EXCITING ASPECTS

Whiting: I traveled to several universities to study the archives of fanzines (small, non-professional magazines circulated among a relatively small audience of fans of a TV series, book, or movie) about Star Trek: The Original Series. Most of these fanzines were written, edited, and read by women, and because they were not published by a large corporate publisher, the women who created them had immense creative control.

Whiting presented her research in the Andrews Library during the I.S. Symposium on campus.

EMPOWERED IN MY FIELD

Whiting: What I loved most about I.S., especially as a double major, was that I was empowered to take a truly interdisciplinary approach to my research. I drew on my majors in English and sociology but also included methods and analytical approaches from anthropology; women’s, gender, and sexuality studies; and archival studies. Because I had the freedom to choose my topic and methods and conduct my own analysis, I was able to make the project truly my own. Ìę

MENTORSHIP MATTERS

Whiting: My advisors, Dr. Christa Craven and Dr. Claire Eager, were incredibly supportive throughout the entire I.S. process. As I completed my research, they treated me as a colleague and expert. They also showed me it’s okay to ask for help when I need it. I could not have completed this project without them.

SUPPORTIVE SCOT COMMUNITY

Whiting: From the first weeks of my first year at șÚÁÏÉç, Dr. John Rudisill was a constant source of support. He believed in me and saw potential I didn’t know I had, and his coaching during my four years on the moot court team made me a better reader, writer, and public speaker. Denise Monbarren, retired special collections librarian, and Rebecca Roper, special collections librarian, were also instrumental in stoking my interest in library science as a research topic and potential career.

MY TAKEAWAYS

Whiting: Completing my I.S. showed me I’m capable of more than I think, which will give me the courage to take on other big projects in the future.

WHAT’S NEXT

Whiting: After taking a gap year to gain work experience in libraries and archives, I will earn my master’s degree in library and information science. I hope to become an archivist or academic librarian.

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EXCITING ASPECTS

Woodfill: As precipitation becomes more intense and frequent, many cities are struggling with stormwater systems that can’t handle the increased runoff, leading to ponding on roads, overwhelmed drains, and greater flood risk. My project examined how small-scale green infrastructure strategies, like rain gardens, bioswales, permeable pavement, and green roofs, can help cities manage increasing localized flooding caused by climate change.

EMPOWERED IN MY FIELD

Woodfill: My research for I.S. taught me about stormwater management as an ongoing challenge in urban planning efforts, as well as pollution issues and local government approaches to mitigation of these challenges. The I.S. process encouraged me to explore urban-environmental issues from multiple perspectives as both a researcher and future professional.

MENTORSHIP MATTERS

Woodfill: My advisor, Dr. Meagen Pollock, was a kind, patient, supportive, and encouraging mentor throughout my I.S. experience. She pushed me to produce a quality thesis while also taking an interest in my cross country and track and field activities and my post-graduation plans. She was always willing to answer my career planning and job search questions.

SUPPORTIVE SCOT COMMUNITY

Woodfill: Dr. Hamed Goharipour had an immense impact on my personal, academic, and professional development. He furthered my enthusiasm for urbanism through his passion for the discipline. I have been his student, advisee, research assistant, and teaching assistant, and I have learned and grown from each experience. My cross country and track and field coach, Dennis Rice, is an amazing, dedicated man who always pushes his athletes to be their best, both in the classroom and in sports. He fosters a fantastic, welcoming team culture.

MY TAKEAWAYS

Woodfill: Completing my I.S. has taught me a lot about time and project management, “trust the process” thinking, trial and error, revisions, collaborations, and academic research techniques, all of which will be useful to me in the future.

WHAT’S NEXT

Woodfill: I intend to return to my hometown of Pittsburgh and look for a position in urban planning, stormwater management, local government, community development, or a related area. After I gain some professional experience, I plan to attend graduate school.

Featured image: Woodfill presents his research on small-scale solutions to flooding at the Independent Study symposium on campus.

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EXCITING ASPECTS

Cardine: The psychological aspect of my study examined how psychopathic traits interact with moral consistency while the artistic aspect explored how choreographic choices can embody moral reasoning in dance performance. My choreography was grounded in the theory of kinesthesia, which is the way we explore the world through touch, feeling, and awareness of our position in space. What excited me most about this project was contributing to research while making scientific data more accessible to everyone.

