Episode Notes | Transcript | AskTheGuest
Hi Fives (5 Highlights) Click for 3-Minute Listen
Tsu-Ming Chiang is a Professor of Psychology at Georgia College & State University.
When Prof. Chiang started doing research as an undergraduate, she found she had lots of questions. They were good questions. And when the Graduate Assistants couldn’t answer her questions, they told her she should go to graduate school.
Today, Prof. Chiang runs a UG Lab in Social Emotional Development and is on the Advisory Board of the Mentored UG Research and Creative Endeavors program.
Hi-Fives from the Podcast are:
- Importance of UG Research
- Role at GCSU
- CUR’s Role
- Student Participation
- Advice for High Schoolers
Episode Notes
Episode Title: Prof. Tsu-Ming Chiang of GCSU on UG Research: Helping Students Find a Direction.
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When Prof. Chiang started doing research as an undergraduate, she found she had lots of questions. They were good questions. And when the Graduate Assistants couldn’t answer her questions, they told her she should go to graduate school.
Today, Prof. Chiang runs a UG Lab in Social Emotional Development and is on the Advisory Board of the Mentored UG Research and Creative Endeavors program.
Prof. Chiang joins us on our podcast to talk about UG Research at Georgia College, CUR’s Role, Success Stories, and Advice for High Schoolers.
In particular, we discuss the following with her:
- Prof. Tsu-Ming Chiang’s Background
- UG Research at GCSU
- Student Success Stories
- Advice for High Schoolers
Topics discussed in this episode:
- Introducing Prof. Tsu-Ming Chiang, GCSU [0:42]
- Hi Fives - Podcast Highlights [1:50]
- Professional Background [4:42]
- Importance of UG Research [9:18]
- Is Research Teachable? [11:13]
- Prof. Chiang’s UG Research Role [13:08]
- CUR’s Role [16:04]
- Faculty Participation [18:09]
- Across Disciplines [20:05]
- Student Participation [21:27]
- Success Stories [23:59]
- Skills Developed with Research [27:26]
- Helping Undecideds [29:38]
- What’s Next? [34:36]
- Advice for High Schoolers [38:13]
Our Guest: Prof. Tsu-Ming Chiang is a Professor of Psychology at Georgia College and State University. Prof. Chiang received her PhD in Psychology from the University of Wyoming.
Memorable Quote: “As a faculty mentor that it is, it is very exciting to see that your students grow. And I can observe the growth year by year.” Prof. Tsu-Ming Chiang.
Episode Transcript: Please visit Episode’s Transcript.
Similar Episodes: UG Research
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Episode Transcript
Transcript of the episode’s audio.
<Start Snippet> Tsu-Ming C 0:14
They've felt that their lives has been changed through this undergraduate research experiences. And they previously did not have a direction. And now they after the hands on experiences, they found their calling, and they found that the direction they want to pursue.
Venkat 0:42 [Introducing Prof. Tsu-Ming Chiang]
That is Tsu-Ming Chiang, Professor of Psychology at Georgia College & State University.
Hello, I am your host, Venkat Raman.
When Prof. Chiang started doing research as an undergraduate, she found she had lots of questions.
And when the Graduate Assistants couldn’t answer her questions, they told her to go to graduate school.
Today, Prof. Chiang runs a UG Lab in Social Emotional Development and is on the Advisory Board of the Mentored UG Research and Creative Endeavors program.
Venkat Raman 1:24
Prof. Chiang joins us on our podcast to talk about UG Research at Georgia College, CUR’s Role, Success Stories, and Advice for High Schoolers.
Before we jump into the podcast, here are the Hi-Fives, Five Highlights from the podcast:
Tsu Ming 1:50 [Highlights - Hi Fives]
[Importance of UG Research]
So as a faculty mentor, I believe that it is so important to help students apply not just the knowledge, but they can stimulate more innovative ideas. And also that I would like to pass on years of accumulated expertise and experience to a new generation of research to keep the torch going.
