Live and Learn Episode 8

[Danielle Chaloux]: Welcome to Live and Learn, a production of the Honors Program at the University of Connecticut. I’m Danielle Chaloux, and this is Episode 8 for the week of November 13th. Dr. Nicholas Leadbeater of the Department of Chemistry will be hosting a Lunch & Learn on Tuesday, Nov. 14th, at 12:30 PM in the Buckley Classroom. All majors are welcome to join Dr. Leadbeater in an informal conversation over lunch. RSVP at honors.uconn.edu/lunchlearn. And on Thursday, Nov. 16th, stop by the Student Union Theater at 7 PM to hear from the Pollinators Protection Panel, featuring beekeepers, professors, and the state apiary, talking about the necessity of bees and how to save them.

[DC]: This week we’re talking Education Abroad with Katie Ouimette, a junior Art major and global student mentor in the Study Abroad Office. Katie has recently returned from Australia and speaks about her experience. We’ll also hear from Matt Yates, the associate director of Education Abroad.

[DC]: What is the importance of Study Abroad?

[Matt Yates]: It’s very important in this day and age. We all know that this world is very globalized and that there are a lot of different, competing ideas and perspectives and cultures, and in order to make sense of that, it’s important to engage, not to pull back. It doesn’t matter what your perspective is and your personality if you’re not really somebody who is a people person or you don’t really see yourself going out a lot, that’s fine, because there are so many ways to engage with difference: difference of opinion, difference of religion, difference of language, no matter what you’re studying, you can find a way to globalize that. And that’s important of course, not only for the practical things of getting a job but to become a better person. We have an ethical obligation to work with other people, we don’t live in a world where we can get to do whatever we want, for better or worse. And so we should do right by them, we can only do right by them if we talk with them, if we engage with them, if we get to know who they are as people. Going abroad isn’t necessarily just about taking classes in your discipline, which I hope people do, that’s great! They can make academic progress towards a degree, they can take languages that will give them practical skills to get jobs, but it’s also really about learning who you are as a person, and how to ethically act towards others in a way that will help this world become a better place.

[DC]: And what about Honors students specifically? Can you earn Honors credit abroad?

[MY]: Yes, that is possible. We do have some programs that are more geared towards Honors students, so that’s something that advisors can help recommend to students depending on what they’re looking into, but yes that is possible.

[DC]: And what about thesis research?

[MY]: I would be more than happy to help students try to find programs in which they can do that. Research can often be very customized, right? So, it’s maybe more a matter of doing a impending study, network with faculty members, and then, not necessarily “studying abroad” but going abroad and registering with our travel registry so that you get insurance and are connected with the resources that you need in order to be successful and save for when going abroad.

[DC]: For a student who is maybe just starting out their UConn career, what advice would you give them, specifically regarding Education Abroad?

[Katie Ouimette]: My first piece of advice would be going to talk to your academic advisor and let them know that that is in your mind, so then you can plan accordingly and then you can know what program you want to go on and what program will offer the course you want to take while abroad, a lot of people, plan to take their gen eds abroad so that they don’t have to worry about taking their specialized classes in their course. So that, really just planning ahead and letting all of your advisors know, and even coming in and talking to a Study Abroad advisor, they’re more than open to talking to people who are years ahead from studying abroad.

[MY]: Talking about students who come in and I’ve talked with a lot of juniors and seniors in high school who say “I know in my second semester of my junior year I want to do this program” and like wow you’ve done a lot of research and you know exactly what you want to do, there are students like that. And then there are students who, one of the best students I have ever worked with was a student at Kansas State who came into the office the day before the deadline to apply to one of our most intense academically challenging exchange programs in Australia. And he completed the application on time and went and got scholarships for a lot of the programming he worked on while in Australia. He’d liked to say he came back with “down one penny” because he had enough scholarships and work while he was there, he was able to cover the costs of not only his program but also the traveling he did while he was there, so you don’t have to plan everything out to be a successful student is my point. It’s great if you do, and that’s what we’re here for, we’re here to talk about that process, the strategic process, it’s best that you do, I recommend that you do try to think things out and that’s what we’re here for too. If the moment strikes and you feel like the opportunity is there, come talk to us we can definitely see what we can do.

[KO]: That’s another thing I noticed. I was one of those students who was not together at all. I had no clue where I wanted to go, I know that I wanted to abroad, I’ve been thinking about going abroad my whole life, but I just waited and waited until the deadline, so you have to be flexible, and you have to think “Ok, I can’t go to Barcelona so where should I go?”, and I waited and waited so that a ton of deadlines were passed, so I kind of ended up in Australia, and I went and had an amazing time. So really being flexible and sometimes things don’t go to plan, even if you do plan ahead years in advance.