EMPOWERED IN MY FIELD

Cardine: I.S. empowered me by letting me explore what I’ve always loved — dancing — and to understand the misunderstood through psychology. This project mattered to me because it combined my passions, my values, and my academic interests.

Cardine (second from left) performs her Independent Study piece titled, “Eye to I” with fellow dancers Gina Strain ’28, Li Winner ’27, Brooke Johnson ’27, Anneke Smeenk ’27, MacKaye Sanwald ’29, Meghan Neville ’26, and Erica Kahle ’28.

MENTORSHIP MATTERS

Cardine: Professor Emily Baird in dance gave me opportunities to express myself as a dancer, and Dr. Nathan Foster in psychology helped me find my voice as a researcher. Both of them reminded me to take breaks when I needed them and to recognize my achievements. Their support provided me with a safe space where I was allowed to make mistakes.

SUPPORTIVE SCOT COMMUNITY

Cardine: There were many faculty and staff members who showed me unwavering support, especially when I was struggling. Before I came to șÚÁÏÉç, I sometimes felt alone and unsupported, but meeting these amazing people changed that. They celebrated me and taught me to really appreciate myself.

MY TAKEAWAYS

Cardine: I can sometimes let my self-doubt control me, but I learned that when I have the right support, as I did throughout the I.S. process, I can overcome that and explore the many avenues available to me in dance and psychology.

WHAT’S NEXT

Cardine: I am seeking an internship to gain more research experience before applying to graduate school to earn a doctorate in clinical psychology.

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EXCITING ASPECTS

Dunlay: After analyzing my data, I found that the social production of space and relationships to Airbnb and tourism are more complicated than I had theorized. While I thought a majority of individuals would be against Airbnb, many residents found it to be a positive force in the neighborhood.

EMPOWERED IN MY FIELD

Dunlay: My research, while related to temporary housing and tourism, allowed me to understand specific concepts regarding urban planning and prominent theories about space. While I am confident in the knowledge I learned throughout the process, I know there’s so much left to explore.

Grace Dunlay ’26 presents her research on the effects of Airbnb short-term rentals and tourism at the I.S. Symposium on campus.

MENTORSHIP MATTERS

Dunlay: I would never have been able to complete this project without my advisor, Dr. Heather Fitzgibbon. She was a guiding force, understood my vision and meaningfully pushed me if she thought my applications were not matching my theories. She also gave me lots of positive feedback and helpful advice. Having such a prominent and intelligent professor support my work gave me a boost of confidence.

SUPPORTIVE SCOT COMMUNITY

Dunlay: Besides Dr. Fitzgibbon, the entire sociology and anthropology departments provided tremendous role models. Each of the professor’s research is inspiring in a different way. They really care about their students and want them to succeed.

MY TAKEAWAYS

Dunlay: I have never been so organized and self-disciplined as I was while completing my I.S. This experience helped me realize I’m highly capable of taking on and completing large projects efficiently and expertly. I know that I can motivate myself and properly manage my time. I also know that I find value in collaboration, especially with mentors whom I respect.

WHAT’S NEXT

Dunlay: I plan to move to Chicago to work in the non-profit sector doing community work that makes a difference. I also intend to apply to law school.

Featured image: Grace Dunlay ’26 worked closely with mentor Heather Fitzgibbon, professor of sociology and anthropology as guiding force throughout her I.S.

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As part of the award, she traveled to Ghana for a summer work-travel experience to help define her public service journey. She designed a three-part internship in Ghana that included a neurological internship at a for-profit hospital, an opportunity to shadow a neurosurgeon at a non-profit military hospital, and a mental health internship at a non-profit hospital. She visited area schools and talked with students about mental health and being more active, limiting screen time, and other paths toward neurological wellness, addressing the growing negative impacts of excessive drinking among youth populations. Her summer experience affirmed her public service journey and helped shape her I.S.

“The real excitement of my topic lies in how my findings could shape treatments and interventions. I’m connecting the dots between neuroscience, behavior, and policy, paving the way for solutions that could make a tangible difference.”

—Angel Asamoah ’25

MY I.S.

Asamoah: My thesis explores how alcohol consumption influences adolescent brain structure and behavior, aiming to address the growing negative impacts of excessive drinking among youth populations. By analyzing data from the NIH Adolescent Brain and Cognitive Development (ABCD) Study, my project sought to uncover insights into the relationship between early drinking and negative/impulsive behaviors, which could have significant implications for developing practical treatment and preventative interventions for youth.

