Plymouth, NH, United States
Plymouth, NH, United States

Plymouth State University , formerly Plymouth State College, is a regional comprehensive university located in Plymouth, New Hampshire and part of the University System of New Hampshire.Plymouth State University is a coeducational, residential university with an enrollment of approximately 4,238 undergraduate students and 2,500 graduate students. The school was founded as Plymouth Normal School in 1871. Since that time it has evolved to a teachers college, a state college, and finally to a state university in 2003.It was founded as a teachers' college, and it still retains a distinguished teaching programexpansions to the Silver Center for the Arts, Lamson Library, Prospect Dining Hall, and the Physical Education Center. To accommodate the increased enrollment figures, a new residence hall, Langdon Woods, was built, opening for residents in Fall 2006. Langdon Woods is one of the first collegiate residence halls in the U.S. to gain “Gold” certification by the Leadership in Energy and Environmental Design Green Building Rating System, which is the nationally accepted benchmark for the design, construction, and operation of high performance green buildings. There are also plans to expand certain key or "heavy use" buildings on campus, such as the P.E. Center, to accommodate new programs and athletic activities. Robert Frost, America's Poet Laureate, lived and taught at Plymouth from 1911 to 1912. The college has a campus newspaper distributed every Friday called The Clock, and is the first college newspaper in the nation, under editor-in-chief Emily Perry, to have a Sudoku puzzle.Plymouth State gained national attention in 1985 when Sports Illustrated featured PSU student and football player Joe Dudek as their favorite to win the Heisman Trophy. Dudek, a running back for the Panthers, earned the attention for breaking Walter Payton's mark for career touchdowns. Wikipedia.

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News Article | February 28, 2017
Site:, a leading career and education website focused on graduate programs in accounting and finance, has released its ranking of the Top Online Master’s in Accounting Programs. To be considered for the list, schools with an online master’s in accounting program were checked for not-for-profit status and accreditation from one of the six regional accreditation agencies in the US recognized by the US Department of Education. The online degrees from the schools on the list are also the same degrees granted to traditional, on-campus students. The rankings were based on factors measuring academic quality, student experience, and graduate success. The ranking uses a unique methodology that considers such factors as the average tuition cost per online credit hour; program accreditation by the AACSB, ACBSP, or IACBE; the average mid-career pay of alumni; and school rankings according to US News & World Report in the regional, national, and online categories. Rob Voce, founder of, said about the list: “Enrollment in online degree programs is increasing and schools are responding by offering more distance education programs at the graduate level - which can be particularly convenient for those who are already working full-time. Our ranking is designed to help these prospective students learn about and compare first-rate online master’s in accounting programs that offer long-term value.” Overall, 37 schools with online master’s in accounting programs satisfied the inclusion requirements and ranked on this list. Auburn University, in Auburn, Alabama, captured the top spot on the list, followed by the University of North Carolina at Chapel Hill in the second spot. As well as providing schools’ results on ranking factors, the Top Online Master’s in Accounting Programs list includes detailed information on schools’ admissions statistics and requirements as well as tuition comparisons. For the top-ranking schools the list also provides: The top schools on this year’s list are: 1. Auburn University Raymond J. Harbert College of Business (Auburn, AL) 2. University of North Carolina Kenan-Flagler Business School (Chapel Hill, NC) 3. University of Connecticut School of Business (Storrs, CT) 4. University of Massachusetts Amherst Isenberg School of Management (Amherst, MA) 5. Pennsylvania State University World Campus (State College, PA) 6. University of Southern California Marshall School of Business (Los Angeles, CA) 7. Emporia State University School of Business (Emporia, KS) 8. Rutgers, The State University of New Jersey Business School (New Brunswick, NJ) 9. Colorado State University College of Business (Fort Collins, CO) 10. University of Alabama at Birmingham Collat School of Business (Birmingham, AL) 11. University of Texas at Dallas Naveen Jindal School of Business (Richardson, TX) 12. St. John’s University Peter J. Tobin College of Business (Jamaica, NY) 13. Georgia Southern University College of Business Administration (Statesboro, GA) 14. Northeastern University D’Amore-McKim School of Business (Boston, MA) 15. DePaul University Kellstadt Graduate School of Business (Chicago, IL) 16. Golden Gate University Edward S. Ageno School of Business (San Francisco, CA) 17. Southern New Hampshire University College of Online and Continuing Education (Hooksett, NH) 18. California State University, Sacramento College of Business Administration (Sacramento, CA) 19. University of Scranton Kania School of Management (Scranton, PA) 20. Syracuse University Martin J. Whitman School of Management (Syracuse, NY) 21. University of Hartford Barney School of Business (West Hartford, CT) 22. University of Miami School of Business Administration (Coral Gables, FL) 23. George Mason University School of Business (Fairfax, VA) 24. University of South Dakota Beacom School of Business (Vermillion, SD) 25. Florida Atlantic University College of Business (Boca Raton, FL) 26. Stetson University M.E. Rinker Sr. Institute of Tax and Accountancy (DeLand, FL) 27. Rider University College of Business Administration (Lawrenceville, NJ) 28. New England College School of Graduate and Professional Studies (Henniker, NH) 29. Western Governors University (Salt Lake City, UT) 30. Indiana Wesleyan University DeVoe School of Business (Marion, IN) 31. Plymouth State University College of Business Administration (Plymouth, NH) 32. Bellevue University College of Business (Bellevue, NE) 33. Loyola University Chicago Quinlan School of Business (Chicago, IL) 34. Franklin University Ross College of Business (Columbus, OH) 35. Nova Southeastern University Huizenga College of Business (Fort Lauderdale, FL) 36. Saint Mary’s University Graduate School of Business and Technology (Winona, MN) 37. Baypath University School of Science & Management (Longmeadow, MA) *See the full rankings and program details here: About is a free online resource focused on providing accurate and up-to-date information on degrees, programs, and schools for prospective master’s in accounting students. The site also provides additional resources such as career outlooks, graduate student guides, scholarships, and more.’s goal is to be best in class.

