Summer/Fall 2026 Beginning Researcher Support Program Projects

Faculty Mentor Name:

Dr. John Selker ([email protected])

 

Faculty Mentor Department:

Biological and Ecological Engineering

 

Research Modality:

In-person lab/field

 

Project Description:

The student would take OPEnS Lab sensor systems, built by undergraduate teams, and install them in various field sites for testing within 10 miles of campus.  The student would place either air quality sensors, water quality sensors, or plant activity sensors.  They would be responsible for checking the data online through the quarter, fixing any sites that are not working (replace the sensors), and then writing up an evaluation of the observed performance.   The student(s) will learn all about how to run these sensor systems and learn how to plot the data to make performance evaluations.  The student needs to have some hand skills with basic tools (hammer, screwdriver, voltmeter), and how to organize data in a spreadsheet and make a plot of such data.

 

Research Goals:

Evaluate the actual performance of new environmental sensor systems made in the OPEnS lab.

 

Student Role and Responsibilities:

The student would take OPEnS Lab sensor systems, built by undergraduate teams, and install them in various field sites for testing within 10 miles of campus.  The student would place either air quality sensors, water quality sensors, or plant activity sensors.  They would be responsible for checking the data online through the quarter, fixing any sites that are not working (replace the sensors), and then writing up an evaluation of the observed performance.  The student needs to have some hand skills with basic tools (hammer, screwdriver, voltmeter), and how to organize data in a spreadsheet and make a plot of such data.

 

Expected Outcomes for Students:

Understand a broad suite of environmental sensor technologies, practice and advance their ability to understand time-series data through various analysis methods (plotting, calculating trends, etc.).  

 

Project Location:

Based in the OPEnS lab in Hovland Hall with daily excursions to Oak Creek, and other local installations of sensors.

 

Time Commitment:

At least 20 hr/wk for no less than a total of 100 hrs.  Can accommodate travel/vacation plans.

 

Hourly Wage:

$16/hr

Faculty Mentor Name:

Dr. Katerina Georgiou ([email protected])

 

Faculty Mentor Department:

Biological & Ecological Engineering

 

Research Modality:

In-person lab/field

 

Project Description:

Students will engage in research on how thermally altered organic carbon, or biochar, affects soil carbon cycling in agricultural systems. Biochar is a widely varied substance that is commonly used as an agricultural input to enhance soil quality and fertility, but much remains to be learned about how biochar’s specific physical and chemical properties affect the fate of carbon in agricultural soils. This project will include the in-depth characterization of biochar samples and the monitoring of soil properties following biochar amendment to a greenhouse cultivation experiment featuring sandy soils with low initial soil organic carbon concentrations.

 

Research Goals:

The goal of this study is to gather data on which biochar properties are most effective at improving soil quality in sandy soils with low initial soil organic carbon concentrations. Project objectives include: (1) characterizing biochar properties from a range of samples, and (2) conducting a cultivation experiment and monitoring crop yield, soil fertility, and carbon cycling. These data will be critical for determining optimal biochar properties as a management tool in a specific agricultural context, but will also serve as a blueprint for how this process can be adapted to other soils with different needs.

 

Student Role and Responsibilities:

The student will (i) process and organize all study materials, (ii) run simple biochar assays to measure physical and chemical properties, and (iii) set-up and manage the cultivation study (i.e., maintaining a watering regime and regular CO2 flux measurements). The student will also have the opportunity to participate in data processing, analysis, and interpretation of the study results.

 

Expected Outcomes for Students:

The student will gain hands-on experience in performing measurements on study materials, executing experimental protocols, and processing data to interpret study findings. This project will enable the development of a range of lab/field skills and enhance the student’s understanding of carbon cycling within soil systems. 

 

Project Location:

The cultivation experiment will take place at the Corvallis campus in the on-site greenhouses. Characterization measurements will be conducted in on-campus labs. Field trips to collect soils and to visit the partnering biochar production facility are expected. Data processing following measurements can be performed remotely.