EXCITING ASPECTS

Asamoah: I was most excited about the practical translation of my research. My use of data from the NIH ABCD Study adds depth and credibility to my research, but the real excitement lies in how my findings could shape treatments and interventions. I’m connecting the dots between neuroscience, behavior, and policy, paving the way for solutions that could make a tangible difference.

EMPOWERED IN MY FIELD

Asamoah: My I.S. project truly empowered me to take ownership of my research and develop the confidence to lead a complex, I.S. Navigating every phase of the process—from forming my initial questions to analyzing data and drawing conclusions—taught me how to manage and direct my own work effectively. It also deepened my curiosity within my field, encouraging me to ask bigger, more ambitious questions and explore ideas I hadn’t considered before. This experience not only strengthened my skills as a researcher but also inspired me to embrace the excitement of inquiry and discovery in areas I’m passionate about.

As co-president of the African Student Union, Angel Asamoah ’25 frequently worked closely with the College’s events management team, getting to know Darlene Hauenstein and Cassidy Wertman so well that she took a photo with them to celebrate turning in her I.S.

SUPPORTIVE SCOT COMMUNITY

Asamoah: I couldn’t have accomplished this journey without the unwavering support of the incredible people around me: my advisor and extraordinary mentor Dr. Stavnezer; Tessa Hall at the Writing Center for her constant source of encouragement and focus; Learning Center Director Amber Larson’s invaluable advice; and my friends and family, who were my pillars of support.

MY TAKEAWAYS

Asamoah: I learned to be adaptable and patient because, no matter how much you plan, plans have a tendency to change when you least expect it. I learned much about how to efficiently pivot in response to change, ensuring the best outcome from that situation. I.S. also helped me build my confidence in conducting scientific research.

CELEBRATION

Asamoah: On I.S. Monday, after having brunch with friends, I dressed up in my cow print and partook in most of the activities the college had planned, including the march through the arch and food trucks.

WHAT’S NEXT

Asamoah: My aim is to continue in a research lab, exploring the effects of alcohol use on neurological processes and creating realistic prevention programs to help curb these pervasive effects.

Asamoah received the Obama-Chesky Scholarship for Public Service recipient and was a member of the second cohort of Obama Foundation’s Voyagers.

Featured image: Angel Asamoah ’25, photo provided by subject.

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“Understanding risk assessment and perceived barriers to risk avoidance is critical to designing public health policies that empower people to have the health autonomy necessary to live healthier lives and promote health equity.”Ìę

—Emily Hiebel ’25Ìę

MY I.S.Ìę

Hiebel: I completed a sociology study on risk assessment using a health belief model and PFAS, a class of endocrine-disrupting chemical pollutants commonly found in non-stick products that can alter how hormones function in the body, raising the risk for certain cancers, diabetes, obesity, reproductive harm, and other health risks. I found that while risk awareness was higher with high socioeconomic status, it did not correlate to a greater willingness to change behavior. Lower socioeconomic groups were equally or more willing to change behavior or choices to reduce PFAS exposure. Cost was the primary barrier to risk avoidance.Ìę

EXCITING ASPECTSÌę

Hiebel: I got to combine aspects from all three of my areas of study during my time at șÚÁÏÉç. My PFAS research was greatly enhanced by having a background in biology, sociology, and public health. I felt like I got to contribute to a real-world problem while pursuing my personal interests using the skills I’ve gained from my classes.ÌęÌę

EMPOWERED IN MY FIELDÌę

Hiebel: I have always been passionate about public health and biology. Having the curiosity to ask questions has never been an issue for me, but being able to confidently pursue answers is more of a struggle. Through I.S., I gained confidence in my ability to design a study and follow through to the end. I.S. taught me to confront my own perfectionism, which made me more confident in addressing issues in public health.Ìę

SUPPORTIVE SCOT COMMUNITYÌę

Hiebel: My advisors were honest and supportive, offering flexibility and faith in me that made it possible for me to complete the project. My friends were also a huge source of support, helping talk through ideas and making sure I took care of myself. The Dean of Students office and all my professors supported me through multiple family crises and serious health issues that made staying in school difficult. I would never have been able to graduate if it weren’t for the compassion and support of my professors and friends.Ìę