[DC]: What would you say to students who are on the cusp of leaving to start their semester, year, or experience abroad?

[KO]: I think one of the cliche things people always say is “never say no” and always be open to experience, and when someone says “Oh, do you want to go try this weird food”, try it! If they ask you to go on some trips say, “yes of course I’ll go” or “of course, I’ll try it” because you’re never going to get that chance again, and if you do it might be a little different, and to always take every opportunity that you can.

[MY]: I think that’s very well said, I would definitely jump on the food piece, I’m a big foodie, and part of the reason why I love Education Abroad so much is because I love to try new things, and to talk about that. And that’s something that I worked with with my students when I was teaching them at Kansas State was that I asked them to try different foods in Hong Kong and in Paris, two very very different cities, and to discuss it, because food is a very social thing, it’s something that we all have to engage in. Katie was saying earlier how it’s in the small things that you kind of have culture shock in, based on unknown assumptions I think that’s dead right, because another topic, not just food, that I like to talk about with students is, because we can all relate to it and it’s also kind of fun, is toilets. Like how to flush a toilet when you’re going abroad can be so different and force you to challenge you to think about something you never really thought about. In the states, for most of the toilets you just flush, right? But you may be prompted to think about how to do that when you’re abroad. And that can be uncomfortable and unsettling but it can also be exciting because this is something that I never thought about before. This is a way in which the culture is formatted, for whatever reason, has a different approach. Food is the same way, sleeping habits, when people eat, all the different things that go into our lives that we don’t have to think about are brought to our attention full force whenever we’re abroad and that can be very unsettling but also incredibly exciting and it makes you become a lot more open to experiences and open to other people’s stories, and doing right by them, and helping the world become a better place.

[DC] If you’re thinking about studying abroad, there are options that work for almost any constraint. The Education Abroad Office in Rowe 117 is a great resource to ask the questions you’re worrying about. Live and Learn visited the Puerto Rican and Latin American Cultural Center (PRLACC), located on the fourth floor of the Student Union. We spoke with two undergrad student workers, Ashley Amaro and Stephanie Andrade about the programs and community of the cultural center.

[AA] Our programs are usually student run and they do give more of an idea of what you can do to better yourself as an individual and to give you more of an idea that you are as capable as anyone else on this campus to get as far as you want to. And it’s giving you that motivation to push yourself further while also giving you that community that’s also pushing you forward. You can come if you want to expose yourself to different cultures around the world and embrace all the different parts of Latin America. We do have another program called Cafe con Leches where we have a guest speaker come in and we talk about social issues or we talk about things that impact a person’s life on campus.

[SA]: One of the biggest things is that we want to be a resource to people so we even smaller things, we had one just recently which was “How to Apply to Jobs as a LatinX Student”, the kind of things you want to say on your resume, like your second language, they try to teach you on how to emphasize that, especially the LatinX community, but could be absolutely anyone.

[AA]: The community is very family like, you have someone to talk to at any point in time that’s not going to judge you for any decisions you made or the classes you take or for switching your major five or six times, or even if you had a bad grade on your exam and you’re questioning who you are, there are people there who are going to motivate you. You can be of any ethnicity, of any culture, you can be somebody who’s never dropped by the center before, and you just need someone to talk to, they are there for you. How we can make you feel comfortable, knowing that when you’re comfortable and you are relying on people around you, you do the best that you can be. Being a part of this campus, it’s not just making it past your academics, it’s about making bonds that will last a long time.

[SA]: It’s very diverse. I want people not to think that they come in and they’re going to find one kind of LatinX student, and it’s not like that, they are so different. Typically there’s always music or talking and you can also find all sorts of majors and stuff like that, and that’s one of my things that you find all sorts of different kinds of people in the center and they’re always welcome to help you. I get to work with people who are genuinely driven to try and help people. Recently we just had a meeting and we talked about how we can help Puerto Rico with everything that’s happen and I think that’s amazing that I’m a part of something much bigger.

[AA]: This is a center that is so dedicated to helping the society around them and helping the communities within the LatinX community, and the drive to help other people. We see how we’re all working together to make sure they get to what their goals are, and that’s my favorite part of the center, it’s knowing that they want the best for me. They’re going to do whatever they can, and what’s in their power, to get whatever I need, and I reach my goals.