 

Time Commitment:

10-15 hours/wk for 4-6 weeks (extendable upon satisfactory progress) starting in July 2026

 

Hourly Wage:

$16/hr

Faculty Mentor Name:

Dr. Luyao Ma ([email protected])

 

Faculty Mentor Department:

Food Science and Technology

 

Research Modality:

Hybrid of remote and in-person

 

Project Description:

The quality and freshness of fresh fruits are critical determinants of consumer satisfaction and food waste reduction. However, current approaches for freshness evaluation often rely on destructive testing or subjective visual inspection, which are not ideal for routine use by industry stakeholders and consumers. This project addresses an unmet need for low-cost, easy-to-use, and rapid tools for fruit freshness determination. Unlike traditional methods, our solution will integrate artificial intelligence (AI) with accessible sensing platforms to enable non-destructive freshness assessment. Ultimately, these tools will support improved postharvest decision-making and reduce food waste across the supply chain.  

 

Research Goals:

The project has three objectives: (i) collecting a fruit freshness dataset for training machine learning models; (ii) developing and optimizing an AI model for freshness determination and shelf-life prediction; and (iii) validating the AI-enabled detection method using unseen data. The long-term goal is to develop deployable, low-cost AI-enabled tools for non-destructive freshness assessment that can be readily adopted by industry stakeholders and consumers to improve post-harvest management and reduce food waste.

 

Student Role and Responsibilities:

• Complete all relevant lab safety trainings and comply with lab safety protocols
• Read relevant scientific literature
• Conduct assigned experiments, including wet lab and data analysis
• Obtain basic programming skills (e.g., Python).

Training will be provided for specific tasks as needed. 

 

Expected Outcomes for Students:

• Gain hands-on experience in conducting experiments in food analysis, imaging techniques, and machine learning.
• Develop skills in data analysis and Python programming.
• Acquire knowledge of food quality, analytical chemistry, and the application of AI in food science, along with skills in scientific communication through oral and poster presentations.  

 

Project Location:

Work will be conducted primarily in our laboratory on campus. For students engaged in computational tasks, remote work may be accommodated as appropriate.

 

Time Commitment:

Fall 2026 term - Winter 2027 term; varies, typically 4-6 hours per week

 

Hourly Wage:

$15.50/hr

Faculty Mentor Name:

Dr. Christina Hagerty ([email protected])

 

Faculty Mentor Department:

Botany & Plant Pathology - Columbia Basin Agricultural Research Center

 

Research Modality:

Hybrid of remote and in-person

 

Project Description:

Regenerative agriculture is an emerging practice in the dryland PNW. Regenerative agriculture is a holistic farming and ranching approach that may restore soil health, enhances biodiversity, and combats climate change by capturing atmospheric carbon in the soil. It works with nature to improve water retention, reduce synthetic inputs, and build resilient ecosystems. Key practices include no-till farming, cover cropping, diverse crop rotations, and managed grazing. However, research is needed to verify the claimed benefits of regenerative agriculture. 

 

Research Goals:

Verify regenerative agriculture practices by comparing traditional (conventional) seed care of winter wheat with regenerative seed care in winter wheat. Do the regenerative seed care treatments, including seaweed extract, chiten, molasses, and micronutrients, provide the necessary stand establishment in winter wheat?

 

Student Role and Responsibilities:

Manage data, communicate with farmers, collect samples, process samples, analyze data. 

 

Expected Outcomes for Students:

Improve science communication, make a poster, discuss results with the general public and with scientists. 

 

Project Location:

Pendleton, Oregon. Field work, lab work, and computer work will all be part of this project. 

 

Time Commitment:

20 during summer, then however much the student wants to work in the school year. 