MY TAKEAWAYSÌę

Hiebel: I gained experience in survey research and how to manage a long-term project. In addition to learning technical skills in survey design, Statistical Package for Social Sciences (SPSS) software, data analysis, and communication, my I.S. taught me that being versatile, flexible, and asking for help makes me a stronger researcher. Though the final project does not match my original plan; I’m proud of what I achieved and how I learned to adapt. While this was an Independent Study, I would never have been able to do it alone, and I didn’t have to.Ìę

WHAT’S NEXTÌę

Hiebel: I will take a gap year to gain work experience and a break from academics before pursuing a Master of Public Health degree.Ìę

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“My biggest love is the plants and animals we share this world with, so an opportunity to expand my knowledge on such a wide diversity of critters made my weekly work feel fresh and fun.”ÌęÌę

—Joe Carter ’25Ìę

MY I.S.Ìę

Carter: Female killer whales live approximately 90 years and stop reproducing around 50. This period of life following reproductive senescence (the permanent end to reproductive cycling) is known as the post-reproductive lifespan (PRLS). My project looked at how and why reproductive senescence first evolved and why it continues to exist. There are only four described species in which PRLS is said to be adaptive, meaning it provides some sort of fitness benefit and individuals with this trait pass on more of their genetic information than those without. I did a non-traditional biology I.S. without any experimentation. Instead, I did a literature review of hundreds of sources to answer two major questions: why are adaptive post-reproductive lifespans seemingly so rare? and what other species/groups have an adaptive post-reproductive lifespan?Ìę

EXCITING ASPECTSÌę

Carter: I.S. was a unique challenge that was entirely my own. The biggest excitement going into the project was that I could explore something that none of my other classes discussed, and something that none of my professors were experts in. I also learned about hundreds of unique animals. My biggest love is the plants and animals we share this world with, so an opportunity to expand my knowledge on such a wide diversity of critters made my weekly work feel fresh and fun.Ìę

EMPOWERED IN MY FIELDÌę

Carter: STEM fields can be very intimidating and isolating at times, and I felt a huge amount of imposter syndrome going into this project. I felt wholly unqualified to write on this topic, and just getting started was one of the scariest parts for me. Another thing that scared me was my ability to ask good research questions. The more I read and the more I learned, the more I trusted my own capabilities and knowledge. I.S. really helped me address some of my own anxieties toward STEM and made me feel like I have what it takes to succeed in a career in any research field.Ìę

SUPPORTIVE SCOT COMMUNITYÌę

Carter poses for photos with the inflatable tootsie roll outside of Kauke Hall. Photo courtesy Joe Carter.

Carter: My biggest support system throughout the whole I.S. process was my advisor, Dr. Sharon Lynn. Each week, we met one-on-one to go over what I accomplished throughout that week. She helped me realize that working on a project like this has ups and downs. It’s all part of a cycle where the ups lead to the downs and the downs fuel the ups. This really helped me to not spiral and worry too much that I was falling behind, and it’s something that I’ll carry with me in the future.

MY TAKEAWAYSÌę

Carter: I.S. made me confident in my ability to exist as an adult in the world, and it taught me how to be a better communicator. I’ve always struggled to communicate scientific information, and I hadn’t presented much of my own research prior to this process. While my professors didn’t have extensive knowledge in my topic, many were instrumental in getting me to fully explain my statements and really dissect how I came to my conclusions. I feel so much more confident now in my ability to communicate difficult information in an accessible way. As an underclassman, I felt like the goal of I.S. was to make an amazing project, but now I know that’s not the case. The point of I.S. is to teach you how to rely on yourself and to understand how you operate. I feel like I understand myself so much better after completing this project, and I feel more ready for the challenges that will come next.Ìę

CELEBRATION!Ìę

Carter: I didn’t do too much to celebrate turning in my I.S., but I did go see a lot of my friends turn in their projects. It left me with a feeling that’s indescribable. Seeing people supporting each other and witnessing the joy and relief of completing something that they’ve put so much time and effort into is priceless. The energy on campus on I.S. Monday is electrifying and inspiring.ÌęÌę

WHAT’S NEXTÌę

Carter: I am moving up to Fairbanks, Alaska, where I’ll be working as a lead field technician for the ​​National Ecological Observatory Network (NEON Program). Eventually, I want to go back to school and pursue more of a conservation and advocacy role through land management practices.Ìę

Featured image: Joe Carter ’25 with his I.S. Symposium poster.