[DC]: That’s all for this week. To provide feedback and to enter to win a limited edition Honors Program long sleeve t-shirt, visit honors.uconn.edu/podcast where the code word is GLOBAL.

[Danielle Chaloux]: Welcome to Live and Learn, a production of the Honors Program at the University of Connecticut. I’m Danielle Chaloux, and this is Episode 7 for the week of November 6th. On Tuesday, November 7th, at 5PM in Laurel Hall 201, Dr. Erin Cox from Counseling and Mental Health Services will discuss strategies and tips to manage stress levels, perfectionism, and demanding schedules. We’ve heard from Dr. Cox in Episode 3, so check that out for a teaser. This week, we’re going to get a peek into ANTH 2400: Analyzing Religion. It’s an Honors Core class taught by Jocelyn Linnekin. Here’s Professor Linnekin.

[DC]: Can you provide a brief overview about what that class is?

[Jocelyn Linnekin]: This is the course where I, um, mess with their minds as much as I possibly can. I want to make them rethink, push, probe, everything they ever thought about religion. It’s very wide ranging, it’s challenging, but I think I guide the students through very well. It’s very excited because with Honors students you have a tremendous amount of discussion and they’re smart. It’s great fun!

[DC]: And what are some of the topics in this wide-ranging course that you’re covering?

[JL]: I start out with, what is religion, and I ask if religion has to be theistic, do there have to be deities, do there have to be supernatural beings? So we start out with various definitions of religion. And rather quickly move into different famous scholarly approaches to and rejections of religion. I rather like putting Sigmund Freud, Friedrich Nietzsche, alongside anthropologists,and the K’iche’ Maya Book of the Dead. It’s intended to be a juxtaposition of very different sorts of sources but, having Freud and Marx and Nietzche and the Christian mystic Gregory of Nyssa, and Pseudo-Dionysius the Areopagite, just go home and tell them you’re reading THAT, they’re going to know the tuition is worth it.

[DC]: What’s the importance of this course?

[JL]: My pitch for this class initially was that there are few institutions that are more implicated in today’s crises, conflicts, politics, one hardly needs to say, religion is implicated in so many arenas of life globally from one end of the earth to another. That the wide ranging nature of this course, I hope makes them better world citizens, better informed, better able to understand conflicts that seem overtly religious but actually there are always underlying claims that could be ethnic or national or based on territory.

[DC]: And from a student perspective, here’s Nathan Friday, a sophomore studying Biomedical Engineering with minors in Math and Computer Science and Engineering.

Last semester you took an Honors Core class.

[Nathan Friday]: Yup.

[DC]: What course did you take?

[NF]: The course I took was ANTH 2400: Analyzing Religion, and it’s really, I don’t know, I really liked the course just in general because it felt very different than a lot of the other courses I’ve been taking up until that point.

[DC]: How is it different?

[NF]: Just in terms of engagement, assignments, and expectations in the classroom I think. So, you know, we had a lot of expected readings that we’re supposed to do, so that we could come to class prepared to talk about whatever concepts she wanted to bring up. She really focused on bringing up a wide range of examples for each concept that we talked about, despite the fact that it was kind of a point of the class that it’s very difficult to make broad assumptions about any particular belief system. There is an interesting element to that, that you can talk about things in a general sense but we also had this caveat that nothing applies to everything universally.

[DC]: At the end of the semester, when you looked back at the class, and you said, “Oh, you know, in my ANTH 2400 class, this is what I learned.”

[NF]: What I learned exactly from it? Oh, man. I would say that I learned an appreciation for the anthropological method more than anything else, you know, understanding the role of ethnography, that kind of thing, where somebody goes into the field and does work with these people who are completely different from them in some senses. And, it really comes away with a different understanding, and you can spread that to other people, and help expand our view of the world.

[DC]: And how did this class square with your very science heavy major coursework.

[NF]: It was refreshing, honestly. The previous semester I had taken a presidential election class as one of my UNIVs, and, I liked the break from the science sometimes, you know, because I do like politics, religion, I like those topics and I like talking to people about that. I like the interaction you can get in those kinds of classes. It’s why I’m taking a modern drama class this semester, is that I like that interaction you can get. It doesn’t happen as much in the science heavy courses.

[DC]: How will you apply the things you’ve learned in these classes that are nothing like your major to your major?

[NF]: I don’t know if I feel like I have to apply to my major, I feel like it makes me a more well-rounded person just in general. And I think that benefits me.