 

Hourly Wage:

$17.50/hr

Faculty Mentor Name:

Dr. Marie Schaedel ([email protected])

 

Faculty Mentor Department:

Crop & Soil Science

 

Research Modality:

in person lab/field

 

Project Description:

Verticillium wilt, caused by Verticillium dahliae, is a fungal disease of global economic importance and a common limiting factor of potato production in the Pacific Northwest. While soil fumigation can offer short-term control of Verticillium wilt in potato, microsclerotia are often resistant to treatment and emerge in subsequent seasons to affect potato yields. Previous surveys of potato fields in the Pacific Northwest identified soil organic matter content and pH as important characteristics mediating Verticillium disease incidence. Soil bacterial communities are also known to differ between healthy and disease fields. However, it is unclear how these observational differences specifically link to disease suppressive activity. Recent research on fungal pathogens suggests that bacteria live in close association with fungal hyphae (i.e., within the fungal “hyphosphere”) and that the composition of these bacterial communities may be key to the expression and severity of pathogenicity. Since assembly of the hyphosphere microbiome involves colonization of bacteria from the outside environment, with bulk soil being the source of colonizing microbes, soil biological characteristics such as organic matter likely enhance or attenuate V. dahliae pathogenicity. Crop rotations and amendments that contribute organic matter can temporarily suppress Verticillium wilt by altering the composition of soil bacterial communities. However, the means by which organic amendments suppress Verticillium wilt, as well as the role of soil microorganisms in enhancing or suppressing the disease, remains unclear.  

 

Research Goals:

The goal of this project is to optimize management strategies to control Verticillium wilt disease by identifying relationships between hyphosphere taxa, disease incidence, and soil health. Specific research goals include A) investigating the role of soil organic matter in mediating Verticillum disease severity, B) characterizing Verticillium-associated microbiota (hyphosphere taxa) in a greenhouse experiment, and C) surveying the distribution of Verticillium-associated taxa in potato fields across the Pacific Northwest.

 

Student Role and Responsibilities:

The student researcher will contribute to designing a greenhouse trial to identify bacteria that closely associate with Vertcillium hyphae.

Specific tasks and responsibilities will include:

• Constructing hyphosphere in-growth cores
• Collecting soil -Preparing plant growth media
• Preparing nutrient solution
• Watering plants
• Collecting data and samples in greenhouse
• Conducting istopic labeling of plants
• Processing samples in lab for isotopic analysis
• Analyzing data  

The student should be able to drive a motor pool vehicle for occasional field work.

 

Expected Outcomes for Students:

Students will develop advanced competencies in microbial ecology and greenhouse research, including:  -Isotopic Methodologies: Proficiency in the isotopic labeling of plants and preparing samples for isotopic analysis -Experimental Design: Mastery of technical design and maintenance of greenhouse experiments, specifically constructing hyphosphere in-growth cores and managing precise nutrient requirements -Scientific process: Students will participate in the entire research pipeline from experimental design to analysis, gaining competency in data collection and soil processing  Deliverables will include implementing a greenhouse protocol for identifying hyphosphere taxa using stable isotope labeling and using soil isotopic enrichment data to guide further experimental work. 

 

Project Location:

This project will take place primarily on campus and involve both greenhouse and laboratory work. Occasional travel to field locations in Oregon, Washington, and Idaho may be required.

 

Time Commitment:

10-15 hrs/week for 10 weeks

 

Hourly Wage:

$15.05/hr

Faculty Mentor Name:

Dr. Ryan Contreras ([email protected])

 

Faculty Mentor Department:

Horticulture

 

Research Modality:

In-person lab/field

 

Project Description:

Ceanothus is a genus native exclusively to North America with the greatest diversity found in California. It is prized for its drought tolerance and flowers (frequently vibrant blues) that are highly attractive to pollinators. We are launching a new breeding program for Ceanothus to develop novel cultivars that are attractive to gardeners and pollinators but also work well in commercial production. Part of the background for this work is to confirm the DNA content and chromosome number for the various species and cultivars we are collecting. This information is helpful in designing cross combinations that are more likely to succeed. I think this project is exciting for a student entering research because it will allow them to generate new knowledge that will be immediately put to use in an applied breeding program with the goal of breeding new plants that will be grown across the region.