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For music composition majors, the I.S. requirement includes a composition or portfolio of compositions. Jack composed a five-movement operetta, “Merfall,” while Yoder composed “Terra Prisma,” his six-movement orchestral piece. Both were advised by Dylan Findley, assistant professor of music, music theory, and composition. Each student conducted their numbers at the recital, and the program also included two additional Yoder compositions: “Dancing Through Pavement Pools” for violin and piano, and “Hush” conducted by classmate Paul Zito, for choir.

According to Jack, the pair made a handshake agreement sophomore year to produce a composition recital as seniors. “The recital isn’t even required; we did that for fun!” said Yoder. “There are few better feelings or experiences than sharing a stage with a dear friend.” In addition to conducting their own pieces, both students performed in each other’s ensembles—Jack as a vocalist and instrumentalist in two of Yoder’s pieces and Yoder as an instrumentalist in Jack’s operetta.

While working front of house at the Ohio Light Opera in summer 2024, Jack was struck by the unique style of lyric theater and wanted to emulate it in her I.S. She knew she wanted to incorporate two different styles of composition (post tonal and sea shanty) that shaped the development of her musical voice.

“I.S. taught me that I can do more than I think I can,” said Jack. She explained that “Merfall” depicts two worlds colliding and intertwining: a disillusioned deep-sea fisherman and his ragtag shanty band encounter a merman on the brink of death, and all of their lives are changed forever. “If you had told me a year ago that I’d not only be writing an operetta, but organizing rehearsals, running rehearsals, and conducting my own music, I would not have believed you.”

The process of coordinating thirteen people’s schedules in the spring semester to find a common time to rehearse was a challenge for Jack, as was overcoming self-doubt and being her own worst critic during the writing process. She returned to working at the Ohio Light Opera again the summer after graduation and will pursue a diploma in band instrument repair from Minnesota State College Southeast.

Ethan Yoder ’25 rehearses his piece, “Terra Prisma” with a recruited ensemble of classmates that included both music majors and non-music majors. Photo: Shannon Dunning

Yoder was most excited about the sheer scope of his I.S. “I came to șÚÁÏÉç knowing that I wanted to pursue composition, and even still, I never could have imagined writing a piece of this scale,” he said. “Knowing that I can and have done something of this size has gone a long way in keeping me inspired and focused on future projects.”

His almost 40-minute long piece “Terra Prisma” is Latin for “Earth Prism” so each movement is based on a color of the rainbow. The composition focuses on two different aspects of each color: its associations with the natural world and its associations with human emotion. The third movement, “Heliotropism,” is the yellow movement as it refers to the process by which sunflowers follow the sun to receive the most light. “Yellow is associated with happiness and jubilation, so much of the movement is upbeat, major, and energetic,” he explained. Yoder recruited 37 classmates starting in early October to perform the first three movements at the recital.

On top of writer’s block and coordinating schedules, Yoder cited the rehearsal process as a challenge. “I’d never conducted an ensemble of this size, so I had no idea what I was in for,” said Yoder. “The first rehearsal or two weren’t excellent, but by the end I felt like I had a much better grasp on things.” His next step after graduation will be at Illinois State University to pursue a master of music composition degree.

Featured image: Music composition majors Ethan Yoder ’25 and Gracelyn Jack ’25 completed a joint recital featuring their Independent Study compositions. Photo provided by the subjects.

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Last summer, Perrier interned at the Rock & Roll Hall of Fame Library and Archives—an exciting opportunity that intertwined his two academic interests. He was wrestling with how to expand his junior Independent Study topic about eminent domain in Cuyahoga Valley National Park when the music drew him in yet again.ÌęÌę

While interning, Perrier organized the Cary Baker Papers (articles, interviews, and correspondence from the music journalist and publicist) that shed light on late 1970s/early 1980s independent music scenes. He and another intern also processed and photographed a record store display about new wave and punk bands like the Ramones, Dead Boys, and others. With such rich sources at his fingertips, Perrier couldn’t resist starting fresh with a new topic for senior I.S.ÌęÌę

His study examined the transition from the early New York punk and new wave scene to a national movement during the late 1970s and revealed how the recording industry eased the change from a scene-based to an industry-based genre. Perrier leaned on music journalism and oral histories to explain the context of the music scene, as well as case studies on label executives and acts like Patti Smith Group and Richard Hell to show the push and pull of musicians and the industry.Ìę

Gregory Shaya, Henry J. and Laura H. Copeland Professor of European History at the College, served as Perrier’s I.S. mentor. “Zach shows the ways in which these bands worked in creative tension with the record companies that signed them and marketed them to a national audience,” Shaya said. “He revealed how the very category of ‘new wave’ appeared out of a delicate truce between art and commerce.” Ìę

Shaya and Perrier enjoyed learning about the rise of new wave music and the marketing that shaped it.

