Summer Undergraduate Research Fellowship

Program Learning Outcomes

Upon completion of the SURF program, student fellows will:

1. Conduct Research:

a) Identify relevant research methods as appropriate to their discipline, and explain how these research methods apply to their research project
b) Collect and validate reliable data according to the professional standards of the discipline
c) Apply research methodologies at an advanced undergraduate level

2. Evaluate Evidence and Data:

a) Demonstrate an advanced ability to organize, analyze, and synthesize research according to disciplinary standards
b) Identify discipline-specific problems and what is valued in making a contribution to the discipline
c) Challenge established thinking when appropriate

3. Communicate and Share Results:

a) Articulate research findings and methodologies with an awareness of disciplinary, (or) ethical, (or) social and cultural issues
b) Articulate findings to both specialized and general audiences, adapting language and terminology as needed
c) Create clear arguments about research findings and their significance/potential significance, using discipline-specific conventions and language
d) Write descriptively and analytically in an appropriate disciplinary format

4. Collaborate with Faculty and Other Researchers, in order to Problem-Solve:

a) Work independently and identify when guidance and feedback are required
b) Accept and adapt from unforeseen set-backs, showing flexibility and willingness to try again
c) Troubleshoot problems creatively, searching for and evaluating more effective approaches
d) Accept and implement constructive feedback with professionalism
e) Demonstrate a high level of professionalism and an appropriately academic demeanor in presentations and SURF activities

1. SURF Requires a Full-Time Commitment: Student fellows are expected to make a full-time commitment to the research program, working approximately 27-35 hours per week for the entire 10 weeks of the program. Because of the time commitment required to be successful as a SURF fellow, students are strongly discouraged from obtaining external employment that may interfere with the fellowship.

2. Most Work Takes Place On-Campus: In general, the program is designed to give students the opportunity to conduct specialized research on-campus throughout the summer. However, some projects may require short-term excursions off campus, while others may be best completed at a field location (such as on-site data gathering, or archival/archeological research). Regardless of the site/location, student fellows are expected to commit to the program full time, working about 27-35 hours per week, for the 10-week program.  The committee recognizes that disciplinary differences may make off-campus research more advantageous, and we welcome proposals that consider how to best make use of the time allotted for research. If a SURF faculty-mentor team plans to deviate from the typical on-campus research experience, these factors should be addressed and sufficiently justified in the application and MOU. The committee is willing to consider innovative approaches to the SURF research experience, and will make determinations on a case-by-case basis.

3. Fellows Will Engage the Community: SURF fellows interact with the local and on-campus community in a variety of ways, throughout the 10-week session and beyond. Approximately every three weeks through the summer session, all SURF fellows will gather together for informal conversations of their research and progress. These informal discussions provide an opportunity to learn about each other’s research and challenges, and converse in a scholarly way amongst peers. Building from these conversations, SURF fellows will make two more formal presentations of their work: a 15-20 min. oral presentation at the end of the SURF session, and a poster session in October for the campus community. Finally, student fellows will also have the opportunity to participate in professional development sessions on topics such as elevator pitches, writing abstracts, creating research posters, perfecting resumes, and other related items.

4. Fellows Should Maintain Professionalism: It is expected that fellows will maintain high degrees of professionalism throughout the program. Student fellows must abide by all campus policies and student code of conduct policies while representing MU and the SURF program. SURF fellows often interact with members of the public and other constituents in carrying out their research plans. Significant breach of these policies and/or programmatic rules, or failing to complete the minimum hours or deliverables required during the fellowship, may result in dismissal from the program and forfeiture of any remaining stipend.