 

Research Goals:

Conduct flow cytometry analysis of species and cultivars using an internal standard to calculate DNA content. This data will be used to infer/confirm the chromosome number of accessions.

 

Student Role and Responsibilities:

Student will learn about care of the genus as a matter of sample collection. Primary role and responsibility will be to collect leaf samples from a greenhouse and process them in a laboratory. This includes learning proper pipette technique, aliquoting, mixing reagents, handling of waste, and instrument operation. The primary instrument to be operated is a flow cytometer. Depending on the student's aptitude and interest, we can proceed to impedance flow cytometry analysis of pollen and cytological analysis of species chromosomes.

 

Expected Outcomes for Students:

Learning proper basic lab skills, interacting with professor and PhD student in research setting, and communicating results. Satisfaction of generating novel information and getting to put it into action.

 

Project Location:

All work will be conducted between the West Greenhouse complex and Ag & Life Sciences Building.

 

Time Commitment:

20 hours per week for 5 weeks. Potential for student to remain with program based on interest.

 

Hourly Wage:

$17/hr

Faculty Mentor Name:

Dr. Amy Honan ([email protected])

 

Faculty Mentor Department:

Botany & Plant Pathology

 

Research Modality:

Entirely remote/virtual

 

Project Description:

All plants host fungi that live inside their tissues. These fungi are called endophytes, and their roles are still not fully understood. Some scientists think that certain endophytes may use plant leaves as a mode of transportation to reach their main food source: wood. According to this idea, fungi live quietly inside leaves while the leaves are still attached to the plant. When the leaves fall to the ground and land on wood, the fungi are then able to break down wood and complete their life cycle. This idea is known as the foraging ascomycete theory. In this project, we will study the genome (DNA) of an endophytic fungus to see if it contains genes for enzymes that break down wood. These enzymes help fungi digest materials like cellulose and lignin, which are major components of plant cell walls and wood. We will compare the number and types of wood decay enzymes in endophytes to other wood-decay fungi, other endophytes, and fungi with different lifestyles. By comparing fungal genomes, we can look for patterns that show whether some endophytic fungi have genetic traits similar to wood decaying fungi. If endophytes contain many of the same wood decay enzymes as fungi that live on dead wood, this suggests they may be adapted to switch between living inside plants and decomposing wood after leaves fall. This comparison helps clarify whether endophytes are passive occupants of plants or active participants in forest decomposition.  

 

Research Goals:

The goal of this project is to test whether an endophytic fungus shows genomic evidence supporting the foraging ascomycete theory. Specifically, we aim to identify and count wood‑decay enzyme genes in an endophyte genome and compare them to other fungal genomes with known ecological roles. Expected outcomes include a clearer understanding of how endophytic fungi may transition to wood decay and whether genome data support this ecological theory.

 

Student Role and Responsibilities:

Students will assist with analyzing fungal genome data using computer‑based tools. Tasks include locating gene annotations, identifying wood‑decay enzymes, organizing and comparing datasets, and helping summarize results. Students will learn basic bioinformatics concepts, data organization, and comparative analysis techniques. No prior coding experience is required, but must be highly motivated to learn coding.

 

Expected Outcomes for Students:

Students will gain experience in genomics, fungal biology, and data analysis. They will learn how genomes are used to study ecological questions and will develop skills in data handling, interpretation, and scientific communication. Deliverables may include summary tables, figures, or written contributions to a research report or presentation. Students will also gain mentoring experience in a research lab setting.

 

Project Location:

All online

 

Time Commitment:

At least 5 hours/week. Full project will extend beyond one term.