News Article | December 12, 2016

WHAT: Student work from Husson University drawing, painting, pastel, photography, and graphic design courses will be on display. The event is a collaboration between Husson University’s College of Science and Humanities and the New England School of Communications. The exhibition is free and open to the public. WHO: Faculty members helping to coordinate this show include: Kathi J. Smith, an assistant professor of studio arts and art appreciation at Husson University, has organized this exhibition. She will be available for interviews. Smith joined Husson University in 2014. She holds a Bachelor of Fine Arts in painting and drawing, with a minor in art history from the University of Southern Maine. Professor Smith also has a Master of Fine Arts in painting from the University of New Hampshire. Prior to joining Husson University, Smith taught at Plymouth State University where she received their Distinguished Teaching Lecturer Award. Over the past four years, she has participated in numerous regional and national exhibitions, along with five prestigious residencies. Smith has received a full fellowship supported by the Joan Mitchell Foundation to attend the Vermont Studio Center and has been a fellow and artist-in-residence at the Virginia Center for the Creative Arts, Weir Farm National Historic Site in Connecticut and the Heliker-LaHotan Foundation in Maine. In the summer of 2014, she participated in a seven week Artist in Residency program in Brittany, France, sponsored by Maryland Institute College of Art. Last spring, Assistant Professor Smith was honored by Husson University when they presented her with a community service award for her efforts to encourage art immersive education and activities in the Bangor area. Larry Ayotte is an instructor at Husson University’s New England School of Communications. Ayotte’s experience with still photography and video production spans almost 40 years. Photography is not just an occupation for Ayotte; it’s a passion that became evident while serving in the Air Force in the late 1970s. Upon being discharged, he set out to immerse himself in the profession - first as a lab technician and eventually as a commercial photographer. These experiences allowed him to witness chemical photography at its best, before the industry’s eventual conversion to digital in the early 2000s. In the early 1980s, Ayotte became a news videographer for the NBC affiliate in Bangor, Maine. This allowed him to travel to Germany, Spain, Canada, and all over the state of Maine. In addition, he provided content to NBC Nightly News, The Today Show, Ted Koppel’s Nightline, and cable channels including the History Channel, A&E, CNN, MSNBC, E!, NESN, and ESPN. He eventually began working for the Maine Public Broadcasting Network. His efforts at MPBN allowed him to be nominated for regional Emmy Awards. WHEN: Monday, December 12, 2016 Doors open at 2 p.m. Refreshments will be served from 4 - 6 p.m. WHY: This showcase is designed to give students an opportunity to share their work with the public. It is also an opportunity to highlight some of the exceptionally talented students at Husson University. Public exhibitions are a valuable part of the art educational experience. They serve as venues where students can exchange creative ideas with their peers and receive feedback from members of the public. For more than 100 years, Husson University has prepared future leaders to handle the challenges of tomorrow through innovative undergraduate and graduate degrees. With a commitment to delivering affordable classroom, online and experiential learning opportunities, Husson University has come to represent superior value in higher education. Our Bangor campus and off-campus satellite education centers in Southern Maine, Wells, and Northern Maine provide advanced knowledge in business; health and education; pharmacy studies, science and humanities; as well as communication. In addition, Husson University has a robust adult learning program. For more information about educational opportunities that can lead to personal and professional success, visit