Deliverables:

It is expected that SURF projects will result in a substantial production of knowledge, enabling the student to make thesis-driven conclusions, supported by evidence that has been gathered and analyzed through dedicated and rigorous research. The format for this product may vary by discipline, and should ultimately be determined through conversation with the faculty mentor. Possible outputs might include a 20-30p analytical paper, a substantial presentation designed for a professional conference, an extended literature review, a drafted grant application, or draft Type 2 or 3 IRB application with annotated bibliography. In crafting a proposal, faculty-mentor teams should consider the scope of work to be completed over the course of the 10-week session, and what is reasonable for the student to complete in approximately 300 hours. Your proposal should clearly indicate the expected output / deliverables for the SURF research project. Fellows will also be expected to submit these SURF research deliverables to Misericordia's Digital Commons.

In addition, SURF fellows will be asked to submit an electronic portfolio of documents substantiating the professional skills acquired through completion of the program. The SURF portfolio should be submitted no later than August 15, and include the following:

1. A copy of the student’s professional CV / Resume.
2. A one-page professional letter of application (for graduate school, an REU, job, or grant); OR a conference submission and abstract
3. A recorded elevator pitch / speech describing the project, or script for the same
4. A PDF copy of the student’s research poster (must be submitted no later than September 15), which will also be included in Misericordia’s Institutional Repository.

Eligibility & Application Information

Student eligibility requirements include:

• Minimum 15 credits earned at the time of application
• Suggested Minimum 3.0 GPA overall. Students with GPAs below 3.0 may be considered, however. In such cases, faculty mentors should address, in the application materials, why the student is a good candidate for an undergraduate research experience despite a low GPA.
• Priority will be given to first-time participants
• Students who are scheduled to graduate prior to the end of the SURF session that year may not apply.

Application Information:

The SURF Steering Committee reviews completed applications from each SURF team, generally consisting of one faculty member and one student each. It is expected that the team will develop the application together. Applications will be judged on the quality of the research plan, including the scope of work and proposed deliverables; the potential for student learning & development; and potential contributions to the discipline/field (which may include the Scholarship of Teaching & Learning).

A complete application will include:

• A completed SURF 2026 application form
• A completed Memorandum of Understanding form (MOU), signed by both parties 
• Project Description (1-2p), to be developed collaboratively between student / faculty, which should include:

o   A clear, thesis-driven research question / hypothesis, contextualized with appropriate background information for a general academic audience
o   Discussion of the proposed methodology
o   Proposed timeline for the research tasks to be completed in the summer term (this can be an estimate / rough workflow)
o   Indication of potential significance for the discipline / field of study
o   Clearly defined deliverable(s) for the summer beyond those required for the program (such as an analytical paper or similar presentation, substantial IRB application, grant application, etc.). If the project is primarily preparatory in nature, the work should still be sufficiently rigorous to qualify for SURF status.
o   How the summer project will fit into a longer project, if part of an ongoing study. If appropriate, indicate what steps have already been completed and what next steps will follow SURF
o   IRB Status: teams engaging in human-subjects research should indicate the status of your IRB application for this research. At minimum, IRB applications should be underway and approval should be in place before research can begin.

• Student letter of interest:

o   In 300 words or less, describing your desire to participate in the project, the expected outcomes / benefits of participating, and the skills / experiences that have prepared you for this undertaking. Address GPA if necessary.

• Materials Budget:

o   An itemized list of materials required to complete the project (see allowable expenses in FAQs), and a brief justification for the budget request (150 words or less). Materials budgets are not guaranteed to be funded in full.

• Additional Funding Disclosures (if relevant):

o   Students should list all funding received or requested for research, indicating project title, dates, amounts awarded / requested, and brief description of no more than 50 words for each
o   Faculty should indicate, in 50 words or less, whether they have received any funding internally or externally supporting the research project proposed to SURF.  Please also disclose any funding applications pending review.

Please complete all application materials and compile / submit as one single file (Word doc or PDF) and email to Erica Elgonitis (eelgonitis@misericordia.edu) by 5pm on March 9, 2026. If preferred, you may submit hard copies of the signature pages to the VPAA’s office. All application materials must be received by the deadline noted. Incomplete applications will not be considered.