 

Hourly Wage:

$17/hr

Faculty Mentor Name:

Dr. Quincy Clark ([email protected])

 

Faculty Mentor Department:

Agricultural Education and Agricultural Sciences

 

Research Modality:

Hybrid of remote and in-person **This project is participating in a pilot that pairs one on‑campus student and one Ecampus student to work together on the same research project. Please refer to the Student Roles and Responsibilities section of the project summary for details on the distinct roles.

 

Project Description:

This project explores how students learn and engage in STEM, agricultural sciences, and engineering education, with a focus on improving access, participation, and success for diverse learners. The research examines how teaching practices, learning environments, and support tools influence student experiences, including how to design and develop more effective agricultural and STEM learning tools.  Students will work with real data from courses and educational programs to explore questions such as: What helps students feel included and supported in STEM fields? How can teaching strategies better support different ways of learning? How can we design learning experiences that connect to students’ lived experiences and interests?  In addition to analyzing data, students will contribute to the development and testing of learning modules designed to improve student engagement and learning. This includes working with curriculum that draws on Indigenous grounded approaches, emphasizing connections to land, community, culture, and multiple ways of knowing.  This project is designed for students who are new to research and are curious about education, equity, and STEM fields within agricultural sciences. No prior research experience is required. Students will receive guidance and training in research skills, including reading research articles, organizing and interpreting data, supporting curriculum development, and supporting journal article writing.

  This is a great opportunity for students interested in education, social impact, STEM, or agricultural sciences to gain hands on research experience while contributing to meaningful work that aims to improve educational systems. 

 

Research Goals:

The goal of this project is to examine how educational practices in STEM, agricultural sciences, and engineering education influence student engagement, learning, and sense of belonging. The project will explore strategies that support retention, attraction, and diversity in these fields, including the design, development, and testing of agricultural and STEM learning tools and modules. Outcomes include analyzing learning data, identifying effective and culturally responsive teaching practices, and contributing to research on equitable, Indigenous-grounded, and inclusive STEM education.

 

Student Role and Responsibilities:

Students will assist with organizing and analyzing research data, reviewing academic articles, and supporting ongoing research projects. Tasks may include coding survey responses, summarizing findings, and participating in team meetings. Students will also contribute to the development and testing of agricultural and STEM learning modules, including work with Indigenous grounded curriculum approaches. Additional responsibilities may include helping design learning tools, organizing materials, and supporting data collection related to student learning experiences.

Both on-campus and Ecampus students will engage in similar research activities. The primary difference will be in meeting modality with the faculty mentor. Dr. Clark will meet with the on-campus student face-to-face when possible and include the Ecampus student via Zoom to support full participation in group meetings and collaborative work. Students will receive structured mentorship and training in research practices and contribute to group-shared research goals.

 

Expected Outcomes for Students:

Students will assist with organizing and overseeing research tasks, including reviewing literature, gathering and analyzing data, and supporting ongoing projects. Tasks may include coding survey responses, performing basic statistical analyses, summarizing findings, and developing academic materials such as abstracts, posters, and papers. Students will also contribute to the development and testing of agricultural and STEM learning modules, including work with Indigenous grounded curriculum approaches. Additional responsibilities include participating in meetings, providing weekly progress updates, taking notes as needed, and engaging in occasional fieldwork.

 

Project Location:

This project will be conducted in a hybrid format. On-campus and Ecampus students will participate in meetings and collaborative work sessions. Ecampus students will engage fully through virtual meetings and shared online workspaces. 

 

Time Commitment:

10 hours per week

 

Hourly Wage:

$16.50/hr

Faculty Mentor Name:

Dr. Malena Orduna Alegria ([email protected])

 

Faculty Mentor Department:

Biological and Ecological Engineering

 

Research Modality:

Hybrid of remote and in-person **This project is participating in a pilot that pairs one on‑campus student and one Ecampus student to work together on the same research project. Please refer to the Student Roles and Responsibilities section of the project summary for details on the distinct roles.