[Role at GCSU]
Also recently included in what my it's as you call it, vertically integrated projects, a VIP in short, yeah, and this is something that trying to have multiple disciplines that come together to solve some problem. So yes, I serve in different entities helping with undergraduate research efforts.
[CUR’s Role]
And CUR community is a virtual platform. And people can post and exchange ideas. I even conducted a study by posting a survey on that net current community so it helps the undergraduate research programs as well as mentors.
[Student Participation]
So far from GC journey that in fact that every discipline needs to have a capstone experience, in other words that every graduates need to have from their disciplines that the majors to have a capstone projects or programs. And but Capstone experiences are defined by disciplines.
[Advice for High Schoolers]
Don't be shy and actively to seek out faculty mentors before and when you arrive on campus. And I will say that, that you can also research what kind of undergraduate research programs that each university has, that could be a factor for them to consider before they apply for college.
Venkat Raman 4:00
These were the Hi5s, brought to you by “College Matters. Alma Matters.”
Subscribe wherever you get your podcasts.
Venkat Raman 4:11
Now, I'm sure you want to hear the entire podcast with Professor Chiang.
So without further ado, here is Professor Tsu-Ming Chiang!
-----------------
Venkat Raman 4:23
If you're ready, we can jump right into it.
Tsu Ming 4:26
Yes, I'm ready if you are.
Venkat Raman 4:28
Absolutely. So maybe the best place to start is give us a little bit about your professional background and how you got into psychology and we'll go from there.
Tsu Ming 4:42 [Professional Background]
Well sure that I'm a professor of the Department of Psychological Science at Georgia College and State University, and I received my Master of Science and PhD from the University of Wyoming in experimental and developmental psychology. He, in fact, before then that I was in Taiwan, I received my bachelor's degree in Taiwan. But before teaching at Georgia College and State University, I also taught at a private liberal arts university in North Carolina, before I received my PhD.
Venkat Raman 5:20
Wow! So how did you, How did you get into psychology or psychological science? I mean, is that something that you were interested in? Or is that something that developed as you started your undergraduate study?
Tsu Ming 5:34
Well, that actually, I often say psychology chose me. In Taiwan, that I actually was going for the medical school, and psychology, mental health and physical health tended to group together. So I got into psychology, but into neuroscience, but when I, so I actually work at the medical school for a year in pharmacology, doing more research, extracting the brands, and doing all kinds of biological science experiments. And so I was very good at apparently extracting brains, and then slice it into two small pieces. And so the faculty in the United States wanted to recruit me, for the lab. And that is the reason I came. But then, after a while, I got interested into developmental and child psychology. So I switch fill after I came to the States, so it's a long story.
Venkat Raman 6:46
No, it's fascinating. And it's quite a switch, right? I mean, from
Tsu Ming 6:51
and yes, that is the story for high school students as well, that once you explore that, you will know if this is really your calling, right? So it is okay to switch that event, even, to switch to something totally different. So that's, that's totally fine.
Venkat Raman 7:13
So just one more question on this now. Did you not enjoy what you were doing in terms of the experiments and dissecting and? Or is that that you just loved, fell in love with psychology more, developmental psychology and such?
Tsu Ming 7:33
Well, in fact, I still love neuroscience. And the reason for me to switch one of the reasons was also for practical reasons, because it is very meaningful, but But I stay in, in the lab that starting like seven o'clock sometime to midnight. So it just like, you invested a lot of time, and then there are good days and bad days, good days, meaning that the neurons continue to be alive, and you don't want to give up. And then the bad days would be that you you prep, you went to the animal colony, pick up the animal. But then the neurons did not survive, but half the day. So so that part then then the waiting game that in the lab sometimes that makes me wonder that is this meaningful? Is this something that I think that I'm contributing to, to the society in terms of understanding the how different drugs and from medications may impact on the brand? But is there something else? So I want to know is if there's something else out there that I can explore? And that's the reason why I found that. I love both of them. And I like I love my job now. So. So it is a good switch.