News Article | March 4, 2016

Larry Hanley, an English professor at San Francisco State University, is the kind of man who aggressively annotates his books. He believes a particularly beautiful verse of poetry deserves to be underlined; a thought-provoking line of prose requires an equally intelligent comment scribbled next to it. In his classroom, he gently nudges his students to engage with books by writing notes in the margins. "Annotation makes the reading process visible," Hanley says. "I encourage my students to annotate their texts to show them that the relationship between the reader and a text is a two-way conversation. It forces them to wrestle with the words on the page." Over the last decade, however, as more of his reading has taken place on the Internet, Hanley has struggled to find an elegant way to take notes online. At a recent teaching conference at Georgetown University, he came across a free platform called that allows you to write comments on any web page. By installing a plugin onto your web browser, you can create a layer of text on top of whatever it is you are reading or watching—a YouTube video, a news article, a recipe, or your friend's blog. You can choose whether you want your notes to be publicly available to all users, a select group of people, or just yourself. These days, Hanley finds himself taking notes online, much like he used to write things down in the margins of books or magazines. "It's a really valuable way to curate the web," he says. was launched in July 2011 by coder Dan Whaley, who built an open platform that allows anybody to take notes on top of any web page. While the tool itself is simple and straightforward, Whaley believes that annotation can change the culture of the Internet by making it a more democratic place. By fostering conversations and diverse perspectives, he thinks we can improve the quality of information online. For example, he imagines a world where you could go to a news story about the Zika virus and see a layer of comments from scientific experts that provides evidence or insight that adds to, or even contradicts, what the journalist is reporting. With, Whaley is building on an idea that began in the earliest days of the web. In 1993, Marc Andreessen and Eric Bina built an early web browser called Mosaic that fostered collaborative annotation, but by 1998 the platform was basically extinct, with users flocking to other browsers. Over the next two decades, no annotation software has managed to achieve the same Internet-wide scale. There is software like Diigo that you can purchase, and sites like Genius that allow you to annotate various things, but Whaley is dreaming of something much bigger. "Our goal is to achieve this vision for the benefit for the citizens of the web and humanity in general," Whaley says. "We don't want this concept or its implementation to be monetized or sold off or otherwise sublimated to other purposes." To that end, Whaley has insisted that remain a nonprofit; he's managed to secure grants from the Knight, Mellon, Shuttleworth, Sloan, and Helmsley foundations, as well as hundreds of individuals who have signed on to his mission. These funds allowed Whaley to hire a dozen staffers, and it also allows to have a server that houses all of the annotations that users create. After several years of laying the technological foundation for, Whaley is now in expansion mode. Last year, more than 300,000 annotations were made using, and its user base is now doubling every two and a half months. While is reaching out to potential users across many industries, it is paying special attention to the scholarly community, since students and teachers need to take notes every day and are often quick to understand the immediate potential of the product. Larry Hanley had been in the market for annotation software for many years when he came across He was recently working on an article about open education resources and he used as he was reading the existing literature on the topic online. "I use it to collect the various gems from other authors," he says. Hanley's notes appear privately when he is on each of those web pages, but they also appear on his private feed in his account. He thinks this method is much more efficient than writing down notes on books, because it allows him to easily access all the notes he has taken for a particular project in one place. Hanley encourages his students to use because it helps him understand how they are making sense of what they are reading. "If they've come to the conclusion that this is a poem about class struggle or maternal relations, what I am really curious about is how they got there," he explains. "Annotation opens up all kinds of new ways of thinking about reading." Hanley often asks students to refer to their notes in class discussions to retrace their thought process. Jeremy Dean,'s director of education, says that apart from allowing students and teachers to annotate texts individually, there are also plenty of creative ways to annotate texts publicly or as a group. For students who grew up with social media and long discussions in the comments sections of blogs or articles, annotation feels a lot like many of the other public discussions in which they already participate. "It's really cool to see groups of people inhabiting a text," Dean says. "It's fun to see a conversation unfolding on a classic work of literature, the way you might see people going back and forth on Twitter." Last semester, students from Plymouth State University in New Hampshire were asked to annotate Sigmund Freud's work as a group, and they responded much like they would on a Facebook wall. "You could see the students rolling their eyes. They were saying things like, 'Oh my God, this guy! What is his deal with women and his mother?'" Dean says. "Some of it was joking around, and some of it was high engagement with the text. That's something you would only normally see inside a really well-managed class discussion in a brick and mortar classroom." Sarah Gross, a teacher at a New Jersey high school with a focus on STEM, had been trying to discuss the struggles of women in the sciences but hadn't gotten very far. So she asked her students to install and collectively comment on Eileen Pollack's New York Times magazine article "Why Are There Still So Few Women in Science?" "Imagine a very vibrant comments section, but nicer," Gross says. "Many of them felt a personal connection with what she was saying, and they just started writing. It was so interactive: They were responding to the text and to each other." While the scholarly community is an easy place to deploy a tool like, Whaley has much bigger dreams for his software. Since the platform is so open, there are an infinite number of ways it can be used. In a corporate setting, the marketing department at one company might collectively annotate their competitors' website. Shoppers might comment on a new product on an e-commerce site. More broadly, Whaley believes that public commentary should exist everywhere on the Internet. He'd like to see a layer of notes on top of government websites, news stories, and even recipes. To get a glimpse of what this might look like, he directs me to the Climate Feedback Group , an organization made up of the world's top climate scientists. The group believes that much of what is written about climate change in the media is confusing and often based on bad reasoning. Their mission is to correct some of this misinformation by providing a panel of six to 12 expert scientists who comment on news stories that deal with climate change. "Even in some very prominent outlets there are sometimes inaccuracies, and it can be very hard to know what is right, because you can hear one thing and then the opposite from one day to the next," says Emmanuel Vincent, a project scientist at University of California, Merced, who is part of the Climate Feedback Group. In January, for instance, scientists came together to provide an analysis of a Wall Street Journal article entitled, "The Climate Snow Job." As a group, they found the article problematic and detailed their critiques line by line in the article. However, since is not widely used, they provided an overview of their main arguments in a blog post that can be shared. "The article misleads readers with a series of sweeping claims about distinct aspects of climate science and the implications of global warming for the global economy," they write in the summary. Eventually, however, as builds its user base, they hope that people will be able to go directly into articles and read expert commentary alongside the text. Whaley believes that the annotation will be a central component of the Internet of the future, and he's working hard to turn that vision into a reality. Given that the platform does not have a single application but can be used in many ways, he spends a lot of his time describing and explaining how annotation can be useful. However, Whaley points out that to many people, Twitter's utility did not make much sense when you first encountered it. "Explaining your technology is just part of your job as CEO," Whaley says. "The broad uptick of people using annotation is only going to come when people see other people doing it, so our job is not just to build software, but to incubate use cases and communities of adopters."

