At the National Institutes of Health (NIH) Dr. Arteaga has developed and led several, large research initiatives related to behavioral, social, community, and policy factors that impact health behaviors and obesity with a special emphasis on diverse populations. Currently, she is a Supervisory Health Scientist Administrator in the Environmental influences on Child Health Outcomes (ECHO) Program in the Office of the Director at the NIH. ECHO is a billion-dollar, seven-year research program that includes an observational component of nearly 70 diverse cohorts in 33 states with over 50,000 participants (children and their families). She joined ECHO in 2019 and her role is to lead a team of Program Officers that work with over 1200 researchers across the country to implement and execute the scientific goals of ECHO. Additionally, Dr. Arteaga is the Program lead for ECHO’s Opportunity Infrastructure Fund which provides scientific opportunities for young investigators, she also leads the diversity and equity efforts within the ECHO Program, and manages a diverse portfolio of grants focusing on obesity and environmental influences on children’s health. Prior to joining ECHO, she was a Program Director at the National Heart, Lung, and Blood Institute (NHLBI) at NIH where she led several research initiatives, including the Healthy Communities Study, a large observational study in 130 diverse communities and over 5000 children and their families to assess the characteristics of programs and policies and their associations with body mass index, diet, and physical activity in children. Dr. Arteaga was also the NHLBI lead for the Lifestyle Interventions for Expectant Moms consortium which was a group of clinical trials that targeted appropriate gestational weight gain among women with overweight and obesity. She is a member of the Senior Leadership Group of the NIH Obesity Research Task Force and provides leadership on the development and coordination of obesity research efforts across the NIH. She is also a member of the National Collaborative on Childhood Obesity Research and works with other federal agencies to further childhood obesity research. Dr. Arteaga received her Ph.D. in community-social/behavioral medicine psychology from the University of Maryland Baltimore County and a Bachelor of Arts in Psychology and Spanish from Truman State University. Dr. Arteaga has published nearly 50 manuscripts in peer-reviewed journals, has presented at several scientific conferences, and has received numerous awards from NIH for her scientific contributions.

What factors effect children’s health and how can we enhance it? In this presentation you will learn about one of the largest investments that the National Institutes of Health (NIH) has put into child health, the productive and impactful science it has yielded, and the anticipated success for the next phase. The mission of the Environmental influences on Child Health Outcomes (ECHO) at the NIH is to enhance the health of children for generations to come. The scientific goal of ECHO is to understand the effects of a broad range of early environmental influences on child health and development. ECHO uses information from existing longitudinal cohorts that include more than 50,000 children from diverse backgrounds across the United States. Together, these cohorts follow participants from before they are born through childhood and adolescence. ECHO also supports a 17-state clinical trials network to test prevention and treatment strategies among children from rural and medically underserved backgrounds. ECHO informs solutions to five common pediatric outcomes with major public health impact. These five outcome areas include pre, peri and postnatal, upper and lower airway, obesity, neurodevelopment and positive health or well-being.  In addition to learning about ECHO, you will also learn more about the NIH and Dr. Arteaga’s career trajectory.

Face-to-face oral presentations will be held in the Student Union Building and Magruder Hall on April 21. A list of presentations that are scheduled for each session can be found in the conference schedule.

The asynchronous virtual presentations and discussions will be hosted through Flipgrid. To access Flipgrid, use this link, click ‘Join with Google’ and log in using your @truman.edu email. A list of presentations that are scheduled for each topic can be found at the conference schedule.

Virtual presentations will be made available before the conference on April 21 and will remain visible through the end of the Spring 2022 semester. Once student presentations are available, you can watch a video by clicking on the presentation. Questions and comments can be left below each video. Please comment on the presentations you watch with questions, comments, or words of encouragement.

