes and telescopes. Its products include a wide range of commercially available instruments used by major corporations and customers, ranging from modulated retroflectors for special-purpose Department of Defense applications to large-format DMs used in large telescope applications for finding earth-like exoplanets. BMC’s products have been successfully used in space-borne platforms and in ophthalmic imaging systems.

Dr. Bifano’s impact on innovation at BU extends far beyond his own laboratory. His mentorship has influenced the career trajectories of countless faculty and students, including multiple BU Innovators of the Year, and his leadership and efforts have led to numerous multi-year collaborations, including a five-year Cooperative Agreement for Technology Translation with the Army Research Laboratory that supported more than $30MM in Department of Defense-supplied funds used directly for translation of BU photonics technology.

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Eminent cancer physician-scientist joins Virginia Tech to lead research in Washington, D.C.

Christopher Hourigan will spearhead innovative cancer solutions at the Fralin Biomedical Research Institute Cancer Research Center in the nation's capital.

John Pastor

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A globally recognized physician-scientist who studies and treats blood cancer is joining Virginia Tech to lead cancer research in Washington, D.C., said Michael Friedlander, Virginia Tech’s vice president for health sciences and technology and executive director of the Fralin Biomedical Research Institute at VTC.

Christopher Hourigan , a senior investigator and chief of the Laboratory of Myeloid Malignancies at the National Institutes of Health, will join Virginia Tech as a professor with the institute and director of its Cancer Research Center in Washington, D.C.

“Dr. Hourigan exemplifies the prototype of a physician-scientist, integrating insights from his patient interactions directly into his fundamental and translational laboratory research,” Friedlander said. “We are extremely enthusiastic to have him join Virginia Tech and become a member of the Fralin Biomedical Research Institute team to take on this important new leadership role for our growing cancer research programs in Washington, D.C., and to further strengthen our collaborations with Carilion Clinic, Children’s National Hospital, and other health systems and universities.

The focus of the research effort, known as Fralin Biomedical Research Institute Cancer Research Center - D.C., is to bring basic, translational, clinical, and computational researchers together in the nation’s capital to focus on the shared aim of engineering cancer solutions. 

“Convening top talent like Dr. Hourigan and developing deep and diverse partnerships are key to solving our most complex global challenges,” said Virginia Tech President Tim Sands. “It’s exciting to see our vision for the university advancing across the commonwealth and in the greater Washington, D.C., metro area.” 

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“I also anticipate the innovations and insights that will emerge from Dr. Hourigan and the other Virginia Tech scientists in D.C. collaborating with the institute's cancer research teams in Roanoke as well as with our computer science and engineering colleagues at Virginia Tech’s new Innovation Campus in Alexandria,” Friedlander said.

Research will involve diverse, expert teams and national and international collaborations.

“We have the opportunity to build a new cancer research center from the ground up, focusing on getting talented and highly motivated teams working in innovative new ways to reduce the burden of suffering from cancer in the United States,” Hourigan said. “It's clear we're not doing well enough for people who are dealing with cancer, and this is our chance to come up with new ways to do better.”

The addition of Hourigan will accelerate the university’s initiatives in Washington, D.C. Newly renovated research facilities on the site of the former Walter Reed Army Medical Center on the Children’s National Research & Innovation Campus already house Fralin Biomedical Research Institute cancer research scientists Jia-Ray Yu and Kathleen Mulvaney , along with teams of researchers from the Center for Genetic Medicine Research and Rare Disease Institute of Children’s National Hospital.

Precise answers to hard questions

Hourigan’s research focuses on a high-risk form of blood cancer called acute myeloid leukemia, which annually affects about 20,000 Americans. He looks at reasons for why some people survive cancer while others end up dying, even though initially they seem to have had the same response to treatment.

“The person who's newly diagnosed with cancer and has gone through treatment will ask a reasonable question, ‘Well, what about me? I want to know what my actual likelihood of surviving is going to be and are you sure I don’t need more or different treatment?’” Hourigan said. “As an oncologist, those are often hard questions to answer. You have a lot of empathy with the person in front of you and wish we could give better, more personalized, answers. We're strongly focused on the idea that if we had better diagnostic tools to allow a precision medicine approach, we could give doctors and patients a better understanding of exactly where they are now and what’s the best thing for them to do next.”

In addition to his primary appointment with the institute, Hourigan will be a professor in the Department of Internal Medicine at the Virginia Tech Carilion School of Medicine .

Hourigan received his medical degree and research doctorates from Oxford University and completed residency and oncology fellowship training at Johns Hopkins University School of Medicine, where he was subsequently a practicing physician on the acute leukemia service and faculty member. He is board certified in hematology and medical oncology.

Prior to joining Virginia Tech, Hourigan was a senior investigator, co-director of the Myeloid Malignancies Program, and chief of the Laboratory of Myeloid Malignancies at the National Institutes of Health. 

He was awarded the Presidential Early Career Award for Scientists and Engineers, the National Institutes of Health Director’s Challenge Innovation Award, and was elected to Alpha Omega Alpha Medical Honor Society. He is a fellow of both the American College of Physicians and the Royal College of Physicians.

He looks forward to the task ahead. 

“Virginia Tech has some key strategic advantages,” Hourigan said. “It is nationally known for engineering and computational science, which are going to be increasingly important components of cancer research. I think there's also this sense of energy, innovation, engineering, and teams working across disciplines on hard problems here. And cancer is a hard problem.”

Ultimately, he wants to put cancer researchers out of business.

“I don't want there to be a need for cancer research anymore, whether that happens in my lifetime or the lifetimes of those individuals I train,” Hourigan said.  “The ultimate objective is not to have an industry of cancer research. Our focus has to be on the patient and on working hard to come up with real solutions to hard problems. It is only with research that we’ll be able to do better with cancer prevention, diagnosis, and treatment tomorrow than we currently can today. We need to have a sense of urgency and purpose because people are counting on us to come up with answers.”

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