 

Project Description:

Farmers make difficult decisions every season, often under uncertainty like frost, drought, or wildfire smoke. Crop insurance can help manage these risks, but policies are complex and not always easy to understand. This project focuses on creating simple, interactive games that help farmers and agricultural professionals learn how crop insurance works through real-life scenarios.  As part of a larger education project in Oregon tree fruit systems, we are developing hands-on learning tools where participants can “play through” situations such as crop loss events, insurance choices, and claim outcomes. These games are used in workshops and trainings to make learning more engaging and practical.  Students in this project will help design and test these interactive scenarios. This includes shaping storylines, building decision pathways, and thinking about how users experience the game. No prior experience in crop insurance is needed. Curiosity, creativity, and willingness to learn are more important.  We are especially interested in having one Ecampus student and one on-campus student to help us think about both in-person and online learning formats.

 

Research Goals:

The goal is to develop and evaluate interactive scenario-based games that improve understanding of crop insurance among tree fruit producers and trainers. Specific objectives include:

• Designing realistic decision-making scenarios based on agricultural risks
• Testing usability and clarity of the games with target audiences
• Identifying how interactive tools influence learning and decision confidence

 

Student Role and Responsibilities:

Overall, students will:

• Help design game scenarios based on real farming situations
• Assist in building simple prototypes (slides, documents, or digital tools)
• Participate in testing sessions and collect feedback
• Help organize and summarize user responses
• Collaborate in biweekly meetings with the project team
• No coding required, but students may explore simple digital tools if interested.

The on-campus student will focus on in-person work. They will help run and observe workshops where the games are tested. They will take notes on how participants interact with the games, including what is confusing and what works well. They will also help set up materials like printed scenarios, worksheets, or simple game boards. After sessions, they will conduct short, informal interviews with participants. We will work closely during in-person meetings to adjust and improve the game design. This role fits someone who enjoys working with people, observing behavior, and thinking quickly.

The Ecampus student will focus on the design and digital side. They will help write and refine scenario storylines and decision pathways. They will also build and organize digital versions of the games, such as slides or simple interactive formats. They will review feedback and help identify patterns or areas to improve. They will support making the games accessible for online or hybrid use. We will meet weekly online, and they will contribute ideas to improve the user experience. This role fits someone who enjoys creative thinking, writing, and working with digital tools.

 

Expected Outcomes for Students:

Students will gain:

• Experience in applied research and educational tool design
• Skills in problem-solving, communication, and user-centered thinking
• Exposure to agricultural risk management and crop insurance concepts
• Opportunities to contribute to real extension and outreach programs
• Students may also co-present results in a poster or outreach event.

 

Project Location:

This project supports both formats:

• One student will work primarily on-campus, joining in-person meetings and occasional workshop activities
• One student will participate remotely (Ecampus), with fully supported virtual collaboration
• Most work can be completed on a computer, with flexible options depending on student location.

 

Time Commitment:

10–12 hours per week Starting Week 1 of Summer Term through the end of Fall Term (option to continue into Winter Term)

 

Hourly Wage:

$17/hr

Faculty Mentor Names:

Drs. Jenifer Cruickshank and Cecily Bishop ([email protected], [email protected])

 

Faculty Mentors Department:

Animal & Rangeland Sciences

 

Research Modality:

In-person lab/field

 

Project Description:

This project involves working with researchers and with one or more dairy farmers interested in using UVB light to stimulate vitamin D production in dairy cows. We will be fabricating a UVB light source that will hang above the stall of robotic milking units, which allows a controlled exposure of UVB to each cow. To assess whether the UVB exposure is making a difference, we will be drawing blood samples from a subset of the herd before UVB exposure (a baseline measurement) and at least two samples after the UVB light is operating and measuring the circulating vitamin D. We will also be collecting and analyzing feed samples for vitamin D content. Additionally, we will be collecting and analyzing data on milk production, reproduction, and health, with a possibility of collecting milk samples for further analysis.