Timeline for Award Notification:

March 9, 2026:            Applications due

April 6, 2026:               Faculty mentors and students will receive notification of acceptance to the program

April 15, 2026:             Faculty mentors and students must formally commit to the SURF 2026 program

Student FAQs

I’m interested in applying. How should I begin?

• Generally, projects may be faculty-driven or student-driven. This means that you may be selected to work with a particular faculty member on their research, or you may propose your own research project. Regardless of which path you choose, you will work with a faculty member to draft and submit a proposal together.
• Student-driven proposals: If you have an idea for a research project, great! You should inquire with faculty members in the discipline to see who might be available to mentor the project. Once you have secured a mentor, you’ll work with the mentor to develop the proposal.
• Faculty-driven proposals: Often times, faculty members need research assistants to help with their ongoing research. If you’re interested in becoming a SURF fellow but don’t have an idea for your own project, you should inquire with faculty members in your program or courses to see what projects may be available. Once you have a faculty mentor identified, you will work with that faculty member to complete the proposal.

What are the Expectations for Student Researchers?

• Student fellows are expected to commit to the program full time, working about 27-35 hours per week, for the 10-week program. Students are discouraged from taking additional jobs on or off campus during the 10-week program.
• Students are expected to meet with their faculty mentors at least once per week, maintain good communication with their mentors, and address any challenges that arise in a timely fashion.
• Student fellows should also take note of the Program Requirements addressed in greater detail above, which indicate requirements for professional conduct, presentations, deliverables, etc.

What are the benefits for participating in SURF? Will I get paid? What about housing or meals?

• SURF offers undergraduate students the opportunity to develop a close working relationship with a faculty member, enhance their problem-solving abilities, and engage in advanced research within their disciplines. Students will also be able to demonstrate professional work habits, perseverance, and examples of creativity and ingenuity for graduate school applications and resumes for the work force.
• Students receive a stipend of $5,000 for the 10-week fellowship period, generally paid in two installments. The first stipend payment will be at the end of June/beginning of July, while the second stipend will be paid on the last day of the program. Selected students will receive more specific information about payroll closer to the program start.
• Free campus housing will be offered to all SURF fellows who submit a request by April 14. Students should indicate their wish to use on-campus housing on their SURF application. Please note that there is no meal plan for SURF; students are responsible for all their own meals during the program.

Can my participation in the SURF program be used for credit?

• No. While some programs may require research experiences as part of the curriculum, or internships that closely parallel the fellowship experience, students may not receive academic credit for SURF participation, under any circumstances.

I’ve participated in SURF before. Can I participate again?

•  Yes, you are eligible to participate in SURF multiple times, however preference is given to first-time fellows during the selection process.

I have a family vacation / appointment / other obligation that might keep me from fully participating. What should I do?

• Students are responsible for communicating minor scheduling issues with their faculty mentors, and making up missed hours promptly. Prolonged vacations, or other obligations that would impede the student’s ability to complete the required research in a timely fashion, should be fully considered prior to applying to the program. Faculty-mentor teams that have concerns, etc. should address them to the SURF program director as soon as possible. 

Faculty FAQs
 

Will I be compensated for SURF?

• Yes, for the 2026 term faculty will receive $1,500 for their successful mentorship of SURF students.

I’m interested in mentoring a student research fellow. How can I get started?

• Generally, projects may be faculty-driven or student-driven.

o    Student-driven proposals: Students may propose research topics / projects either within or related to their disciplinary areas of study. These students should approach relevant faculty members to secure a mentor for the summer project.
o    Faculty-driven proposals: Faculty members are also encouraged to propose projects that would further, supplement, and / or enhance their own research agendas.  Faculty should reach out to a student in their area of interest or major and inquire about the possibility of SURF participation.

• Faculty members should independently identify and vet potential students to serve as their SURF fellows.

What are the Expectations for Student Researchers?