Oral presentations will be held in the Student Union Building and Magruder Hall on April 21. To find your scheduled presentation time and location, find your abstract here (you can find your abstract by scrolling down to ‘TOTAL’, selecting ‘Authors’, and then searching for your last name). Each presentation is scheduled within a session, which can be found here. You should arrive at your scheduled session 15 minutes before the session begins to upload your presentation (i.e. 15 minutes before the first presentation within your session). You should stay for the entire session in which you are presenting and dress professionally.

Oral presentations are scheduled for 15 minutes each including time for questions (recommend a 12-minute presentation). A computer and projector will be available in each session room. Presenters who wish to deliver computer-based presentations should use software packages that are standardly available on campus computers such as PowerPoint or PDF. It is recommended to bring your presentation on a portable flash drive. Students will not have time between speakers to log in to email, so it is not recommended to present using Google Slides. A moderator will be present in each room to help you upload your presentation before the scheduled session begins and keep on track with time while presenting.

The Poster Session will be held in the Activities Room of the Student Union Building on April 21. You should be in the Activites Room standing next to your poster for formal discussion from 3:00-4:00 pm. You should stay for the entire session and dress professionally.

Poster walls and push pins will be provided to display your poster. Posters must fit on a 40” x 60” area. Poster locations will be identified with a poster number. To find your poster number, find your abstract here (you can find your abstract by scrolling down to ‘TOTAL’, selecting ‘Authors’, and then searching for your last name). The poster number is listed as the ‘Session’ number. You should hang your poster before the Poster Session begins at 3:00 pm.

Performance art presentations will be held in the Student Union Building on April 21. To find your scheduled presentation time and location, find your abstract here (you can find your abstract by scrolling down to ‘TOTAL’, selecting ‘Authors’, and then searching for your last name). Each presentation is scheduled within a session, which can be found here. You should arrive at your scheduled session 15 minutes before the session begins to upload your presentation (i.e. 15 minutes before the first presentation within your session). You should stay for the entire session in which you are presenting and dress professionally.

Performance art presentations are scheduled for 15 minutes each including time for questions (recommend a 12-minute presentation). The requested equipment (music stands, piano, etc.) will be available in each session room. A moderator will be present in each room to help you set up for your presentation before the scheduled session begins and keep on track with time while presenting.

Studio Art exhibits and the Annual Juried Student Exhibition will be on display in the University Art Gallery (OP 1114) on April 21. You should be in the Art Gallery standing next to your artwork for formal discussion from 3:00-4:00 pm. You should stay for the entire session and dress professionally.

What are the benefits to the students?

• the development of skills to function more independently
• the opportunity to put classroom knowledge into practice
• the identification of career interests
• the building of mentor relationships between faculty and students
• the stimulation that comes with critical thinking
• the opportunity to participate in new discoveries
• the ability to better understand research methodologies
• the stimulation of creativity
• the increased likelihood of acceptance into graduate or professional school
• the ability to communicate to a wide audience
• recognition by one’s peers
• the sheer excitement created by intellectual activity
• the opportunity to earn wages or academic credit
• the enhanced ability to grasp the philosophy of life-long learning

Tips for the abstract submission and presentation preparation

1. Communicate with your faculty mentor early. Your mentor is a professional; you will soon become a professional. Learn from her/him the proper procedures for designing and presenting your project. Let them know early your hopes and aspirations for the conference, so that they may guide you through this experience.
2. Have your mentor review your material. Your mentor should view your abstract before it’s submitted so you can make the necessary revisions. You should also work with your mentor before presenting at the Student Research Conference to make sure your presentation is of professional quality.
3. Practice and time your talk. In preparation for a professional conference, you should practice and time your presentation. Be professional.
4. Use slides judiciously. A professional uses PowerPoint as an aid to outline and guide a presentation, not to substitute for a presentation.

On the day of the Student Research Conference

• You do not need a hard copy of your presentation.
• Dress professionally. Your appearance communicates your competency, both at this conference and in all other professional situations.
• Arrive ~15 minutes before your scheduled session begins and stay for the entirety of your scheduled session.