[DC]: Here’s another sophomore student, Nandan Tumu, studying Computer Science and also took ANTH 2400 last semester. Is there value in that interdisciplinary nature?

[Nandan Tumu]: I think there is enormous value in it, personally, I think that no matter how much of the sciences or how much of the field you know, everything boils down to people. At the end of the day you’re going to be working with people. The products you make are going to serve people. And your users are always going to be people. You’re going to work with people to create everything you create. Understanding religion, something so critical to how people carry on their daily lives, is I think important to understand. Because, if you do understand that,if you understand where people are coming from, you can build deeper connections with them, you can understand their drive, you know, what makes them tick.

[DC]: What’s the biggest takeaway you had at the end of the semester when you kind of had that moment of reflection on, “Well, I learned a lot this semester.” What was the thing that stood out for this class.

[NT] How much of an understanding I’d gained of other religions. There’s a lot of source text we read in that class. And, when we discuss it in class, I think that, our understanding of the material is deep in a way that’s unlike any non-Honors class I’ve taken. What we read and how we discuss what we read really makes a difference in terms of an Honors Core, because the discussion is not surface level, it goes deeper than that. The thoughts that your classmates bring to the table are sometime ones you never thought of before. And Professor Linnekin’s method of teaching the class I think really furthers students’ understanding of religion as a whole.

[music break]

[DC]: Live and Learn spoke with the Women’s Center about what they do on campus, how to get involved, and what the cultural centers can do to help the student population be more aware of the world around them.

[Stephanie Goebel] My name is Steph Goebel, I’m the outreach committee chair for the Women’s Center here at UConn. The Women’s Center was created to establish gender equity here at the University of Connecticut, so it came out of campus activism, activism around equality in access to the field house, equality for university professors who weren’t receiving tenure on the basis of gender, just to continue to make sure that we’re educating the student body on what gender equity is and how they can help and pursue that as students here at UConn and then as they go into the greater world, achieve that in the spheres of influence after the university. It’s also to make sure that the university is holding themselves accountable to that equal treatment of everybody regardless of gender. They are able to create programs that address topics of gender-based violence, gender-based issues like pay equity, one thing we’re very focused on is campus safety, so they do things like the SlutWalk, and then they have the Speak Out afterward. And then we talk about different issues pertaining to what it’s like to be a woman on this campus, what it’s like to be a man on this campus as well. So they’ve got the Men’s Project which focuses on masculinity and the role that plays in young men’s lives here at the university and how masculinity influences the way you think about so many things. It’s also focused on making sure we’re not exclusionary in our work, that our work isn’t sexist or that it’s not classist and that we’re working within that to make sure we’re achieving goals on that sort of multi-dimensional level because everything is sort of interconnected.

[DC]: So what is gender equity, as a definition?

[SG]: It’s being treated in everybody’s eyes, regardless of gender, especially as a university student or somebody who teaches here that you’re going to be treated on the basis of your work, rather than your gender.

[DC]: And the Women in STEM program, what does that involve?

[SG]: That’s run by my friend Kavya. She runs it like this mentorship program, so you’re assigned another student who’s going to be your mentor in that program. It’s for younger students who are in that Woman in STEM program, and to make sure these women feel comfortable in the field that they’ve chosen, that they continue on with it. Especially, as a woman, when you’re one of the only women in the classroom. And I think it sort of encourages you, that yes it is hard but it can be done, and I’ve done it before and I’m so passionate about it and I love it so much now.

[DC]: What advice would you have for students who are maybe just starting their UConn career.

[SG]: I think it’s really about knowing yourself, finding out what your interests are, and being ok with that you don’t have something to fill every box, that if you’re passionate about something, run with it. And that your free time is so important, that element of self care is so important, it’s more important than your resume or how long it is. I think that coming to UConn, I would hope to tell myself, to take it slow and dive in headfirst, and experience and understand that you don’t have to be perfect.

Coming to the Women’s Center, coming to one of the Cultural Centers, figuring out how your identity plays into the work that you do here and how it informs the education you’re getting here, how it informs the work that you’re eventually going to do, understanding the intersection of your identities, because the Cultural Centers aren’t just for people who are of that identity, it’s for everybody to learn more about those cultures.

[music break]

[DC]: That’s all for this week, stop by honors.uconn.edu/podcast and enter for a nifty long-sleeve t-shirt with the code word “self-care”.