Venkat Raman 9:06
Where did, where did the interest, Or how did undergraduate research become important to you? Was that through your experience? Or was that something you found? Or how did you get there?
Tsu Ming 9:18 [Importance of UG Research]
Well, how, how did I get there? I think, first of all that I always believe we search keep us engaged in generating new knowledge and helping to improve the society. And as an undergraduate, I actually participate in participating in the research. And I had a lot of questions. And the graduate systems eventually actually told me, you should just go for the grad school because I cannot answer your questions and those are good questions. So so that's the part that High school students that should engage and ask questions. And also, as a developmental science scientist, I believe in using research to benefit the community. And undergraduate research is very significant to me because it provides the foundation to spark curiosity, creativity, questions, to cultivate problem solving skills. So as a faculty mentor, I believe that it is so important to help students apply. Not just the knowledge, but they can stimulate more innovative ideas. And also that I would like to pass on years of accumulated expertise and experience to a new generation of research to keep the torch going. Previous mentors that pass it on to me. So undergraduate research to me is very important. And I'm trying to pass it on to the next generations.
Venkat Raman 11:02
Do you find that research or doing research is very teachable to students? I mean, is it something that is easily taught?
Tsu Ming 11:13 [Is Research Teachable?]
When nothing is easy in higher education? Right? It's
Venkat Raman 11:16
it's doable? is what I mean, it's feasible.
Tsu Ming 11:20
It is it is that I feel like it's teachable. Yeah, but it takes time to cultivate that. So students coming to university should expect that the higher education is not just learning the classroom, not just listening to lectures and writing down notes. And but, but those basic skills are important. So I actually pass on different research ideas that during the lecture based courses, and students will approach me and said, Can I join your lab, and that it's the part that they come, they come to me asking for more. And that is the entry point that I can start teaching the motivated students, right. So and I do think that it takes a few steps, some basic skills, and then also scaffolding. So one step at a time. I often started, I often start students, if they are willing, they can start in sophomore year, to start working on undergraduate research. And then they learn from their peers that the upperclassmen as well. So the scouting process allows them to see what the research is like an inquiry step by step getting.
Venkat Raman 12:54
What kind of role are you playing within Georgia College today? Is it just for Psychological Science? Are you across the university, coordinating undergraduate research?
Tsu Ming 13:08 [Prof. Chiang’s UG Research Role]
Well, at my university that personally, I have an undergraduate research lab in social emotional development. And I also created an intervention programs to help local children and their families. This is like more than 20 years ago. So we're working with a community stakeholders that we implement the intervention program that I created to coach the emotional knowledge and social skills in young children. And through this lab, students also develop their own projects such as that, sometimes they will tell me that, do you think that parental believes has something to do with how children's social emotional skills and I say, go look up the literature and then create a project? So, they have been looking at like, is socio economic status, part of the reason and what gender believes that and Gender Socialization part of it?
And recently, like, we all know, the COVID pandemic has been happening. So my students have been working on what's the impact of the pandemic on this college students emergence adults mental health as well. So it is very just the topic driven that students guided and on campus that I'm also a co advisor for Student Research Circle.
Now, that this is the one that students actually this, this happened organically. Students want to have a group that they are able to come together from different disciplines to talk about their research ideas, connect with different faculty mentors. So as a co advisor that I simply sit back and let them die and be their advisor. I also served on the advisory board for our program undergraduate research program called mentored undergraduate research and creative endeavors. The acronym called Murace. So if you hear me saying murace, that is that is the entity. Okay. And all I've also recently included in what my it's, as you call it, vertically integrated projects, a VIP in short, yeah. And this is something that trying to have multiple disciplines that come together to solve some problem. So yes, I serve in different entities helping with undergraduate research effort.
Venkat Raman 15:56
So now, how is CUR helping you guys with this and What kind of role do they play?