Asynchronous virtual presentations and discussions will be held through Flipgrid. You will need access to a camera, microphone, and a good internet connection to record and post your presentation.

To find your session and the corresponding link, find your abstract here (you can find your abstract by scrolling down to ‘TOTAL’, selecting ‘Authors’, and then searching for your last name). The corresponding session link will be noted under ‘location’. Pasting this link into your web browser will direct you to your scheduled topic session in Flipgrid where you should post your virtual presentation. To log in to Flipgrid, click ‘Join with Google’ and log in using your @truman.edu email.

If you are creating a presentation individually, it is recommended to record your video through Flipgrid (although it is fine to also upload a previously recorded presentation) by clicking the ‘Add Response’ button. If you have slides to accompany your presentation, it is recommended to use the screen recording tool within Flipgrid (click ‘Options’, then ‘Record screen’). Please note, Flipgrid will allow you to edit your video before posting it. The presentation title and student presenter name(s) should be entered as the caption. You can also post a link to supplemental resources if you would like, such as a PDF of slides or a poster. See instructions for recording your presentation through Flipgrid here.

If you are creating a presentation as part of a group, it is recommended to record your presentation through Zoom and upload your saved presentation as a .mov, .mp4, or .webm file to Flipgrid (click ‘Add Response’, then ‘Options’, then ‘Upload clip’). See a Zoom tutorial here. Please note, Flipgrid will not upload presentations over 10 minutes. In Flipgrid, the presentation title and student presenter name(s) should be entered as the caption. You can also post a link to supplemental resources if you would like, such as a PDF of slides or a poster.

Virtual presentations will be allotted a maximum time of 10 minutes. The presentation should be posted to Flipgrid by 5 pm on Thursday, April 14th. Please note that these videos may not be available to view on the presentation platform immediately after posting. Presenters should check their presentation on Flipgrid multiple times on the day of the Student Research Conference, April 21, to answer questions.

What are the benefits to the students?

• the development of skills to function more independently
• the opportunity to put classroom knowledge into practice
• the identification of career interests
• the building of mentor relationships between faculty and students
• the stimulation that comes with critical thinking
• the opportunity to participate in new discoveries
• the ability to better understand research methodologies
• the stimulation of creativity
• the increased likelihood of acceptance into graduate or professional school
• the ability to communicate to a wide audience
• recognition by one’s peers
• the sheer excitement created by intellectual activity
• the opportunity to earn wages or academic credit
• the enhanced ability to grasp the philosophy of life-long learning

Tips for the abstract submission and presentation preparation

1. Communicate with your faculty mentor early. Your mentor is a professional; you will soon become a professional. Learn from her/him the proper procedures for designing and presenting your project. Let them know early your hopes and aspirations for the conference, so that they may guide you through this experience.
2. Have your mentor review your material. Your mentor should view your abstract before it’s submitted so you can make the necessary revisions. You should also work with your mentor before presenting at the Student Research Conference to make sure your presentation is of professional quality.
3. Use slides judiciously. A professional uses PowerPoint as an aid to outline and guide a presentation, not to substitute for a presentation.

On the day of the Student Research Conference

• Periodically check for questions and comments on your presentation so you can respond to them on the day of the SRC.

Oral presentations are scheduled for 15 minutes each including time for questions. A computer and projector will be available in each session room. Presenters who wish to deliver computer-based presentations should use software packages that are standardly available on campus computers. Presenters should indicate on their online submission form if additional audio-visual equipment is needed. A moderator will be present in each room to help you upload your presentation and keep on track with time while presenting.

We will do our best to accommodate as many face-to-face presentations as possible; however, the number of abstracts accepted for face-to-face presentations may need to be limited. In the event that there is a high demand for face-to-face presentations, some may be converted to asynchronous virtual presentations. Please note that faculty mentor acceptance of an abstract does not guarantee that it can be facilitated as a face-to-face presentation. Students will be notified if their submission is converted to an asynchronous virtual presentation.

