Abstract Writing Workshop

1. Abstract Writing Workshop Ranjani Muralidharan , February 2013 Academic REU GA

2. Goals today! • Introduction • Basic components • Abstract rubric • Practice exercise • Your abstract

3. What is an Conference Abstract? • It is an concise description of an ongoing research project

4. GOAL? Make the conference attendees come to your presentation!

5. Components of an abstract • Title : Captivating title • Introduction – 1-2 sentences about why your research is important. Be bold in your opening sentence. • What is your research question, goal, aim? • Methods - Briefly explain your methods including • design of your study and experimental data • Results: What were the major findings in your research? • Overall findings in a sentence or two. • Conclusion and future directions

6. RESULTS Ongoing Research: No data yet: By this method we will be able to….. You can be predictive Completed Research: By this method we have….. BUT THE VOICE HAS TO BE ACTIVE AND OPTIMISTIC!

7. Points to remember! Always stick to the word limit. Once you have your first draft, revise, revise and revise Keep a general tone throughout the abstract FEEDBACK! - from someone not in chemistry

8. Castle conference /UG colloquium • Castle conference • http://chemistry.usf.edu/castle/ • Deadline is MARCH 20 2013, Registration is open! • Undergraduate Colloquium • http://lib.usf.edu/undergraduate-research/arts-colloquium/application/ • Deadline is MARCH 1 2013.

9. RUBRIC • Background/Introduction • Goal/Aim • Methods • Results/Findings/Expectations • Conclusions/Future Implications/ Future Research

10. Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction. However, their role in laboratory instruction education has too often been overlooked in educational research. This presentation reports on a cross-case analysis of two studies designed to investigate how graduate students in two independent and very different learning environments constructed their GTA self-image and what factors contributed to this process. Thirteen GTAs from an expository-based program and eleven GTAs from an inquiry-based program participated in this study. Findings suggest that GTAs' construction of their self-image is shaped through the interaction of several factors: prior experiences, training, beliefs about the nature of knowledge and laboratory work, and involvement in the laboratory setting. Findings from this study can assist introductory chemistry laboratory instructors and coordinators to re-consider, when applicable, their GTA training and continuous support, and may place laboratory reform in a new light of appreciation.

11. Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction. However, their role in laboratory instruction education has too often been overlooked in educational research. This presentation reports on a cross-case analysis of two studies designed to investigate how graduate students in two independent and very different learning environments constructed their GTA self-image and what factors contributed to this process. Thirteen GTAs from an expository-based program and eleven GTAs from an inquiry-based program participated in this study. Findings suggest that GTAs' construction of their self-image is shaped through the interaction of several factors: prior experiences, training, beliefs about the nature of knowledge and laboratory work, and involvement in the laboratory setting.Findings from this study can assist introductory chemistry laboratory instructors and coordinators to re-consider, when applicable, their GTA training and continuous support, and may place laboratory reform in a new light of appreciation.

12. Acknowledgement Dr. Richard Pollenz, Professor & Associate Dean, Director Office For Undergraduate Research

13. Thank You!