Tsu Ming 16:04 [CUR’s Role]
Well, CUR continue to help us improve our mentoring an undergraduate research program. And I serve as a career counselor in psychology division. And I'm actively involved in, in organizing in the organization as well. And we as an institution, we have participated in career Institute's before in learning about how to create the infrastructure of our undergraduate research programs. And in fact that Georgia colleges State University also hosted one institute a few years ago. So continue to to help us and CUR community is a virtual platform. And people can post an exchange ideas. I even conducted a study but posting a survey on that net CUR community, so it helps the undergraduate research programs as well as mentors, but colleagues, conferences, discussion bore, and best practices that that keep us moving forward. And I also am very proud that my university was selected as one of the two recipients of the 2020 campus wide award for undergraduate research the world that to celebrate our accomplishment. So this is this is very exciting.
Venkat Raman 17:35
You know, you mentioned that you're on the advisory boards and, you know, co advisor for some campus wide research you kind of are also spearheading, or part of a number of cross disciplinary things.
Now, how much do faculty participate? I mean, what cross section of the faculty participates in undergraduate research as mentors? And is this is this sort of a requirement on the on campus? Is it part of the DNA of the school? How does that work?
Tsu Ming 18:09 [Faculty Participation]
Um, I think undergraduate research that that has started more than 15 years ago. And gradually the we we actually structured a program called GC journey, So Georgia college journey in that GC journey that, basically that that we advise students to participate, five out of more than eight night programs, that throughout their years due to college and undergraduate research is one of them. And therefore, I think all disciplines are encouraged through the program to participate. But they are there are programs that heavily involved in undergraduate research more than others, like in psychology, I believe we have like 12 undergraduate research labs, that the probably one of the most that on campus, but again, it depends on that all disciplines are encouraged. But it depends, since this is the public liberal arts universities. So we should in our program, we actually added creative endeavor endeavors as well because we have, we have humanity, we have arts, we have music, we have different types of research, as well. So it's it's all mental activities.
Venkat Raman 19:46
You know, if you look at students across different disciplines, is it pretty widespread participation in undergraduate research? Are you finding some disciplines doing more than others? How is that? There's been over the last 15 years now that this has been going on.
Tsu Ming 20:05 [Across Disciplines]
That I think that that across different disciplines, of course, that they are some areas that, that have more focus and more, especially the Undergraduate Research traditionally, is how it extends, right? That size, that technology, engineering and math. And recently we, we emphasize steam putting the arts in it as well. So I think that STEM field that traditionally are doing a lot more in undergraduate research with labs, and but we encourage that, to come on board as well. So in terms of throughout the campus, every time that when we have a research that you still see that some disciplines that participate a lot more than others. So it's not, it's not all disciplines that participate, but they have other other menu that they they tend to go for
Venkat Raman 21:15
What percentage of the students do you think undergraduate students actually end up doing undergraduate research? Is that their capstone requirement? Or is it you know, voluntary?
Tsu Ming 21:27 [Student Participation]
See, That's a good question. And but it's very difficult to capture that. So for from GC journey, that in fact that every discipline needs to have a capstone experience, in other words that every graduates need to have from their disciplines that the majors to have a capstone projects or programs and Capstone experiences are defined by disciplines. So talking about percentage, that's the that's the one that I have been trying to capture is what's the percentage? And then which part? So I always that inform the university that we need to have a better system of what I call tagging the classes or tagging the experiences created certificates or something so we can know for sure, what's the percentage? So I hesitate to say, what's the percentage because it's defined so differently in different disciplines, I know that every disciplines has a capstone, and therefore that the participation, whether or not it's undergraduate research or or internship, that it's that that definition has not been really clear. So, if you say, if you asked me in terms of disciplines, that within a disciplines that, I will say that maybe 30% that because there are so many wide variety of experiences that students would like to have. So sometimes is practicum. Sometimes it would be internships, performances, such as that.
Venkat Raman 23:32
Over the years, you might have had a lot of interesting or stories are success stories of undergraduate students. So I was wondering if you could share maybe one or two that stood out, you know, more more in terms of, you know, how would you define success however you define interesting. You can you can tell us a couple of different examples.
