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Call for Abstracts: Research in the Rotunda Undergraduate Research Submissions
A maximum of six (6) undergraduate research posters will be selected to participate in the Freshwater Collaborative of Wisconsin section at Research in the Rotunda on April 2, 2025. Multiple students may present one poster; in fact, collaborative teams are encouraged!
Students are required to fill out and submit the form below to be considered for selection. Deadline to submit is Wednesday, Oct. 9, 2024.
Please note that the Freshwater Collaborative does not have additional funding for student travel. Costs will need to be covered by the original grant or the student’s home university. Faculty should work with their Offices of Undergraduate Research/Sponsored Research to help coordinate student travel.
Selection Criteria
- Students must have conducted research funded by the Freshwater Collaborative during 2024. (This includes Freshwater@UW students).
- Students must not have presented at Research in the Rotunda in the past.
- Students must be enrolled at one of the Universities of Wisconsin.
- Priority will be given to posters from collaborative teams representing more than one university.
- Priority will be given to students who will be graduating in 2025.
- Students must be able to attend the event on April 2.
- Other criteria may be deemed necessary depending upon the number of submissions.
If you have questions, please email freshwater-collab@uwm.edu.
Research in the Rotunda 2025 Submissions
Student Profiles: PFAS Training and Mentoring
Through a collaborative research project, three undergraduate students from UW-Stevens Point and a doctoral student from UW-Milwaukee are developing and testing state-of-the-art technologies for addressing PFAS contamination.
The students were hired to work on a three-year grant, Development of a Collaborative Undergraduate Research Experience to Improve Per- and Polyfluoroalkyl (PFAS) Adsorption in Nanoporous Solids. More about the project here.
Here’s what they had to say about their experience so far.
- Brody Berens, UW-Stevens Point, Chemistry Major, Anticipated Graduation May 2026
- Jackson Mikel, UW-Stevens Point, Chemical Engineering Major, Anticipated Graduation, May 2025
- Grace Versnik, UW-Stevens Point, Biochemistry Major, Anticipated Graduation, May 2027
- Wenxin Zhang, UW-Milwaukee, Third-Year PhD Student
What interested you about PFAS research?
Berens: How PFAS interact with metal organic frameworks (MOF-808-xx).
Mikel: The fact that it involved the use of emerging technologies and may have an impact on legislation.
Versnik: I have family in an area that had been previously affected by the high levels of PFAS, so being able to work with and learn about PFAS has allowed me to learn how these chemicals work.
Zhang: I was drawn to this area of study due to the significant environmental and health implications of PFAS contamination. The opportunity to contribute to such a critical field and potentially make a difference is what initially sparked my interest.
What are your responsibilities for this research project?
Berens: I test MOFs to see how well they adsorb different kinds of PFAS via a standard addition method through Nuclear Magnetic Resonance. Then I isolate the MOF after it has been adsorbed with PFAS and run it through a test to test its structure, and qualitative test to see if PFAS is on the node.
Mikel: Ensuring all data and experimentation is documented and performed in a safe manner. Proper disposal of hazardous waste.
Versnik: I make sure all PFAS products are handled carefully and disposed of in a proper manner, while ensuring all contaminated equipment is properly cleaned. I also make sure all data regarding PFAS experiments is recorded and saved from instruments that we use.
Zhang: In this project, my responsibilities are varied and involve everything from conducting experiments of PFAS adsorption to analyzing data and mentoring the undergraduate students who are part of the research team.
What have you learned from participating?
Berens: I have learned countless number of new lab skills and become accustomed to different types of NMR detection such as F19 and become accustomed to PXRD, SDT and proper synthesis techniques for MOF-808.
Mikel: A variety of scientific techniques as well as how to develop of methods for scientific testing.
Versnik: I have learned about the many different types of PFAS and how certain procedures work better for certain PFAS than others, and I have been able to develop my skills on scientific instruments.