 

[music outro]

 

[Danielle Chaloux] Welcome to Live and Learn, a production of the Honors Program of the University of Connecticut. I am Danielle Chaloux and this is Episode 5 for the week of October 23rd. Halloween is coming up and Honors for Diversity is hosting their annual “My Culture is Not a Costume” discussion about how one can show appreciation for a culture without disrespecting members of a cultural group, or culturally appropriating their traditions. That will be on Tuesday, October 24th in the Student Union room 317 (7-8 PM). On Wednesday, October 25th, we are celebrating student research, scholarship, and creative projects with the fall Frontiers poster exhibition in the Wilbur Cross south reading room from 5-7 PM. Stop by to see undergraduate students and what they’ve been up to.

 

And now, a UConn professor who is studying exertional heat stroke, heat illnesses and hydration to find ways to prevent sudden death during sport and physical activity.    

 

[Douglas Casa] My name is Douglas Casa. I am the CEO of the Korey Stringer Institute. I am a professor of Kinesiology at the University of Connecticut.

 

[Chaloux] We spoke with Dr. Casa about his work at the Korey Stringer Institute, working with undergraduates, and what the research has shown.

 

[Casa] Korey Stringer was an NFL offensive lineman for the Minnesota Vikings and he died from an exertional heat stroke in August of 2001. He is the only NFL player in history, in 100 years, to die during a practice or a game. Like I said, he had a heat stroke, really brutally hot conditions on the first day of practice in Minnesota during a heat wave back in 2001. And, he struggled that day in the heat and the next morning he came back and it was hot again and struggled again that day and unfortunately he did not have appropriate treatment in regards to rapid cooling. He stayed hyperthermic for too long and ended up passing away in the middle of the night the following day. I worked with his widow, Kelsey, for many years after as an expert witness on the lawsuits she had. And, when she settled with the NFL, her and Commissioner Goodell, from the NFL, asked if we would be willing to host a lasting legacy for Korey to prevent future things like this from happening for athletes who are fighters and laborers. And that is what we have been doing the last seven years.

 

[Chaloux] And what is exertional heat stroke?

 

[Casa] Exertional heat stroke happens when people get severely hyperthermic, or they get too hot. The intensity is too high, the environmental conditions could most likely be oppressive. They have central nervous system dysfunction like maybe they’re unconscious or have cognitive dysfunction. If you stay hyperthermic, like above 104 or 105 (degrees) range for more than 30 minutes, it’s very likely you’ll have long term complications. You could potentially die from the incident so the appropriate, best practice is treatment for heat stroke is cooling someone down as fast as possible.

 

[Chaloux] What is the research or work that you’re doing at the Institute?

 

[Casa] So we have two big things that we do at the Korey Stringer Institute. One side that we do is anything related to enhancing athletic performance, or military performance, a person that has to do intense physical activity, especially in the heat… how can you enhance performance? Things like body cooling strategies, keeping your temperature down, heat acclimatization, getting used to the heat, hydration, the influence of certain medications or supplements or different clothing or textiles, or things like that. So anything you can do to enhance performance. The second half of what we do at KSI has to do with the medical and clinical side of things. What are the best ways to prevent, recognize, treat, and help people recover from an exertional heat stroke. And then other things related to preventing sudden death during physical activity whether they be cardiac conditions, or head injuries, or other conditions that could put people at risk. so the medical/clinical side is half and enhancing athletic performance, especially in the heat, is half of what we do.

 

[Chaloux] And what are some of the findings you’ve seen over the past several years?

 

[Casa] So I’d say some of KSI’s biggest contributions to the medical literature and society at large is definitely things we know about recognizing and treating exertional heat stroke. So, what are the right modalities to assess body temperature for instance. And in terms of what is the best way of cooling a hyperthermic person, what are the ramifications for the different amount of time it takes, and we basically played a big role and we are proud of the role we took in getting people to use cold water immersion for treatment of heat stroke. And then also the strategy called “cool first, transport second”. So if someone has a heat stroke at a in high school or college, most of those places that follow best practices, they cool them on-site before shipping them to the hospital because they don’t want to lose any of the minutes waiting for an ambulance, waiting to go back to the hospital, waiting to start cooling at the hospital because it takes us out of that 30 minute window we have to get their temperature down rapidly. And then we’ve also done a myriad of things in the realm of preventing heat stroke. But, anytime you’re preventing heat stroke like things like heat acclimatization, hydration, body cooling, those are also things that enhance athletic performance in the heat. So we’ve done a lot of work in that area that has contributed to the exercise science, performance side of things but also the literature.

 

[Chaloux] Do you work with undergraduates in research?