Tsu Ming 23:59 [Success Stories]
Yeah, sure. That, for example, that I will say that we have quite a few undergraduate researchers that were recruited by different services and agencies, for example, from my lab, that the Marcus Autism Center has recruited several of my former researchers, and, and I one time that at a conference, I stopped by Marcus Autism Center, and, and the staff said, Look at my batch and said, Are you the doctor chill? And I said, well, well, well, that there's so many doctors out there, so I'm not sure that I am be. And then she lived with you from two to college. So you are the doctor Chang and I said, depends on what you're asking for if if my students making troubles. I'm not that doctor. So So they said, no, no, no, no, no, that Marcus Autism Center We said that you have pipelined a lot of good, good researchers for us. So these students that actually learn from undergraduate research experiences, and help that to put them to actually contribute to Marcus Autism Center in, in doing further research. And one of my students became the research coordinator helping that the faculty there actually created presentations created different things and coordinate a lot of things. And, and I have so many students that, that after my social emotional lab coaching was children's, they pursue like ABA therapy, school psychology. And in fact, yesterday, I just had, have a student came back and Maddie said that well, you can use my name that should just about to graduate from an APA, Graham and the faculty will like to recruit her to stay for the doctorate program as well. And the most interesting and recent successful story is from two students who conducted cross cultural undergraduate research projects in Italy. You remember we contact Yeah, I was I was in a study abroad program. And the exciting part is that they will present their Italian data at the upcoming regional conference. And and these researchers continue to collect data this semester, that formed American counterparts. And they recently submitted additional abstracts to a professional that to present cross cultural data. Isn't that exciting? Absolutely. So and I think that, that, that add the elements of allowing students to put cultural as a factor into human behaviors, so So that's, that's the part that I'm always that I'm thankful that I have the opportunity to mentor these students that they just take projects to different levels.
Venkat Raman 27:11
What are you finding with your students, once they go through this research? What kind of skills or what kind of changes are you seeing in their either in their personality or in their abilities?
Tsu Ming 27:26 [Skills Developed with Research]
As a faculty mentor that it is, it is very exciting to see that your students grow. And I can observe the growth that through year by year. And yesterday, Maddie actually came back and said that you actually transformed my life. And I said, That is so sweet. So so they felt that their lives has been changed through this undergraduate research experiences. And they previously did not have a direction. And now they after the hands on experiences, they found their callings. And they found that the direction they want to pursue, and I think that that it's that's the part that the value of undergraduate research, that you help the students to find a direction, and then sometimes that I find that students, they, they will, they will. I will not use the word challenge, but they will respectfully say, don't you think that this way will be also feasible? That's a great idea. So critical thinking skills, I always encouraged them to challenge me. And I said that I don't have all the answers. But you also figured it out. And that as a team, that we can do better. So So yes, that's that's always that. Anytime they say something that really creative, innovative, and I, I learn from them as well, so I always Wow. So that's great. So that's, that's why that I continued to be a faculty mentor.
Venkat Raman 29:16
You know, the students that come to your lab or work with you, are they, have they already decided in Psychological Science? Or are the students that are really not quite sure, like you said, you help them find the direction? How many of them are sort of uncertain or unsure when they come in? Just just to get an idea.