• Selected student researchers are expected to commit to the program full-time, working approx. 27-35 hours per week, for the entire 10 weeks of the program. Students should arrange their weekly schedules with faculty mentors, and are discouraged from obtaining external employment that may interfere with the fellowship. Students are expected to meet with their faculty mentors at least once per week and to adhere to the other programmatic requirements, including presentations and deliverables, outlined above.

What are the Expectations for Faculty Mentors?

• Faculty mentors play an important and integral role in ensuring the success of the SURF program. We depend upon faculty to support and manage their research fellows, and to alert the Program Director when major issues arise.
• Mentors should regularly communicate with, and properly scaffold, their fellows by meeting with them frequently (i.e. minimum of once per week).
• Mentors should oversee logistical matters pertaining to the project implementation, including acquiring supplies, assisting with / procuring IRB approval (if necessary), scheduling lab space, and related items that may arise.
• Faculty mentors should attend and participate in the entire oral presentation day session in August, as well as the Fall poster presentations. Mentors may also be asked to serve as “reviewers” for assessment purposes.

What Type of Projects will be Selected for Participation?

Across all disciplines, SURF projects share a focus on intellectual engagement through rigorous, thesis-driven research, akin to the work performed by advanced undergraduates and early-career graduate students. These projects may be:

• Preparatory research, such as background research and reading, designing experiments, prepping IRB application, or prepping a grant application
• Original research for a complete project, where students / faculty establish research questions, select methodologies, collect data / evidence, analyze findings, and draft conclusions
• Succinct segments in a longer, ongoing research project
• Faculty-Driven or Student-Driven: projects could be proposed by a faculty member, driven by the faculty member’s research; or students might propose a project and seek out a faculty mentor

Faculty members and students from diverse disciplines across the institution are invited to apply. SURF Steering Committee Members are happy to discuss potential projects with interested faculty.
 

What can I request through the Materials Budget?

• This might include essential equipment, chemicals, biological materials, and technology for gathering and analyzing data. If travel to archives and / or off-site research locations is necessary, these monies may also be used to subsidize that travel. Materials funds are limited however, and budgetary requests may only be partially funded. Faculty are thus encouraged to pursue other types of funding alongside SURF.

Can I request multiple SURF fellows for my own project, or mentor multiple student-driven projects?

• It is expected that most faculty-student teams will consist of one faculty member and one student. However, there may be situations where multiple fellows would be preferred, due to the nature / volume of the research required or the scope of the larger / ongoing project. Such requests will be treated on a case-by-case basis as funding permits. Regardless, requests for multiple students / fellows should be sufficiently justified (i.e. each student will need their own applications and succinct project segments, etc. that are sufficiently rigorous). Faculty mentors should include this justification as part of the project description.
• In the event that a faculty member requests multiple fellows, the faculty member should be attentive to organize the fellows and manage each project segment to keep things moving in a timely fashion.
• Faculty mentors may be allowed to mentor multiple student-initiated projects, if needed.

Are there other stipulations?

SURF Fellows may not be used to provide general department labor or administrative work unconnected to their SURF research, nor should they be used for course development assistance. Faculty requesting exceptions must demonstrate that all of the components of the SURF project will require significant research and will have direct learning outcomes for the Fellow.

Click on the below links to view the sample completed SURF Applications:

• Health Science
• Humanities
• Sciences

1. Student-Bella Bartashus

Department-POL
Mentor Name-Dr. Chris Stevens
Project title- Moral Hazard problem & US Foreign Policy

2. Student-Brooklyn Giovinazzo

Major/Minor-POL
Mentor Name-Ms. Stacy Wittrock
Project title- Disentangling the relationships among gender, neighborhood disadvantage, family, depression, & delinquency

3. Student-Caroline Hopkins

Department-MTH
Mentor Name- Dr. Fanchao Meng
Project title- The Application of Language Leaning Models for Accessibility in Communication

4. Student-Raine Kelly

Department-BIO
Mentor Name- Dr. Angela Asirvatham
Project title- Do microplastics affect growth patterns of placental cells?

