Staff Spotlight: Matthew Bizzell ’14, Thesis Assistant for Undergraduate Research, LAUNCH

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Matthew Bizzell ’14

LAUNCH: Undergraduate Research is delighted to welcome back Matthew Bizzell ’14, Thesis Assistant for the Undergraduate Research Scholars Program at LAUNCH. Matthew is returning to reprise his role as the Thesis Assistant for LAUNCH’s Undergraduate Research Scholars Program. Last year he aided in the review process of nearly three hundred scholar theses while also holding office hours for current scholars. This year, he will funnel all of his research experience—both within the Scholars Program and without—to best serve incoming scholars of all disciplines.

Outside of the Undergraduate Research Scholars program, Bizzell will be teaching Introduction to Rhetoric and Composition and Technical Writing at San Jacinto College in South Houston where he currently resides with his wife and their cat. When he finds himself outside the clutches of academia, Bizzell writes award-winning horror fiction that has appeared in Acidic Fiction and the Sagebrush Review. He is currently working on a novel that will knock your socks right off. When forced to put down a pen and stop clacking away at a keyboard, Bizzell co-hosts and produces the upcoming podcast, There Will Be Spoilers, a look at AFI’s top 100 films list that dedicates an episode to each film and its themes, reception, and overall contribution to American culture as we know it.

Matthew Bizzell grew up in San Antonio, Texas and graduated from Texas A&M University with a dual BA in English-Creative Writing and Philosophy in 2014 and again in 2016 with an MA in American Literature. In his Masters thesis Ghosts in the Gloom: Encountering the Specter of Memory in Heinemann, Ninh, and O’Brien, Bizzell explores trauma in the Vietnam War and describes how narrative provides an avenue for relief. Ghosts in the Gloom will be published in 2018 through the Texas A&M Libraries OAKTrust Repository.

No one can truly explain the inner-workings of Matt Bizzell’s headspace, but our best guess is that they were a result of a childhood spent in a library for hours on end, exploring different worlds and different planes of existence. That, and he didn’t eat his vegetables—like, ever.

During his undergraduate career at Texas A&M, Bizzell acted as a contributing editor to the undergraduate philosophy journal, Aletheia, where he sifted through a variety of philosophical essays and articles with the intent to publish the very best the university had to offer. No stranger to research, Bizzell spent a year in Cushing Memorial Library digging up records on the Bryan Army Air Field (now Riverside Campus) under the Pioneer Grant. After a year of work, his findings were compiled, narrativized, and submitted to become a plaque that will eventually be placed on the site of the old base by the Brazos Valley Historical Committee.

In the summer of 2015, Bizzell joined After Combat: the Veteran Voices Project, a digital space led by Dr. Marian Eide in the Department of English that provides a place for combat veterans to anonymously tell their stories free from outside control, participate in a community of individuals with similar experiences, and seek out resources. He is now the project manager of After Combat and busily conducts interviews, writes “Echoes” (responses to interviews or resources that are meant to provide perspective or generate ideas among veterans), and continues to build the website when no one is looking.

Matthew Bizzell can only be reached by smoke signal, carrier pigeon, and

Written by Matthew Bizzell ’14, Thesis Assistant for Undergraduate Research, LAUNCH
Edited by Annabelle Aymond ’14, Administrative Assistant for Undergraduate Research, LAUNCH

NSF Graduate Research Fellowship Program (GRFP) Awards

The National Science Foundation’s (NSF) Graduate Research Fellowship Program (GRFP) is one of the most prestigious awards to support graduate students in science, technology, engineering, and mathematics. Nearly 17,000 applications were submitted for the 2016 NSF Fellowship competition, resulting in 2,000 award offers. This spring, 14 current and former Texas A&M University students were selected as 2016 NSF Graduate Fellows, while 21 were named Honorable Mention. Several of these students participated in LAUNCH programs at Texas A&M, including 5 who completed an undergraduate research thesis as an Undergraduate Research Scholar, 4 who participated in the University Honors program, one Undergraduate Research Ambassador, and two authors for Explorations: the Texas A&M Undergraduate Journal.