Miller K.L.,Plymouth State University
Justice Quarterly | Year: 2010

Although sexual assault behind bars is recognized as problematic, very few of the sexual assaults that occur behind bars are officially reported. Many researchers have examined the individual and institutional variables which can help predict an inmate's probability of being victimized by his fellow inmates. With a sample obtained from a sample of eight Texas prisons, the current survey will disentangle the individual, institutional, and individual-institutional level variables which contribute to the rationales behind inmates choosing to report or not report sexually assaultive behavior. The findings somewhat mirror the findings of sexual assaults in the free community, with inmates indicating that the primary reasons to not report include embarrassment, fear of harassment, and retaliation from the perpetrator. © 2010 Academy of Criminal Justice Sciences.

This study examined how the police conceptualize juveniles involved in prostitution as victims of child sexual exploitation (CSE) or delinquents. Case files from six police agencies in major U.S. cities of 126 youth allegedly involved in prostitution, who were almost entirely girls, provided the data for this inquiry. This study found that 60% of youth in this sample were conceptualized as victims by the police and 40% as offenders. Logistic regression predicted the youths' culpability status as victims. The full model predicted 91% of youth's culpability status correctly and explained 67% of the variance in the youths' culpability status. The police considered youth with greater levels of cooperation, greater presence of identified exploiters, no prior record, and that came to their attention through a report more often as victims. In addition, the police may consider local youth more often as victims. It appears that the police use criminal charges as a paternalistic protective response to detain some of the youth treated as offenders, even though they considered these youth victims. Legislatively mandating this form of CSE as child abuse or adopting a "secure care" approach is needed to ensure these youth receive the necessary treatment and services. © The Author(s) 2010.