5. Student- Ava Laukaitis

Department- Dr. Glenn Tellis
Mentor Name-SLP
Project title- Psychophysiological Responses to VR Speech Scenarios: A Comparative Analysis of People Who Stutter vs. Typically Fluent Speakers

6. Student-Colleen McGill

Department-OT
Mentor Name-Dr. Lori Charney
Project title- OT's role in Sensory inclusive space design

7. Student- Bennett McNamara

Department- BUS
Mentor Names- Drs. David Gargone & Josh Winneker
Project title- Inequity and Antitrust: Implications of NBA Trades on the Collective Bargaining Agreement

8. Student- Jyanna Mendola

Department-BIO
Mentor Name- Dr. Angela Asirvatham
Project title- Does cyclic AMP stimulate the secretion of anti-inflammatory cytokines during cell injury?

9. Student- Cody Palubinsky

Department- BIO
Mentor Name- Dr. Linda Auker
Project title- Combined effects of microplastics and parasite infection on NEPA fish physiology

10. Student- Alexandra Rogers

Department- SLP
Mentor Name- Dr. Chitrali Mamlekar
Project title- Exploring Physician Perspectives on the Challenges and Communication Approaches When Communicating with People with Aphasia

11. Student- Victoria Slusark

Department-SLP
Mentor Name- Ms. Erin Roberts
Project title- Graduate Students' Perspectives on Essential Skills & Traits for Speech-Language Pathologists

12. Student- Vivian Wright

Department- HIS
Mentor Name- Dr. Jennifer Black
Project title- Queer Life in Nineteenth-Century America

Riley Coon

Major/Minor: Early Education and Special Education

Mentor Names: Dr. Colleen Duffy and Dr. Bobbi Yeager

Project title: Assessing Danielson’s Fourth Domain through the Use of Mixed-reality Scenarios

Bridget Ferris

Major/Minor: Occupational Science

Mentor Name: Dr. Lori Charney

Project title: Inclusivity and Sensory Environments: A Scoping Review

Brooklyn Giovinazzo

Major/Minor: GLNS

Mentor Name: Dr. Chris Stevens

Project title: U.S. Grand Strategy: Concept and Application

Alexandra Long

Major/Minor: Speech-Language Pathology

Mentor Name: Dr. Cari Tellis

Project title: Developing a Symptom and Severity Index for Inducible Laryngeal Obstruction

Erin McGee

Major/Minor: History/Accounting

Mentor Name: Dr. Josh Winneker

Project title: To Pump or Not to Pump: A Global Analysis on the Laws of Methods of Gasoline Delivery

Emily Nichols

Major/Minor: Biology/Environmental Studies with a minor in Philosophy & Chemistry

Mentor Name: Dr. Linda Auker

Project title: Evaluating microplastics presence, quality, and quantity in store-bought bivalve mollusks in NEPA

Olivia Olley

Major/Minor: Speech-Language Pathology/Psychology

Mentor Name: Dr. Chitrali Mamlekar

Project title: Communicating with Individuals with Aphasia: Caregiver Perspectives

Riley Piontkowski

Major/Minor: Sport Management

Mentor Name: Dr. David Gargone and Dr. Josh Winneker

Project title: State-by-State Analysis of Pre-Injury Waivers of Liability: Legal Frameworks, Variations, and Implications for Risk Management in Sport

Michaela Raub

Major/Minor: Speech-Language Pathology

Mentor Name: Ms. Erin Roberts

Project title: Evaluating SLP Students’ Knowledge of Gestalt Language Processing

Ava Rockey

Major/Minor: Speech-Language Pathology/Statistics

Mentor Name: Dr. Cari Tellis

Project title: How do breath capacity and speech rate affect acoustic and aerodynamic measures of voice?