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Alexandria Payne ’16, Bioenvironmental Sciences and Wildlife & Fisheries

2016 NSF Graduate Fellow Alexandria Payne recently graduated from Texas A&M, where she double-majored in bioenvironmental sciences and wildlife & fisheries sciences. Alex began her research experience in the labs of Dr. Karen-Beth Scholthof and Dr. Herman Scholthof in the Department of Plant Pathology and Microbiology. Alex will continue at A&M for a PhD in entomology, studying with Dr. Juliana Rangel in the Honey Bee Lab, where Alex will investigate the interactions of honey bees and the invasive Tawny crazy ant. Alex, a University Scholar and Undergraduate Research Scholar, was previously nominated for the Udall Scholarship recognizing commitment to environmental issues. She graduated cum laude with the Honors Fellows and Honors in Bioenvironmental Sciences distinctions. Alex has an upcoming publication, “Do More Promiscuous Honey Bee Queens Produce Healthier Hives?” in Explorations: the Texas A&M Undergraduate Journal, Volume 8, to be published in fall 2016.

In addition to the GRFP, Alex’s graduate study will be supported by Texas A&M’s Diversity Fellowship. She also received the Senior Merit award from the College of Agriculture and Life Sciences. Reflecting on the benefits of the GRFP, Alex says, “This fellowship has given me the gift of being able to choose research topics I find interesting and wish to delve into. I wish to advise everyone to apply for or reach for the seemingly impossible as you may surprise yourself with the results.”

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Ana Chang-Gonzalez ‘16, Biomedical Engineering

Ana Chang-Gonzalez, another 2016 NSF Graduate Fellow, recently graduated from Texas A&M with a bachelor’s in biomedical engineering and the Engineering Honors distinction. As an undergraduate, she volunteered in the Molecular Biomechanics Lab and conducted protein simulation in an AggiE-Challenge. She also began working with the University of Pittsburgh’s Human Engineering Research Laboratories to develop software for biological purposes. With NSF support, Ana will continue that project in her graduate studies, expanding a software that builds computational models of biological images and analyzes them for quantitative information. Ana is a former resident of the Honors Housing Community and a member of Alpha Eta Mu Beta, the Biomedical Engineering Honor Society, and Tau Beta Pi, the Engineering Honor Society. She has an upcoming publication, “A Picture is Worth a Thousand Numbers,” in Explorations: the Texas A&M Undergraduate Journal, Volume 8, to be published in fall 2016.

A three-time recipient of the Dean’s Honor Roll, Ana says that, through her NSF application, she “learned how to neatly craft all [her] experiences into a concise form, how to formulate a research proposal, and the value of having faculty mentors that truly care about [her] success.” This fellowship will allow her “to focus more on conducting high-impact research and making a true difference in the field.”

LAUNCH would like to congratulate the Aggie 2016 National Science Foundation Graduate Fellows and Honorable Mentions and acknowledge their valuable contributions to our programs!

National Science Foundation 2016 Graduate Research Fellowship Awardees:

  • Shelby Bieritz, biomedical engineering. 2014 Fulbright Scholar.
  • Timothy Brown, physics of materials research.
  • Stacy Cereceres, biomedical engineering.
  • Ana Chang Gonzalez, bioengineering. Engineering Honors, Explorations
  • Chace Holzheuser, evolutionary biology.
  • Ethan Kamphaus, materials engineering. Engineering Honors.
  • Shannon Murray, materials engineering.
  • David Parobek, macromolecular, supramolecular, & nanochemistry.
  • Alexandria Payne, entomology. University Honors Program, Honors in Bioenvironmental Sciences, Undergraduate Research Scholar, University Scholar, Udall Scholarship nominee, Explorations
  • John Peters, neurosciences. University Honors Program, Undergraduate Research Scholar.
  • Karis Tang-Quan, bioengineering.
  • Taneidra Walker, biomedical engineering.
  • Jessica Wang, paleoclimate geosciences. Undergraduate Research Scholar.
  • Sarah Ward, macromolecular, supramolecular, & nanochemistry.