Agency: NSF | Branch: Standard Grant | Program: | Phase: HYDROLOGIC SCIENCES | Award Amount: 25.40K | Year: 2012

This project will facilitate the collaboration of a group of scientists interested in delivery, transport and transformation of organic matter in a variety of surface waters. The group will synthesize data across spatial and temporal scales and bring together a multi-disciplinary team at the John Wesley Powell Center for Analysis and Synthesis. The effort will re-evaluate the fundamental relationships between discharge and DOM concentration and composition and focus on synthesizing mature datasets from small headwater basins to large coastal basins using statistical techniques and modeling. Data are available that represent a range of temporal sampling intensities from seasonal samples, to more frequent samples from automated samplers, and finally to data from continuous optical sensors.

This synthesis collaboration is expected to advance scientific understanding of the processes and patterns of organic matter transport by exploring key data sets at a level of detail and scale that has not previously been attempted. The work is expected to also benefit the policy and management communities that rely on data, models, and understanding of the controls on nutrient, trace metal, and pollutant transport in river networks and to estuaries. This is a joint synthesis projects with the USGS Powell Center, Fort Collins Colorado.

Agency: NSF | Branch: Continuing grant | Program: | Phase: PHYSICAL & DYNAMIC METEOROLOGY | Award Amount: 186.02K | Year: 2016

Cold air damming is a phenomenon where certain wind directions can cause cooler air to be trapped against a mountain. In the eastern US, these events are often accompanied by precipitation, and can be especially hazardous in winter with snowfall and freezing rain common. The intensity of these events is difficult to forecast and less scientific attention has been paid to cold air damming events in the mountainous areas of northern New England. This award will allow the research team to develop a climatology and conduct numerical modeling of cold air damming events in order to answer questions about their formation, evolution, and dissipation. The results of the study should help to improve forecasts of high-impact winter precipitation events related to cold air damming. A number of graduate and undergraduate students will be involved in the research, helping to develop the next generation of scientists.

The research team will develop a 15-year climatology and composite study of northern New England cold air damming (CAD) events with a goal of determining when the events occur and when they are most intense, how the events compare at selected locations, and what the role of CAD is on precipitation types. Ensembles of simulations of CAD events using the WRF model will help to answer questions related to the sensitivity of numerical weather prediction forecasts of CAD to initial condition uncertainty and variations in parameterization schemes. The simulations will also help to answer questions about predictability of the formation, strength, extent, evolution, and erosion of CAD.

Agency: NSF | Branch: Continuing grant | Program: | Phase: GLOBAL CHANGE | Award Amount: 643.67K | Year: 2010

Technical Description
This four-year, field- and lab-intensive work extends the paleo-North Atlantic Oscillation (NAO) record to 2000 years BP, building on existing paleolimnological datasets of pollen, organic and inorganic chemistry, mineral magnetism and particle-size that show strong qualitative linkages with NAO activity on Iceland. It develops new quantitative linkages with the NAO from these same proxies in northwest Iceland lake, soil and stream deposits of the last 2000 years, using calibration datasets of watershed soil and lake sediments derived from current depositional environments. It identifies the specific environmental mechanisms responsible for creating distinct, 80-100 year cycles in the mineral deposits of Icelandic lakes and tests these hypotheses:
1. periods of intensified storminess and precipitation on Iceland, such as occur when the NAO index is high and positive, consistently and predictably mobilize minerals from watershed soil reserves and alter lake water characteristics to form distinctive lake sediment deposits, and
2. watershed disturbances related to human occupation and land-use increase the amplitude and/or recurrence interval of the decadal cycle, and
3. conservation protection of the lakes watersheds in the last 30 years has resulted in a trend towards that of a pre-occupation state, as documented in the lake sediment geochemistry.