 

[Casa] Oh yeah, we are extremely thankful. One of the big reasons I think KSI has had much success over the last seven years is the undergraduates from the University of Connecticut. We have about 20 staff that consists of Masters students, PhD, post-docs, and professors that are paid by the Korey Stringer Institute. But then we had 60 volunteers, that takes us to about 80 people for staff, and those 60 people played intrical roles in the research studies we do. I’ll just give you one example. We did a study that we contacted every single high school in America to see if they had an athletic trainer and the extent of coverage if they did, and if they didn’t why they didn’t. So we contacted all 21,000 high schools and we only did that because of the amazing staff that we have. So we literally had 30 people working on that for a year.

 

[Chaloux] And did you hear from all 21,000 schools?

 

[Casa] Well we contacted all of them up to four times, but we actually an amazing dataset. We actually ended up having correspondents with almost 12,000 of the schools, which is incredible for really getting an idea of what is happening nationally. And we have another project now where we’re actually back again contacting all of the high schools. And right now we are less than 1000 left of every high school that we got information on for what we needed for our study. And this is all happening because of the incredible undergraduates here that are super smart, super motivated, and they come to us as a lot of them have a passion or interest in either sports or medicine, or often a combination of them both.

 

[Chaloux] What are some of the qualities a researcher looks for in an undergrad assistant?

 

[Casa] We don’t look for anyone that doesn’t have experience, per say. We look for someone that has the interest and the passion, the internal motivation, someone who just feels a connection with what we’re doing.

 

[Chaloux] So do some investigation about the labs and the work that’s being done at UConn. Talk to some professors and see if your interests line up!

 

[music break]

 

[Chaloux] When Spencer Matonis, a junior in the Honors Program studying Material Sciences and Engineering with a concentration in Nanotechnology, went looking for research, he found a business need instead and found Coalesce, a database for undergrads to find opportunities. Can you talk about the process of founding a start-up and how that came to fruition?

 

[Spencer Matonis] Absolutely. About October 26th of 2016 is when I first incepted Coalesce and put pen to paper to essentially sketch out the very first structure of the site as well as the workflow that currently exists with students getting into research and getting a job, how professors get funding, and then how I would like to see it happen. I took that workflow and made it into a software system. What I ended up doing was I found a software called Bubble which allows for a non-technical website building essentially, so it’s much more design-oriented, it is in between traditional coding and something maybe like Squarespace. Bubble is a nice middle ground, and the design-oriented process was really good for me. So, essentially with Bubble I was able to make an early MVP, a minimal viable product, in about a month, and then once I got to that stage and I started taking on marking efforts and tackling data entry stuff as well as consumer interviews. I was able to talk to the Bubble community and essentially got a couple of freelance developers to work with, so with those developers in place  and freelancers for data entry, it’s just a big hustle and grind and you’re constantly pitching, so I probably end up pitching by proxy about once a day. So I’ve pitched 365 times more or less. And it’s amazing, one thing I was thinking about recently is that you can pitch 150 times, and you’re generally supposed to use the same narrative, and you want to have a narrative, you want to be able to tell your story, how you got into the sector, what’s the need, what’s the solution, and what’s the market, in 2 minutes in the same exact format you tell it the same way every time, and it’s amazing after 200 times or so, something new might click. And you would be able to broaden your perspective, and realize I can see why people are telling me this or I see the market from a different angle now, and you might make a slight adaptation or iteration. It is a long process so, you have to be patient. It is a taxing process, so you have to keep up your mental health, you have to have a support structure. I think it all goes back to why you chose the topic and what you’re interested in. If you’re just looking for the money, or fame, start-ups are not the option for you. It is a lot of tinkering and frustration and failure.

 

[Chaloux] And what’s your pitch?

 

[Matonis] My pitch is that we’re the first ever database for students, that we’re the first ever database for university research labs, and we’re bringing specialized software to a sector that has been left behind in the past 10 years or so. So there’s Blackboard and other ed-tech solutions for all the classes that you take, yet graduate students don’t have that resource. So professors up until this data have hodge-podged bunch of different things together, and now we’re bringing a platform that will hopefully go on every research computer in the country, and we’ll be able to help them with inventory at bringing new students into the lab, getting them funding, managing lab operations on a day-to-day basis, in a much more efficient and intuitive platform that currently is out there.

 

[Chaloux] That’s all for this week. Visit honors.uconn.edu/podcast to tell us about your favorite class at UConn, share feedback, and enter to win a long-sleeve Honors Program t-shirt with the code word “macaroni”.

 

[outro music]