Zhang: Being a mentor has provided me with an invaluable experience. It has allowed me to develop leadership skills and gain new perspectives through the fresh ideas and enthusiasm that the undergraduates bring to the table.
What has been your favorite part? Has anything surprised you?
Berens: My favorite part would be what this research will do for society one day, giving us a chance to remove harmful PFAS. Chemistry always surprises me even when things work. The unexpected is very common in MOF synthesis.
Mikel: My favorite part was learning about aspects of chemistry that I would normally not be involved with. The main thing that has surprised me is how often experiments do not go as planned.
Versnik: My favorite part has been using instruments that I would not have used until higher level courses or chemistry electives. I don’t think I’ve been surprised by anything, but the efforts to remove PFAS from the environment have amazed me.
Zhang: During hosting the visiting undergraduates from UW-Stevens Point, my favorite part of was the collaborative atmosphere. Working closely with Dr. Mondloch and his students has been incredibly motivating and has enhanced my understanding of teamwork in a scientific setting, and we shared different ideas in this project.
What are your career goals and how will this research experience help you develop the skills needed to attain them?
Berens: My career goals are undecided at this moment. Graduate school or entering the workforce will be my next stop after my bachelor’s degree. This research has given me loads of experience, helping me to become more confident in lab and opening avenues for future employment or graduate programs.
Mikel: My career goal is to work at an engineering contracting/consulting company that is involved with water or pollutant treatment at a facility or site. The research symposiums that I have participated in have given me the opportunity to improve my social skills when explaining topics to interested parties with differing levels of knowledge.
Versnik: I hope to continue with my schooling into graduate school then further my career in research. I have been able to assist with the development of experimental procedures, learned about the importance of documenting and reporting findings and results. This has helped me to develop the necessary independent laboratory skills and has allowed me to collaborate and work with people who are experts in their field.
Zhang: Overall, this project has not only deepened my knowledge of PFAS but also reinforced my passion for research to contributing positively to society through science.
Analyzing the Viability of Surface-Enhanced Raman Spectroscopy for the Accessible Detection of Toxic “Forever Chemicals” (PFAS) in Drinking Water
The 2024 Research in the Rotunda featured 16 Freshwater Collaborative-funded research projects. Students shared more about their experience.
Student: Andrew Glasgow
University: UW-Madison
Major: Civil and Environmental Engineering, Environmental Emphasis
Graduation date: December 2023
Mentor: Haoran Wei
Summarize the research and your role.
The research was aimed at developing a novel, innovative approach for detecting per- and polyfluoroalkyl substances (PFAS) in drinking water. Despite PFAS exposure’s strong links to various cancers and other health effects, current PFAS detection approaches are very expensive and time-consuming, rendering them inaccessible to many communities — especially marginalized groups and those without financial resources. This inaccessibility is made even more pressing because marginalized communities are more likely to be continually exposed to high levels of PFAS in their drinking water.
Together with my advisors, Hanwei Wang and Dr. Haoran Wei, I worked to assess the viability of surface-enhanced Raman spectroscopy (SERS) as a low-cost approach for the rapid detection of PFAS in drinking water. My role consisted of preparing, testing, and analyzing experimental data for different PFAS species, to determine if our experimental approach could help detect various compounds. I likewise had the unique opportunity to choose many of the next steps for experimental and variable analysis, and gained experience with advanced scientific instrumentation (e.g., scanning electron microscopy). Much of my work during the research program was accomplished in an independent manner, with my advisors being available for consultation as needed.
What skills have you gained?
The most valuable skill was gaining a strong comfort with the research process. Most of my prior research work had been “automatic,” with next steps being self-evident due to the nature of the experiments. My PFAS research through the SROP required a much more intensive and nuanced approach, as a slew of confounding variables (e.g., chemical properties) could potentially be influencing the results we obtained. Learning to trace and navigate the potential influence of these factors was an arduous process at first, but one that I believe made me a much more versatile researcher.