 

Research Goals:

The goals of this project are to assess the effect of UVB exposure on circulating vitamin D levels, milk production, and health measures in dairy cows.

 

Student Role and Responsibilities:

Student responsibilities may include assisting a small team in the construction and modification of the UVB lighting device, assisting with collecting blood samples from cows, analyzing those samples in the lab for vitamin D levels, collecting feed samples, collecting milk samples, and entering and managing data. The student will be expected to complete all required training for working with animals and laboratory safety. Students will be expected to attend lab meetings with the Bishop research group as well as meetings (both remote and in person) as needed with research team. 

 

Expected Outcomes for Students:

Expected outcomes for students will include gaining knowledge about how scientific studies are designed and executed. Skills students are expected to gain include using proper technique to collect blood samples and feed samples, complete laboratory analysis of blood samples, and manage data.

 

Project Location:

Project locations will include privately operated dairy farm(s)—likely in Tillamook—for sample collection. Samples will be analyzed in a campus laboratory at Withycombe Hall.

 

Time Commitment:

The expected time commitment is 5-10 hours per week, depending on tasks required, for 60 hours total, spread out over summer and fall.

 

Hourly Wage:

$16/hr

Faculty Mentor Name:

Dr. Brittany Barker ([email protected])

 

Faculty Mentor Department:

Horticulture and Oregon IPM Center

 

Research Modality:

Entirely remote/virtual

 

Project Description:

This student research project will support a modeling effort that assesses how recent climate change (1980–2024) has influenced the timing and distribution of pest activities across the United States for 18 major invasive species. Our modeling work includes identifying regions that consistently exhibit earlier pest development and increasing suitability, as well as delivering interactive, user-friendly maps through a web application (USPest.org) and Extension-based outreach and training. This student project will focus on testing whether model predictions align with ground-based observations. For example, in areas where the model predicts earlier adult emergence, we expect observers to report earlier seasonal appearances of adult insects. Such trends could inform management decisions, including earlier deployment of monitoring traps and prioritization of surveillance in regions becoming more suitable for establishment. Ultimately, improving early detection of invasive plant pests will help federal and state agencies protect agriculture, support safe trade, and ensure rapid, cost-effective responses to new incursions.

 

Research Goals:

The goal of this project is to use ground-based pest observations to evaluate models that predict the impacts of recent climate change on the phenology of several invasive pests. The results may improve early detection and support more efficient responses to invasive species, helping protect agriculture and facilitate safe trade.

 

Student Role and Responsibilities:

The student will be responsible for:

• Finding pest observations from the literature, online databases (e.g., iNaturalist, Nature’s Notebook, and GBIF), and other sources
• Entering, quality-checking, and organizing data in spreadsheets
• Comparing observed vs. predicted dates of pest activities
• Arriving on time for research activities
• Attending regular check-in meetings
• Maintaining clear communication with their mentor

 

Expected Outcomes for Students:

In this project, students will:

• Obtain skills in collecting, entering, and analyzing quantitative data
• Learn the process of modeling and model validation
• Gain knowledge on the impacts of climate change on pests
• Learn how life cycles of insects are affected by climate
• Gain experience with coding and statistical analyses

Required skills:

• Ability to create and maintain digital documents and spreadsheets
• Experience with organizing, sharing, and collaborative editing documents
• Openness to mentoring and interdisciplinary learning
• Willingness to learn the R programming language

A preferred skill is experience with coding, such as with R or Python.

 

Project Location:

Work for this project is computer-based. Students are expected to complete work at the Oregon IPM Center in Cordley Hall, OSU. Remote work is an option if the student demonstrates good time management skills.

 

Time Commitment:

5 to 8 hours per week

 

Hourly Wage:

$15.50/hr