Honorable Mention:

  • Kristine Arvola, tissue engineering.
  • Alyssa Bennett, ocean engineering. University Honors Program, Honors Housing Community Sophomore & Junior Advisor.
  • Megan Brooks, materials engineering.
  • Erin Buchholtz, ecology.
  • Prachi Dhavalikar, biomedical engineering.
  • Garrett Edwards, biochemistry.
  • Grace Fletcher, biomedical engineering.
  • Thomas Fowler, aeronautical & aerospace engineering.
  • Julie Hammett, systems engineering.
  • Joshua Herrington, aeronautical & aerospace engineering.
  • Chris Holland, organismal biology.
  • Rania Labib, mechanical engineering.
  • Pierre Lau, environmental biology.
  • James Moore, chemical synthesis. Undergraduate Research Scholar.
  • Anish Patel, chemical engineering.
  • Zachary Popkin-Hall, evolutionary biology.
  • Ryan Priest, environmental engineering.
  • Mayra Ramirez, developmental psychology.
  • Elise Voltura, environmental biology.
  • Elizabeth Walsh, physiology.
  • Randy White, particle physics. Undergraduate Research Scholar, Undergraduate Research Ambassador.


Written by Adelia Humme ’15, Program Coordinator for National Fellowships, LAUNCH

Edited by Annabelle Aymond ’14, Administrative Assistant for Undergraduate Research, LAUNCH

2016 Outstanding Thesis Award Winners

Undergraduate Research Scholars is a prestigious graduation distinction enabling students to explore new avenues for discovery in their field of study. The two-semester program allows undergraduates to experience life as a graduate student by conducting research under the supervision of a Texas A&M faculty mentor faculty mentor that culminates in the publishing of a structured undergraduate thesis. It is LAUNCH’s longest-standing and largest capstone program, with 227 Scholars completing the distinction this year.

Students who undertake this program must submit a research proposal to LAUNCH: Undergraduate Research detailing their plans and research goals for the project. Once accepted into the program, Research Scholars must attend workshops, meet draft deadlines and submit progress reports that help to improve the quality of their thesis and promote a professional research environment. Through individual meetings with their faculty advisor, peer-reviewers, and LAUNCH staff, undergraduates produce a succinct, consistently formatted thesis conveying the importance and extent of their research. To better replicate the graduate-experience, students are required to present their findings at a public symposium or conference (such as Texas A&M’s Student Research Week), reinforcing the importance of verbally communicating one’s research to a diverse audience. Upon completing the program, Research Scholars will receive a graduation distinction, have the opportunity to publish their completed thesis according to their preferences, and gain an exceptional undergraduate experience of developing a product of their hard work, determination, and curiosity.

It takes dedication to complete the Undergraduate Research Scholars program, and LAUNCH: Undergraduate Research is proud to recognize individuals who excelled at the challenge. Each spring, two Scholars are honored with the Outstanding Thesis Award, which is offered in two categories: Science, Technology, Engineering & Mathematics and Arts, Humanities & Social Sciences.  These students conducted extensive research, showed attentiveness to detail, met all deadlines and requirements with quality work, and produced an exceptional thesis that captures the value of Aggie undergraduate research.

David LaCroix

Dr. Duncan MacKenzie, David LaCroix ’16, Dr. Dilma Da Silva (left to right)
Photo Credit: Dillon Jones ‘18

The 2016 recipient of the Outstanding Thesis Award in Science, Technology, Engineering & Mathematics is David LaCroix ’16, an Engineering Honors student and Computer Science major. In his thesis titled “Data Services for Internet of Things”, LaCroix explains the challenges of managing data architecture for Internet-of-Things (IoT) devices and provides advice to future developers on dealing with security efficiency and accessibility concerns. LaCroix concludes that neither the research nor industry communities have sufficient guidelines for handling data in applications on IoT devices and identifies the most critical factors to be considered in moving forward with IoT data storage. LaCroix undertook this study with the support of his research advisor, Dr. Dilma Da Silva in the Department of Computer Science and Engineering.