Tsu Ming 29:38 [Helping Undecideds]
So I will tell you that when they come to my lab, I will say 90% of them are not sure. Wow. Wow. So in other words, this is something that something they said, Well, I'm definitely going to work with children. I'm definitely going to. they more like. they come in and say that well, we really like what you do. And I really liked faculty. So let me come and learn with you to see what what journey that we can be on. And so after the end, not all the students, too. So for example that I have the researchers eventually did not end up working with children, they went into industrial organization psychology, which is IO psychology is working with, with HR and in industries, right. And that's fine too, in fact that I advise them and find your direction. And Undergraduate Research Lab is helping you with the tools and skills, but you can take it wherever you want to go. So it doesn't have to be, I don't, it's my passion to work with families and children. So it may not be their passion. So I want them to take on the attitude of being mentored and explore. And I also encourage them to, especially the ones that stay with me for two, three years. And I often push them out by saying, try other labs, go go and work with other people, because they give you more ideas about what other fields that you may want it to. And that's the reason why I will I got it except that VIP. Yeah, we crew that that people from different disciplines. And that's, that's my next goal is to create a lab with multiple disciplines. Interdisciplinary, that lab, through the pandemic that I learned that we need skills that from, for example, data science, yes, we need skills from digital skills that to create that some of the learning lessons to deliberate remotely. And I need people from computer science I need people from from potential, like media studies or artists. So it doesn't have to be just psychology. And that's why that I call a device this research circle, is to try to connect them and said that research has doesn't have to be just chemistry. And I, a few years ago, I had a physics student came and talk with me, as my faculty in physics sent me to you because he thinks that this is more in psychology than in physics. And basically what he was she wanted to do was to create a device. And then this device that can help calm people. She told me that that always that when she was anxious, she likes to hand up to something. So she's described a concept and I said, oh, so that could be used in mindfulness activities that can be used for. So she only want to create a device. But I told her that work with my students. So you can actually have test the device to see if it works, right. So you only you own, you're in charge of developing a device. But psychology student can help you test. Do children actually benefit from it? Right. Absolutely. Absolutely. So that's the creative part coming?
Venkat Raman 33:53
Yeah, you can actually offer a full service as opposed to just just
Tsu Ming 33:59
the specific discipline, yes.
Venkat Raman 34:05
Where do you see undergraduate research going at Georgia College and State University? I mean, over the next few years, the next 10 years? I mean, you've you've been married for quite some time. 20 years? No, I mean, you know, these things take time. And you brought I mean, you have helped create an ethos or a DNA for that and where does it go? Where would you Where would you like it to go?
Tsu Ming 34:36 [What’s Next?]
I think that that was support, which we have. We have a lot of support. Now. Students actually can take their research work and presented at conferences with fundings. Next few years we can grow undergraduate research to be more accessible and more My vision for the undergraduate research is that starting from the incoming first year students, they will be informed about undergraduate research. And so they can start thinking about the undergraduate research for the upcoming years and talk about joining a lab. And my lab that and also I actually helped the University created. Basically, that having scaffolding process in a course base. So I have a lab, but it's also counted as a course. And I have multi multiple levels of students in that. So I have sophomore, I have junior, I have senior level researchers in the lab. And then they can grow from from 2000 level, which is a lower level to 4000 level. And I envision this model that that will continue on with the university and more and more students that will benefit from joining a lab. And also, I will like this VIP project that this interdisciplinary research within one discipline, it could be multi disciplines. And I also would like to see undergraduate research is not just in the lab, so you have a lab, but also move that lab to the communities. So I have been doing that the undergraduate research in the inner community for for more than 20 years, it helps students connect the dots from knowledge on campus, that usually people call it an ivory tower, that connect that dots to the community for them to see the needs in a community, for them to see that, that what are some of things their knowledge can apply, to help addressing some of the issues in the community, not just this helped me to advance my career, my skill sets to go into grad school, but it actually can help people that through the undergraduate research, and that's what I would like the undergraduate research directions to go is to be more proactive, to engage that that different stakeholders and across different disciplines and go into the the communities to help communities.
Venkat Raman 37:52
So Tsu-Ming we are going to start winding down so before we do that, before we do that, I would love for you to give some advice to high schoolers on how they should think about research or what kind of skills they should be developing or what they should be working on. What would you advise to them be?