What was your favorite part of this project?
My favorite part was the opportunity to connect with like-minded individuals who are passionate about research that impacts the environment and society. Over the summer, one graduate student shared with me the importance of developing friendships with one’s coworkers, as they serve as a powerful motivator when the research process inevitably becomes discouraging. I found this piece of wisdom to be unequivocally true through my summer research experience and hope to continue to apply it during my future research endeavors.
What are your plans after graduate?
In autumn 2024, I will begin pursuing a Ph.D. in Environmental Engineering at Virginia Tech. In the interim between my graduation and the start of my doctoral studies, I have been working as a research assistant in two laboratories to gain additional experience with PFAS and contaminant research. Career-wise, I hope to become an environmental chemistry professor, to improve public health through the development of novel detection and treatment approaches for contaminants.
How will this experience help you attain your career goals?
This experience has provided me with significant knowledge and skills that will allow me to navigate graduate school and a career in the environmental chemistry field more easily. The experience solidified my dedication to scientific research that can improve society. For example, a true hope of mine one day is to aid in addressing the widespread and marked PFAS contamination in Okinawa, Japan. This goal stems directly from my research through the SROP, as the experience allowed me to fully realize my passion for research that can tangibly address severe environmental injustices.
Smart Farming and Precision Agriculture
The 2024 Research in the Rotunda featured 16 Freshwater Collaborative-funded research projects. Students shared more about their experience.
Aiden Drew and Josh Pederson created a video about their work. Watch the video.
Below is a Q&A with Aiden Drew.
Student: Aiden Drew
University: UW-Stout
Major: Applied Mathematics and Computer Science
Expected graduation date: May 2025
Mentors: Ahmed Elmagrous, Saleh Alneali, Keith Wojciechowski
Summarize the research and your role.
My research is on smart farming and precision agriculture. My role is to develop new ideas and build prototypes of new technologies that would be useful for growers. One of these technologies is a weather box that is placed in the grower’s field, which captures real-time data and sends it back to the grower by a mobile app.
What skills did you learn?
I have learned important team-oriented skills like team communication and time effectiveness. I am able to be creative in the way I approach a problem. There are no wrong answers, just ideas.
What are some of the opportunities you’ve had because of this research?
I’ve been able to attend different research conferences. At these conferences, I’m not only able share my research, but I also receive good questions/feedback from outside perspectives.
What kind of career do you hope to go into after graduation?
I hope to go into data science/analysis, where I can use different mathematical methods to approach data visualization.
How will this experience help you attain your career goals?
I am able to work with large sums of data, where I can learn new ways to approach data analysis/visualization. Working with experts in the field, I am able to learn from the best in terms of how to tackle different scenarios with math.
Sex Based Spawning Behavior Differences in Lake Michigan Walleye
The 2024 Research in the Rotunda featured 16 Freshwater Collaborative-funded research projects. Students shared more about their experience.
Student: Carly Phalen
University: UW-Madison
Major: Wildlife Ecology with a certificate in Environmental Studies
Expected graduation date: December 2024
Mentor: Dan Isermann, UW-Stevens Point
Summarize the research and your role.
My role as an intern was to assist on a diverse array of graduate projects, including trout sampling in streams, conducting bass nest surveys, setting drift net arrays for sturgeon, and much more.
What skills have you gained?
Through this experience, I have acquired many skills, including electrofishing, eDNA sampling, otolith removal, drift and trawl net sampling, PIT tagging, and data analysis.
What was your favorite part of this project?
My favorite part of this experience was electrofishing for brook trout in spring ponds. These sampling sites were gorgeous, with crystal clear waters, and I enjoyed being hands on with such a beautiful fish species.
What are some of the opportunities you’ve had because of this research?
Through this experience, I was able to assist in an event at Kemp Station in which we gave kids a hands-on learning experience focused on engaging them in fisheries.
What are your plans after graduate?
After graduation, I hope to have a conservation-based career. I’m hoping to have a career conserving reptiles and amphibians.