Rachael Sennett

Major/Minor: Biology/Chemistry/Psychology

Mentor Name: Dr. Angela Asirvatham

Project title: The Effect of BPF on RT4 Schwannoma Cancer Cells

Madeline Solomon

Major/Minor: Biology/Chemistry

Mentor Name: Dr. Angela Asirvatham

Project title: The effects of Bisphenol S on glial cells of the peripheral nervous system

Vivian Wright

Major/Minor: History Secondary Education

Mentor Name: Dr. Stephen Broskoske

Project title: Effects of Test Formats on Long-Term Retention

Samantha Delmar
“How does eye contact during stuttered speech effect a listener’s comfort levels?
Data from neurological, psychophysical and surveyed responses.”
Glen Tellis, Ph.D., Department of Speech-Language Pathology

Jack Hopkins
“Why Colleges Partnering with Sportsbooks is now Illegal and where
Fledgling Athletic Departments could go from here ”
David Gargone, Ed.D. and Joshua Winneker, J.D., Department of Business

Erin McGee
“Mapping Historic Scranton”
Jennifer Black, Ph.D., Department of History and Government

Michaela Raub
“Factors impacting clinical performance in Speech-Language Pathology graduate students.”
Erin Roberts, M.S., Department of Speech-Language Pathology

Mackenzie Wilcox
“The Location of NF-kB, TNF-α, and AKAP95 in lipopolysaccharide treated Schwann cells.”
Angela Asirvatham, Ph.D., Department of Biology

Nicholas Wilde
“Does lipopolysaccharide influence phosphorylation of Akt/Protein Kinase B signaling in Schwann cells?”
Angela Asirvatham, Ph.D., Department of Biology

 

Jennifer M. Black, Ph.D
Associate Professor of History and Government

Mapping Historic Scranton: Through Settlement, Industrialization, and Modern Day

Click here to view project

Siwar Abdo
Tania Hazra, Ph.D.
Population Modeling and Covid 19 comparison

Faith Foster
Glen Tellis, Ph.D., CCC-SLP
A Comprehensive Source for the Assessment and Treatment of Fluency Disorders

Katherine Kraecker
Linda Auker, Ph.D.
Mapping the Invasive Japanese Barberry Plant in Northeastern Pennsylvania

Stephanie Maines
Cari Tellis, Ph.D., CCC-SLP
fNIRS: Measuring Hemodynamic Response Time in Speech Production Tasks with Varying Stimulus Durations

Emily Sugrue
Linda Auker, Ph.D.
The impact of Japanese Barberry Plants on Soil pH and Microbiol Diversity

Caitlyn Henry
Angela Asirvatham, B.V.Sc., Ph.D.
Simulation for an Inflammatory Model Using Schwann Cells

Peyton Kimmel
Angela Asirvatham, B.V.Sc., Ph.D.
The effects of Creatine on Schwann Cell Proliferation and AKAP 148

Mackenzie Wilcox
Angela Asirvatham, B.V.Sc., Ph.D.
Effect of Creatine on LPS Stimulated Schwann Cells

Karina Renee
Rebecca Steinberger, Ph.D.
The French Queens of the of the Renaissance History Plays

Michael Shuman
Cosima Wiese, Ph.D.
Analysis and Comparison of Water Quality in Lake and River Water Systems

Jacob Thomas
Cari Tellis, Ph.D., CCC-SLP
Individuals' Ability to Perceptually Differentiate the Aryepiglottic Sphincter Figure Conditions

Alyssya Raczkowski
Linda Auker, Ph.D.
The Effect of Zebr Mussel Epibiont on Burrowing Rates on Freshwater Unionids

Caitlyn Henry
Angela Asirvatham, Ph.D.
Simulation of an Inflammatory Model Using Schwann Cells

Peyton Kimmel
Angela Asirvatham, Ph.D.
The effects of Creatine on Schwann Cell Proliferation and AKAP 149