Broader impact
The North Atlantic Oscillation (NAO) is part of a global-scale circulation pattern that dominates Northern Hemisphere atmospheric conditions. It is linked to patterns of drought, flooding and severe weather in North America, Europe and the Middle-East. Prior work has shown that the NAO undergoes regular cycles that disturb watershed soils and alter nutrient inflows to lakes and rivers, at least on Iceland. This works uses that lake effect to see into the past 2000 years and identify when the NAO was most active. Because human occupation of Iceland began just over 1000 years ago, and this project produces records of change covering the last 2000 years, it offers a unique look at the human role in magnifying the impacts of NAO-related climate changes on fragile landscapes, such as occur in Iceland and in many other previously glaciated regions. By assessing the response of watersheds to repeated climate disturbances, like the NAO, before and after human land use and before and after conservation management, this work provides insight on the usefulness of conservation efforts in mitigating human aspects of climate change. This project also provides much needed research, education, field and laboratory training opportunities for undergraduate and graduate students at institutions with relatively limited research opportunities (Plymouth State University and Salem State College), providing access and engagement with three tier-one, research institutions (U. Maine, U. Colorado and U. Minnesota). Students are involved at every level of the project and learn state-of-the-art interdisciplinary approaches typically practiced at research-oriented institutions. It creates opportunities for students to communicate complex ideas associated with research findings in oral and written publications. The five senior researchers involved in this project also receive training in state-of-the-art cross-disciplinary approaches and applications, which enhances their teaching and research capabilities. This work involves significant use of National Laboratory facilities at LacCore and Large Lakes Observatory and combines efforts of 3 New England campuses, leveraging existing facilities and human resources and building new regional capacity.

Agency: NSF | Branch: Standard Grant | Program: | Phase: AISL | Award Amount: 106.19K | Year: 2012

This ISE award addresses the issue of disparity amongst media meteorologists in their perspective on climate change. Since the media has considerable impact on the public, this disparity of perspective is extraordinarily significant. One common factor in this issue is the education of these individuals at the undergraduate level. While there may be additional factors influencing these perspectives, this project will determine if the variation in coursework is responsible for the apparent disparity.

This group of researchers will interview media meteorologists, analyze the education provided at the 126 institutions that produce the meteorologists, and hold workshops that include media personnel, College faculty, and the public. From these efforts and data, the research team hopes to determine the impact that undergraduate education has on the media meteorologist?s perspectives.

This is a collaborative effort between 2 institutions, Bentley College and Plymouth State University. The focus of this pilot effort will be the New England area.

Agency: NSF | Branch: Standard Grant | Program: | Phase: RSCH EXPER FOR UNDERGRAD SITES | Award Amount: 251.16K | Year: 2012

An award has been made to Plymouth State University, in cooperation with the Hubbard Brook Research Foundation, to provide undergraduate research training to 8 students over a 10-week summer period for the summers of 2013-2015. This Research Experience for Undergraduates (REU) program provides students interested in ecology and environmental science a rigorous research experience at the internationally recognized Hubbard Brook Experimental Forest (HBEF) Long-Term Ecological Research (LTER) site in the White Mountains of New Hampshire. The program emphasizes the societal relevance of research on ecology and the changing environment through research overseen by teams of scientist-mentors and science communication activities overseen by outreach mentors. Students choose from projects distributed among four research themes (animal ecology, biogeochemistry, hydrology and soils, and forest vegetation and carbon cycling) that are representative of, and integrated within, the ecosystem science of the Hubbard Brook Ecosystem Study (HBES). Each student also participates in a weekly science communication workshop that emphasizes the interface between ecological research and the broader society through the use of case studies in citizen science, outreach and science ethics; interactions with professionals working with non-profits, management agencies, and educational institutions; and writing and speaking activities designed to emphasize the skills necessary for communicating to broad audiences. This program places training in science communication alongside a core of mentor-guided independent research. The 10-week program culminates with presentations at a site-wide annual undergraduate research conference. The REU on-line evaluation tool will be used to evaluate student learning gains in scientific inquiry and research execution, personal growth and in communicating science to the public. The program is open to undergraduate freshmen, sophomores, juniors or first semester seniors who are US citizens or permanent residents and will actively recruit a diverse group of students from cultural and ethnic groups that are traditionally underrepresented in scientific careers. REU program participants receive a stipend, travel and research allowances, and housing for the duration of the program. These students will live cooperatively among a dynamic mix of undergraduates, graduate students, and other young researchers active in summer research at the Hubbard Brook Experimental Forest. More information is available at, or by contacting program coordinator Geoff Wilson ( or project PI Michele Pruyn (

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