This experience gave me many new skills necessary for a career in wildlife ecology, including a season conducting field research and data analysis. I believe these will be especially useful for my future, since I am planning on going to graduate school.
Steamer NIAGARA: Her Demise, Her Artifacts, and Her Significance
The 2024 Research in the Rotunda featured 16 Freshwater Collaborative-funded research projects. Students shared more about their experience.
Student: Nick Quaney
University: UW-Milwaukee
Major: History with a minor in English and a certificate in Celtic Studies
Expected graduation date: May 2025
Mentor: Kevin Cullen, Wisconsin Maritime Museum
Summarize the research and your role.
My research was at the Wisconsin Maritime Museum, going through their shipwreck artifact collection, specifically artifacts from the steamer NIAGARA, and researching maker’s marks. I was the only student researcher, working under the collections manager and curator.
What skills did you learn?
I learned quite a bit about the many databases on maker’s marks, specifically British manufacture during the mid-19th century, the requirements, and procedures on how to handle artifacts, as well as the practical and less-flashy information on how museums operate, the structure of personnel and operations, and the making of museum exhibits.
What has been your favorite part about this experience?
Connecting with the museum staff and their partners at NOAA was one of my favorite parts, and the unique experience of looking at actual shipwreck artifacts.
What are some of the opportunities you’ve had because of this research?
I have had the opportunity to present my research at multiple symposia, in addition to the many connections I’ve made with academic advisors, curators, and NOAA federal employees.
What kind of career do you hope to go into after graduation?
I hope to go to graduate school for a PhD in history, with a focus on military history, and to eventually teach at a university.
How will this experience help you attain your career goals?
I have made so many connections through my research, and the people I have met are more than willing to help me achieve my goals. The skills I gained have added to not just the way I look at my own field, but also the practical application of my studies, both of which are invaluable.
Coastal Bird Use of Small Stream Mouths Along the Western Lake Michigan Shoreline
The 2024 Research in the Rotunda featured 16 Freshwater Collaborative-funded research projects. Students shared more about their experience.
Student: Sarah Baughman
University: UW-Green Bay
Major: Biology with emphasis on Conversation and Ecology
Expected graduation date: May 2025
Mentor: Erin Giese
Summarize the research and your role.
My research focused on coastal bird use of small to medium-sized stream mouths along the western Lake Michigan shoreline. The findings of this project are intended to inform restoration projects and contribute to research on lesser known and understudied creeks and streams around the Great Lakes. I took part in all phases of this project, so I was able to gain experience with proposal development, volunteer outreach and coordinating, site scouting, surveying, data collection and analysis, report writing, and presentation of results.
What skills did you learn?
As an undergraduate student, I’ve had the privilege of holding a variety of roles in this project and I learned something with each phase. I gained experience with writing a proposal, communicating with advisors and volunteers, and protocol development. I gained self-confidence as I navigated communicating the goals of this project to others and asking for access to private lands. My bird identification skills have increased, and I have felt capable of joining other bird-related research projects. In presenting at Research in the Rotunda, I was able to break through anxieties about public speaking, and I am now a more confident and thorough communicator. All of this to say: I have learned so much.
What has been your favorite part about this experience?
Seeing my personal evolution from the start of this project to the present and encouraging other students to embrace similar opportunities.
What are some of the opportunities you’ve had because of this research?
Bird researcher for the Great Lakes Coastal Wetland Monitoring Program; student research presenter at multiple symposia and conferences including the Chancellor’s Open House in 2023; Audubon Fly-In in Washington, DC; Cat Island Piping Plover Conservation Team Member.
What kind of career do you hope to go into after graduation?
Wildlife biologist; volunteer outreach; researcher and field team leader
How will this experience help you attain your career goals?
This experience has strengthened my confidence and communication skills; a foundation I can build future career choices on. I am a more competitive undergraduate student than I would have been without this experience.