John Davis

Dr. Duncan MacKenzie, John Davis ’16, Dr. Dinah Hannaford
(left to right)
Photo Credit: Bailey Woods ‘17

The 2016 recipient of the Outstanding Thesis Award in Arts, Humanities & Social Sciences is John T. Davis ’16, an Honors Fellows student and double major in International Studies and French. Working with his research advisor, Dr. Dinah Hannaford in the Department of International Studies, Davis explored the question Does helping hurt? by examining the connections between Christian mission work and international development in his thesis titled “The Historical Impact of Christian Missions on International Development and its Effects on Contemporary Practices”. Through studying the shift from traditional faith-based aid to a more global and modern approach to social change, Davis sought to address questions regarding the role of faith in motivating positive change. He explains that a deeper understanding of these issues will help institutions make decisions regarding international development, religious or not, and will provide a clearer understanding of how their motivations and objectives affect the progress and quality of international development. LaCroix and Davis’s achievements were recognized at the LAUNCH Recognition Ceremony on May 12, 2016, in the Bethancourt Ballroom in the MSC.

All UGR Scholars receive a medallion to wear at graduation, and the Undergraduate Research Scholars distinction is indicated in their graduation programs and on their transcripts. The 2015-2016 cohort of Undergraduate Research Scholars was the largest ever. Students interested in participating in next year’s Undergraduate Research Scholars program should contact Eligibility requirements include a cumulative GPA of 3.0 or above and 60 hours of undergraduate coursework, 24 of which must be completed at TAMU. Applications and program requirements are available at

Written by Bailey Woods ’17, English and Classics
Edited by Annabelle Aymond ’14, Administrative Assistant for Undergraduate Research, LAUNCH and Dr. Duncan MacKenzie, Associate Director for Undergraduate Research, LAUNCH

Mentoring Undergraduate Researchers as a Graduate Student

As a high impact educational practice, undergraduate research provides students an opportunity to expand their knowledge beyond classroom learning.  Through its Quality Enhancement and Strategic Plans Texas A&M University has committed to expanding opportunities for undergraduate research as a means to promote deep, integrative learning.  Numerous studies have shown that these benefits are greatly influenced by the quality of mentoring undergraduate students receive during the course of their research experience.  Whereas all undergraduate researchers have an opportunity to work with faculty mentors, at a Tier 1 research institution such as Texas A&M the reality is that much research mentoring is achieved by graduate students.  Graduate students often assume primary responsibility for instructing undergraduates in basic research techniques, means of effective research communication, and critical thinking skills.  The quality of this research mentoring experience can have a major impact on a research student’s learning, confidence, and career decisions.

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Graduate students discuss common mentoring problems with
Jory Denny, Computer Science & Engineering
Photo Credit: Annabelle Aymond ‘14

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Andrea Gerberding ’16, Biochemistry and Genetics,
Undergraduate Research Ambassador, contributes to the discussion.
Photo Credit: Annabelle Aymond ‘14

To help graduate students function more effectively as undergraduate research mentors, twice each year LAUNCH presents a two hour workshop titled “Mentoring Undergraduates in Research: A Workshop for Graduate Students”. The objective of this interactive workshop is to bring together graduate students with varied experiences to share best practices and discuss common problems in undergraduate research mentoring. A panel of 6-8 experienced graduate student mentors from diverse disciplines leads the discussion. Most of the workshop is devoted to small group discussions of case studies representing common mentoring concerns encountered in undergraduate research. Six to eight tables comprising novice mentors, experienced mentors, research faculty, and successful undergraduate researchers discuss these mentoring scenarios in depth, providing participants with a diversity of solutions from which to choose.

Jory Denny, Computer Science & Engineering, a graduate student panelist for the workshop since 2011, shares a few thoughts about his experience:

Plutarch said, “the mind is not a vessel to be filled, but a fire to be kindled.” This is the foundation of every great mentor, the idea that mentoring is an approach to inspire another to learn. Unfortunately, in mentoring over 40 students in research, including undergraduate researchers, high school researchers, and international interns, I know it is more difficult that it looks. The intrinsic difficulty in mentoring, in my opinion, is that each person responds differently to mentoring practices. For example, one student may thrive under full independence with only minor directional changes to keep them on track, while another requires daily feedback and attention. BUT, this is what makes me so excited about mentoring — it is seldom the same mundane technical procedure!