Student presenters should stand by their work for discussion and questions during their scheduled poster session. Poster boards (40” tall x 60” wide) and push-pins will be provided for poster display. The poster should fit on the provided board but does not need to fill the entire area.

We will do our best to accommodate as many face-to-face presentations as possible; however, the number of abstracts accepted for face-to-face presentations may need to be limited. In the event that there is a high demand for face-to-face presentations, some may be converted to asynchronous virtual presentations. Please note that faculty mentor acceptance of an abstract does not guarantee that it can be facilitated as a face-to-face presentation. Students will be notified if their submission is converted to an asynchronous virtual presentation.

Performance art presentations are examples of theatrical or musical performances, or a combination of the two. The performances are scheduled for 15 minutes each, including time for discussion and questions. Equipment needs (music stands, piano, etc.) should be requested.

We will do our best to accommodate as many face-to-face presentations as possible; however, the number of abstracts accepted for face-to-face presentations may need to be limited. In the event that there is a high demand for face-to-face presentations, some may be converted to asynchronous virtual presentations. Please note that faculty mentor acceptance of an abstract does not guarantee that it can be facilitated as a face-to-face presentation. Students will be notified if their submission is converted to an asynchronous virtual presentation.

Art exhibits are examples of creative work from the fields of painting, photography, printmaking, ceramics, sculpture, fibers, or visual communications. Student presenters should stand by their work for discussion and questions during the scheduled studio art session.

We will do our best to accommodate as many face-to-face presentations as possible; however, the number of abstracts accepted for face-to-face presentations may need to be limited. In the event that there is a high demand for face-to-face presentations, some may be converted to asynchronous virtual presentations. Please note that faculty mentor acceptance of an abstract does not guarantee that it can be facilitated as a face-to-face presentation. Students will be notified if their submission is converted to an asynchronous virtual presentation.

Asynchronous virtual presentations can be submitted in any format (oral, poster, performance art, or studio art). All asynchronous virtual presentations will be allotted a maximum time of 10 minutes. If you have accompanying slides or materials, these should be shared by recording your screen. If you are able, we would also appreciate seeing a video of you while presenting. Presentations should be posted to the virtual conference platform (Flipgrid) by 5 pm on Thursday, April 14th.

Each presentation must have a faculty mentor. If students are presenting work done off-campus, for example during an internship, they must identify a Truman faculty member as co-sponsor. Abstracts that lack faculty sponsorship will not be accepted. Your involvement in work to be presented at the Student Research Conference is therefore essential; without you, there can be no conference. You should know about the responsibilities of mentoring as well as the significant benefits it can confer.

As a faculty mentor, you should familiarize yourself with the Presentation Types and Submission Guidelines listed in the Call for Abstracts. There is no central review process for this Conference—virtually all submissions that have faculty mentors will be accepted. This means that, before you agree to be a mentor, you should make sure the proposed work is eligible (see Submission Guidelines); and, after agreeing, you should work with the students involved in preparing the abstract and getting ready for the presentation.

At the minimum, faculty should proofread the abstract before submission, give appropriate feedback and editing, and formally approve the submission. You will receive notification via email when a presentation for which you are listed as a mentor has been accepted. Stay in touch with students you are mentoring so you can preview presentations, giving appropriate feedback to enhance their quality.

• the stimulation and confidence that accompanies creative thinking
• the opportunity to mentor enthusiastic, high-quality students
• the enhanced ability to remain current in one’s field and discipline
• the excitement created by intellectual activity and participation in new discoveries
• the recognition by one’s internal and external peers
• the reinvigoration of one’s career
• the chance to improve teaching techniques, such as in investigative laboratories (or workshops)
• the ability to transfer results from one’s scholarship into the classroom
• the ability to promote the concept of life-long learning for students.