Sara Abdo
Frank DiPino, Ph.D.
The Effects of CRISPR associated Cas9 Protein in Mutated MLH1 in Saccharomyces Cerevisiae

Kyle Bohlin
Anna Fedor, Ph.D.
Investigating the Role of Polyphenols in Digestive Health using Extraction and Characterization Methods With Merlot Red Wine Flour

William Fauntelroy
Anna Fedor, Ph.D.
Analyzing and Characterizing the Chemical Effects of Polyphenols extracted from Berries on Digestive Enzymes using Experiment and Computational Methodology

Tara Sweeney
Anna Fedor, Ph.D.
It's Easy Being Green! Modernizing Alternative Energy Experiments in First-Year Chemistry Courses Using a Biocatalyst

Kaitlyn Bigos
Tania Hazra, Ph.D.
Modeling the Spread of COVID-19 in the U.S. using RStudio

Rodrigo Da Luz Vani
Matthew Swanson, Ph.D.
Zen's Concept of Interbeing as an Alternative View of the Here and the Now

Erika Golik
Jennifer Dessoye, OTD
Go Baby Go: Impact of Independent Mobility on Child Development 

Kendall Williams
Maureen Cech, MA, MLS
Local Nursing History in the Archives

Quinn Kelley
Glen Tellis, Ph.D.
What Digital Technologies do Speech-Language
Pathology Student Clinicians Use in Assessing and Treating Fluency Disorders? Data From Survey Responses

Jillian Scanlon
Glen Tellis, Ph.D.
What digital technologies do professionals use in assessing and
treating fluency disorders?

Stephanie Maines
Cari Tellis, Ph.D.
Analyzing the Perceived Effort of Clients in Voice Therapy

Jacob Thomas
Cari Tellis, Ph.D.
Acoustic and Aerodynamic Variables Used to Differentiate Estill
Figure Conditions

Amanda Bohn
Angela Asirvatham, Ph.D.
The Effect of Schwann Cell Growth Factors on Merlin Expression

Kyle Kenney
Angela Asirvatham, Ph.D.
The Effect of Rolipram, a Selective Phosphodiesterase Inhibitor, on Immortalized Schwann Cell Proliferation

Kyra Gryzmski
Anna Fedor, Ph.D.
Determining the Effects of Metabolism on Green Tea Polyphenols Using Computational Methods

Gianna Williams
Beth Haas, Ph.D.
It’s the Fizz: Investigating Bath Bomb Reaction Rates via pH

Alex Brody
John Morgan, Ph.D.
Green Chemistry: The Oxidation of Benzaldehyde without using Heavy Metal Oxidants

Sidney Kabinoff
Kriszta Sajber, Ph.D.
A Deleterious Behavior of Being in Autonomy

Alexis Wyandt
Charles Saladino, Ph.D.
A Comparison of Luminometry vs. Fluorimetry in Assessing the Structural/ Functional and Thermal Properties of Antioxidants

Nico Araneta
George W. Shea IV, Ph.D.
Machiavellian Tactics and It’s Toxic Effect on Contemporary Democracy

Noni Silas
Rebecca Steinberger, Ph.D.
Barbara Soyka: The Importance of the Arts and Humanities at Misericordia

Hunter Glidewell
Christopher Stevens, Ph.D.
U.S. National Security: An Examination of Grand Strategy and Nuclear Proliferation

Ian Silfies
Christopher Stevens, Ph.D.
The Consequences of Foreign Trade

Lindsay Kane
Steven J. Tedford, Ph.D.
Expected Pond Size in a Game of Go Fish

Chantal Whiteduck
Cari Tellis, Ph.D.
Implicit Explicit Approach to Voice Training in Children

Quinn Kelley
Glen Tellis, Ph.D.
Psychophysiological and Cortical Responses of Listeners Observing Persons Who Stutter Self Disclose

Kelsey Hadsall
Orley A. Templeton, OTD, OTR/L
Integrating Community Based Clinical Practice into and Academic Curriculum