As a mentor for LAUNCH’s mentoring workshop, I have immensely enjoyed hearing different opinions and experiences from other mentors, mentees, and participants. In order to hone my mentoring skills, I always shared my experience with others and tried to learn as much from them as I could. The most significant benefit of the workshop in my mind is the diversity of fields and experiences. We all mentor different personalities on vastly different subjects, which leads to great discussion and tips. As an example, I picked up the benefit of requiring undergraduates to maintain a rigorous laboratory notebook (not all too common in my field/research lab) from a chemist.

Implementing new mentoring practices has greatly enhanced the mentoring experience for both me and my undergraduates. I maintain renewed vigor and passion for mentoring, which gets the undergraduates excited about research; I lead students to an answer, which lets undergraduates learn to find their own answers and start questioning their knowledge of a subject; and I have developed strong and lasting friendships, which has provided my mentees with a source for career advice and professional development. These are but a few of the powerful benefits from mentoring undergraduates in research and tidbits I have gained from others, and I cannot wait to see what my future in mentoring has in store!

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Jory Denny, Computer Science & Engineering, introduces himself to the May 2015 workshop. Panelists from left to right: Chris Sandoval, Wildlife & Fisheries, Allen Lunsford, Chemistry, Jory Denny, Computer Science & Engineering, Rachel Jordan, Biochemistry and Biophysics, Pratik Darvekar, Chemical Engineering, Nandita Kohli, Chemical Engineering, Bryan Clossen, Neuroscience.
Photo Credit: Annabelle Aymond ‘14

Following the group discussions, the graduate student panel reconvenes to summarize their discussions and address any questions left unresolved. Each workshop results in a summary of the most important insights gained from the group discussions which is shared with all participants. In May of 2016 this summary included approaches for ensuring preparation, developing effective communication, promoting teamwork, seeing the big picture, and nurturing independence. Through this workshop graduate students have the opportunity to reflect on their own research experiences, identify common mentoring problems, consider how to balance their own and their faculty advisor’s expectations, and then decide on a mentoring style they are most comfortable with. The workshop welcomes any graduate student who is anticipating mentoring undergraduate researchers, regardless of discipline or experience. The next workshop will be held in September 2016. Registration will be available through

Written by Dr. Duncan MacKenzie, Associate Director for Undergraduate Research, LAUNCH
Edited by Annabelle Aymond ’14, Administrative Assistant for Undergraduate Research, LAUNCH

Churchill Foundation Scholarship for STEM Researchers – Apply Now!


Churchill College, University of Cambridge, UK

You’ve certainly heard of Winston Churchill, but you likely haven’t heard of the Winston Churchill Foundation Scholarship. And that’s a shame, because the Churchill fellowship provides full funding for U.S. citizens to pursue a one-year master’s degree at the University of Cambridge in the UK. The fellowship is open to students in the fields of science, math, and engineering. Most importantly, the Churchill seeks students like you: intensive researchers.

The Churchill states upfront that the most important qualifications for the fellowship are extensive research experience and academic excellence. What sets the Churchill apart from other fellowships is its single-minded focus. The foundation’s website explains it this way: “Understanding the time commitment required by research, the Churchill Foundation does not seek so-called ‘well rounded’ applicants; instead, it seeks applicants with what we call interesting ‘jagged edges.’” If you’ve poured your heart and mind into research for the past three to four years – perhaps at the expense of your social life and other extracurricular involvement (sound familiar?) – then you just might be a perfect fit for the Churchill.

So what does the application process involve? First, you should meet with me, Adelia Humme, Texas A&M’s National Fellowships program coordinator, to discuss your plans and learn more about the Churchill. Then, you’ll need to research a graduate program at Cambridge that interests you. Establish a connection with a lab supervisor there who is willing to accept you into the lab if you become a Churchill Scholar. You should also begin collecting four letters of recommendation and drafting a two-page personal statement and a one-page Proposed Program of Study Essay. Churchill applicants must apply separately to the University of Cambridge, and it’s never too soon to prepare for that additional application.

