Let’s be honest. Research in SNR is varied, so much so that people in some fields are not able (or willing) to learn about research in other fields because they lack the technical expertise and understanding of the jargon. The SNR Graduate Committee has approved a voluntary effort by graduate students to include lay abstracts in theses and dissertations. In most career paths, graduate students will be tasked with communicating what they do to the general public, and lay abstracts provide an excellent introduction on how to write for the non-specialist. Lay abstracts will be included on the SNR website, and viewed by donors, alumni, prospective students, and any other people interested in seeing the great research done by our graduate students.
Beginning in Spring 2023, Dr. Bob Zink (rzink2@nebraska.edu) will serve as Lay Abstracts Coordinator. Any interested student can send a draft to Bob and he will work with you (if needed) to bring it to a point where someone outside the field can understand the work and its significance. Only graduate students who submit their thesis or dissertation during the calendar year are eligible. Lay abstracts are due to the Coordinator rzink2@nebraska.edu by December 21, 2025 at 5 pm. The Lay Abstracts Coordinator will appoint a committee of three faculty who do not have a student in the competition, and they will declare a "Best Lay Abstract". The winner will receive $500.
Guidelines
Select an interesting (non-technical) title because it often determines whether people will read your abstract. Keep it around 300-700 words. The first sentence (and title) often determines whether people keep reading, so make it count. Explain what your research aims to achieve, then how you’re going to do it and why it’s relevant. Know your audience: discuss the value of your research in a way that a middle school student will grasp. Provide examples. Write in the active voice and use the first person where necessary. Keep sentences short, clear, and focused. No jargon or technical terms. Ask someone outside your field to read it over.
2024 Winner: Sumaiya Tabassum
Sumaiya graduated in December 2024 with a PhD in Natural Resources Sciences with a specialization in Human Dimension.
Perspectives through the Lens of Educators and Students: Teaching Flood Mitigation and Other Controversial Food, Energy, Water Nexus Issues in the Classroom
Science and society are inseparably linked, shaping each other in ways that define our world. Recognizing the importance of teaching science for empowering students to take meaningful action toward building sustainable society, Vision III science literacy advocates bridging science education with civic and ethical responsibility, emphasizing the development of competencies that prepare citizens capable of addressing global challenges. Using controversial socio-scientific issues (SSI) as teaching context provides a valuable platform to develop such competencies, as these issues require students to analyze interdisciplinary evidence and consider the social, economic impacts of potential solutions. However, recognizing the unique perspectives individuals bring to the classroom is essential for tailoring effective and inclusive instruction, particularly with controversial SSIs, as perspectives often shape learning, decision-making, and engagement. This study employed a qualitative approach to understand educators' needs for teaching complex SSIs, identifying areas for support, and exploring students' diverse perspectives on controversial issues like, climate change and equity. A constructivist grounded theory framework facilitated an in-depth exploration of these nuanced perspectives. Findings highlight educators' lower confidence in teaching complex SSI and their need for targeted professional development. Additionally, undergraduate students’ learning of controversial SSI through an independent activity in a science literacy classroom is described, which may serve as a model for educators interested in teaching similar SSIs. An investigation into how students developed understanding of the connection between climate change and extreme flooding revealed that while many students (46.6%) initially struggled to connect climate change with extreme flooding, several were willing to revise their initial perspective based on what they learned with the majority (93%) demonstrating effective online search skills by identifying credible sources to support their reasoning. This work also introduces a framework for understanding individual’s equity-perspective in complex SSIs, highlighting three distinct types: CAPSI (Critically Analyzing Power and Systemic Inequity), EBOC (Emphasizing Benefits Overlooking Context), and IF (Individual Fairness and Freedom). This framework may offer educators a tool to assess students' equity perspectives to design targeted interventions for deepening engagement with science issues embedded in social justice, while aiding policymakers in understanding how individuals engage with the equity dimensions across various sectors.