Tsu Ming 38:13 [Advice for High Schoolers]
I will say to high school students that be open minded, be curious and think outside of the box and prepare your basic skills, because basic skills will be important. So if you want to undertake research in social science, then you probably want to learn a little bit statistics. If you want to work with STEM, feel that you might want to take more courses in advanced mathematics. So it depends on different fields that and if they have a university nearby that that their their high school, consider go visit and even to enroll some programs and taking a few college classes to find faculty and to discuss about potential topics. Don't be shy people ask you to seek out faculty mentors that before and when you arrive on campus. And I will say that that you can also research that what kind of undergraduate research programs that that that each university has, that could be a faster for them to consider before they apply for college and other skills that I will say. So I would say beyond the basic skills, feel your character and be on task. Be on time. Time management is a skill it's very important to learn time management, in fact that I find that the most successful student or researcher that time management skills is very important. leadership skills, find opportunities to take on leadership role to learn how to manage teams. Interpersonal skills, I always say that be a team player, the first day of research, I will say, Be a team player, I will purge you out if you are not a team player. Because all the workplaces also need young people to be team players. This is a collective work and because in the past, I have students claim that is their work that they are not team players that they did not return. And I did not allow them to return either critical thinking skills, think outside the box. And I will say not necessarily a skills but an advice because I find young people, they don't tune in to the world, that they don't tune in to the news. I will say this is important, because to into the world be sensitive to the issues around the world, not just your community, not just your society, but around the world to develop research questions, because you don't have to wait to develop research questions that as a kid, as a child that I always have a lot of questions. Why? And so this is something high school students can start asking questions. And then how, how do they look at the world? And how can they contribute to it? It could be climate change, it could be medicine, with with the pandemic, it could be medicine, it could be mental health. So why don't I suggest to tune into the world? Because we search should be relevant, as should be cutting edge. Don't want to do a research that it's just so remote that nobody even interested in knowing your results. Right? Yeah. So we searched you need to be relevant. And I continue to look at that the issues around the world, and to see how my lab that can contribute so to to the to address that. So for example, during the pandemic, the first thing that people say, Oh, my God, the world is coming to an end, the sky is falling. And, and the first thing that I actually said, Oh my God, that this is a great opportunity to do a research. Right? So, so I said that this is the beginning. But that's a document. How do people feel at this point. So we actually have three years of data, we we, we, we keep track of how people's mental health and how the anxiety, loneliness and and all these negative emotions that since 2020 2021, and we're collecting 2022 data now. So it just treat every single event as a research opportunity. So I always said that treat everything, opportunity, and when comes with opportunities that embrace the opportunities and potential solutions to help address some of the issues in the world.
Venkat Raman 43:36
So that's fantastic. That's great advice, and swimming, I guess. First of all, thank you for sharing both your passion and your vision and your thoughts on research today. I definitely want to talk more. I'm sure we'll talk more in the future. But for right now, take care be safe.
Tsu Ming 44:00
Thank you for thank you for inviting me for the talk. Take care,
Venkat Raman 44:05
you too. Bye. Bye
--------------------
Venkat 44:15
Hi again!
Hope you enjoyed our podcast with Prof Tsu-Ming Chiang of Georgia College and State University about Undergraduate Research.
Specifically, Prof. Chiang covered:
- Why do UG Research?
- UG Research resources for students - MURACE, VIP;
- Student Success Stories;
- Skills Developed Doing Research;
- Finally, advice to high schoolers.
I hope you pursue research during your undergraduate years and explore Georgia College and State University for your undergraduate studies.
For your questions or comments on this podcast, please email podcast at almamatters.io [podcast@almamatters.io].
Thank you all so much for listening to our podcast today.
Transcripts for this podcast and previous podcasts are on almamatters.io forward slash podcasts [almamatters.io/podcasts].
To stay connected with us, Subscribe to Apple Podcasts, Google Podcasts or Spotify or visit anchor.fm forward slash almamatters [anchor.fm/almamatters] to check us out.
Till we meet again, take care and be safe.
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Summary Keywords
Podcast for High Schoolers, College Majors, US Colleges, College Podcast, Undergraduate Research Podcast, UG Research Podcast, High School Students, College-bound UG Research, undergraduate research, Tsu-Ming Chiang, Psychology, Georgia College and State University, GCSU, MURACE, VIP, Student Research Circle.