Finally, understand that the Winston Churchill Foundation Scholarship is one of the most competitive fellowships for graduate study in the UK. Out of about 100 applicants each year, only 14 Scholars are chosen. A&M can nominate only two candidates. A 3.7 GPA is required to apply, but the average GPA of recipients is 3.95.

Now that I’ve scared you away, allow me to offer a word of encouragement. Applying for a fellowship, regardless of whether or not you are chosen as a finalist or a Scholar, can be highly beneficial, as compiling your application materials and revising your essays forces you to deeply examine your goals for graduate school and your career. Through the application process, you’ll gain a better understanding of how research connects to your long-term plans and how you can articulate your research to a general academic audience. If that kind of growth and self-awareness sounds worthwhile, take a leap of faith and apply for the Churchill.

You can find more information on our National Fellowships website or by contacting me at I look forward to learning about you, your research, and your aspirations!

Written by Adelia Humme ’15, English, Program Coordinator for National Fellowships, LAUNCH

Understanding Copyright as an Undergraduate Researcher


Many undergraduate researchers are unaware of the intellectual property issues they face when composing a thesis, preparing presentation slides or posters, or submitting their work to a scholarly journal. It is important to clarify that what you read here should not be considered legal advice, but the good news is that there are many resources available to you that will help clear up some of the confusion surrounding copyright policy.

The Texas A&M University Libraries is the best place for any undergraduate researcher to begin to learn about copyright and how the work produced here as a student is affected by the law. You can rest assured that under Systems Policy 17.01, Texas A&M does not claim copyright to scholarly or artistic works (such as papers, dissertations, journal articles, and more), unless they are works for hire. On the Library’s website you can read a complete overview about copyright, including its history, limitations, and how to use copyrighted works properly. If you have a specific question about copyright, you can always ask a Librarian.

What is copyright?

Copyright does not have to be this elusive entity that you refuse to touch with a ten-foot pole. In fact, under the United States Constitution, Article I, Section 8 the function of copyright is to promote the progress of Science and the Arts. This clause protects the expression of literary, artistic, dramatic, software and architectural works, essentially providing an author (for a limited time) the exclusive rights to written work or discoveries.

You create copyrighted works every day.

Did you know that you own the papers you wrote in ENGL 104 your freshman year, the photograph you took of the sunrise this morning on your cell phone, the undergraduate thesis you’re writing for the Undergraduate Research Scholars program AND the PowerPoint slides you created for Student Research Week in March? Did you also know that your ownership of those works is protected by law? Copyright is automatically placed on a work for the lifespan of the creator + 70 years if they are original, fixed in a tangible medium and created by a human (unless you enter an agreement that states otherwise, of course). As new technology and ideas enter our world, we have experienced an increase in the production of content—books, articles, poems, websites, photographs, paintings, music, sculptures—so it is important to familiarize yourself with copyright rules and regulations, especially if you are an undergraduate researcher looking to publish.

What does it all mean?

Holding ownership of a work allows you to copy, modify, distribute, display and perform publically, but it gets tricky when more than one person is involved in the creation of the work. For example, two undergraduates are writing a thesis together. Who owns the copyright? The answer is that both undergraduates share equal ownership of the work. Although ownership can be transferred, such as entering a publishing agreement with a scholarly journal, each author cannot infringe upon the other’s piece of the pie. All parties must enter the agreement.

What if you used a figure in your thesis that your faculty advisor created? Do you own it now? The answer is no, but your faculty advisor should have given permission to use the figure and asked you to credit them in the figure caption.

What if you wrote and published an article for a scholarly journal? Can you keep working on the article and expand it for your thesis? Unfortunately the answer to this question is most likely no as well, depending on the specific agreement you made with the journal. You cannot combine copyrighted works to create an un-copyrighted work, as each piece of the puzzle has already been signed away to someone else.

And then there is Fair Use.

What if you find a picture online or in another publication that you just have to include in your undergraduate thesis? Well, you may actually be able to use it. Incorporated into copyright law—with limitations—is Fair Use. Fair Use allows a work to be transformed or used without permission, and is determined by having an appropriate purpose to use the work (the amount of the work used, the nature of the work used, and the effect of using the work). Often this is embodied in commentary, criticism and parody. Using an image relevant to your research for example purposes most likely falls under commentary.

Fair Use sounds pretty ambiguous, which is why only courts can determine if a work is used fairly, but here are a few general guidelines for undergraduates wanting to use images or other work in presentations or theses:

  • Understand why you want to use a work that is not your own. Is it relevant to your research? Does it help explain a specific concept you’re writing about?
  • Know that you should only use just what you need and nothing more. Do you need to use the full image or will a cropped section work as well?
  • You cannot resell or claim work that is not originally yours, even if you changed it slightly. You must credit authors of copyrighted work when appropriate.

Public Domain and Creative Commons.

Aside from copyrighted works, many resources can be found in the public domain as well as under a Creative Commons license. Once a work has outlived its intellectual property rights, it enters the public domain and becomes freely available to the public for use without permission. Creative Commons is a nonprofit organization that has standardized copyright licenses to help the public share their work. They provide different layers of licensing that allow the owner of the work to decide how others can use their work, such as requiring credit to the owner, or prohibiting the work to be used for commercial purposes.

Learn more.

Learn more about copyright policies by visiting the Texas A&M Libraries website at, or feel free to contact the Library’s resident copyright expert. Find more information about Creative Commons licenses at

Written by Annabelle Aymond ’14, Telecommunication Media Studies, Administrative Assistant for Undergraduate Research, LAUNCH
Edited by Dr. Duncan MacKenzie, Associate Director for Undergraduate Research, LAUNCH

Using Your Student Organization to Find Research Opportunities


One of the most common questions students ask when looking for an undergraduate research position is how do I find a faculty research advisor? How do you learn what research projects are available and which faculty are actively supporting undergraduate research?

Network, network, network.

Obtaining membership in a student organization can open doors that you didn’t even know existed. Organizations will often schedule guest speakers for meetings or invite faculty and graduate students from your department to come talk about their research. These are great ways to learn about research opportunities, especially if you make it a point to ask them how they’ve worked with undergraduates and how their undergraduates have benefitted from the experience. After they have finished speaking you can introduce yourself and make an appointment to visit during office hours. Because you have already distinguished yourself as someone willing to make the extra effort to learn about research opportunities through your organization they may be more willing to consider you for a research position.

Schedule research-related activities.

Think about how you can encourage you organization to incorporate more undergraduate research into its regular programming. For example, the Texas A&M Zoological Society (Zoo Club) has for over twenty-five years invited faculty and graduate students from Biology, Wildlife and Fisheries Sciences, Veterinary Medicine, and Animal Science to speak about their research at the Zoo Club’s weekly meetings. The Club makes a point of asking them to speak about undergraduate research opportunities in their labs. As a result many Club members have found research positions, volunteer opportunities, and even paying jobs from chatting with speakers at meetings.

If all else fails, start your own organization!

If there is great interest in learning about research opportunities in your academic field, consider starting your own student organization focused just on undergraduate research. For example, the Council for Undergraduate Research in Engineering (CURE) is a student organization that began in Biomedical Engineering but has expanded to encompass undergraduate research throughout all fourteen departments in the College of Engineering. CURE works to increase undergraduate involvement in research by facilitating the search for undergraduate positions in research laboratories, connecting interested students with graduate students seeking undergraduate researchers, and making research opportunities available to undergraduates. At CURE meetings, topics of general interest related to undergraduate are discussed, enabling novices to network with experienced student researchers as well as faculty and graduate students seeking research assistants. CURE also organizes a Research Open House each spring geared towards helping undergrads find research positions and laboratory tours for students to get a firsthand look at what research involves. This year CURE’s Research Open House is on Tuesday, May 3 from 5:30-7 PM in ETB 3024. You can RSVP by emailing or by filling out a short questionnaire at

Faculty love talking about their research. There’s no better way to discover research opportunities than by asking them to speak to your student organization.

Written by Dr. Duncan MacKenzie, Associate Director for Undergraduate Research, LAUNCH
Edited by Adelia Humme, ’15 and Annabelle Aymond ‘14