On top of months of research on genre theory and the music industry, Perrier spent three days during fall break in the Rock Hall archives pulling primary sources that tell the larger story. He combed through business files from Sire Records, which, in addition to signing bands like Talking Heads and the Ramones, also collaborated with Warner Records on the in-store display and ad campaign that intrigued Perrier during his internship. Ìę

He found a noticeable shift in marketing authenticity after Sire co-founder Seymour Stein got “usurped into the machinery of the major labels.” While executives signed bands out of the underground Manhattan club circuit, they also promoted bands from other countries and merged them into one new wave genre.ÌęÌę

“There wasn’t really a sense of place in the campaign visuals, and the labels robbed it of authenticity,” explained Perrier. “Punk and new wave music brought feelings of alienation that defined youth culture in the 1970s. That’s cropped up today and led to a hunger for authenticity in music.”Ìę

Perrier, who worked in digital collections at Andrews Library archiving I.S. files, also found sources on campus. Regardless of sources, he found it hard to talk about music in just words. “I was really inspired by the Rock Hall exhibits and wanted to create a digital companion,” said Perrier. The website (howdidigethere.collegeofwooster.net) he created includes original recordings from Manhattan clubs, press photos, and flyers.ÌęÌę

His peers’ projects also inspired him; he noted a friend studying music played during campaign rallies. “She and I often helped each other while putting our websites together as a second set of eyes and bouncing ideas off one another. Mine isn’t as intense in data collection, but we both saw the power of digital storytelling.”Ìę

His I.S. wasn’t Perrier’s first effort on the digital side. He created two digital exhibits at the Baseball Heritage Museum during a summer 2023 internship. Between that and his Rock Hall experience, he understands what’s needed for researchers. “Archivists are researchers too, and it was helpful to see both sides of that relationship,” said Perrier. He expects to explore that relationship more this fall when he begins a master’s program in library and information science.Ìę

Featured image: Zach Perrier ’25 stands with Gregory Shaya, Henry J. and Laura H. Copeland Professor of European History, proudly displaying a couple of 70s vinyl records.

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Crane knew she was interested in a field-based project on the ecology or wildlife side. She considered studying the frog colony in the șÚÁÏÉç greenhouse, but ultimately landed on a squirrel focus because she wanted to learn more about the campus population of black squirrels, which is rare in other places. She also knew she could learn from her mentor’s extensive experience with squirrels. Rick Lehtinen, Theron L. Peterson and Dorthy R. Peterson Professor in Biology, has published several studies on the animal, coauthored some with șÚÁÏÉç students, and advised various squirrel-related I.S. projects. Ìę

Crane designed her study with two goals in mind: to assess whether there are any behavioral differences between the gray and black squirrels on campus and to assess any differences between the two in survival over time.Ìę

With some trial and error, Crane caught and ear-tagged squirrels on campus with little metal numbered ear tags to come up with survival estimates. Lehtinen had never caught or tagged himself, but assisted Crane in her field efforts. They eventually switched to different color tags to tell each squirrel apart more easily. Crane collected tag data for three months. Squirrels were live-trapped and immediately released unharmed after tagging.Ìę

“We know a fair amount about campus squirrel behavior, abundance, etc., and Lydia’s work helped deepen our knowledge on these topics, but it is really hard to tell one squirrel from another,” said Lehtinen. “To look at something like survival over time, you really need to be able to recognize individuals. Lydia’s livetrapping and marking work has allowed us to start to look at that.”Ìę

Even though there wasn’t enough time to draw survival conclusions for her study, the data keeps adding to itself, so future student researchers will have more to work with. “I’m excited that the tagging project we started will continue for years to come,” said Crane. Lehtinen said they hope to add a social media aspect of the project where students, faculty, and staff can report tagged squirrel sightings to a social media page.Ìę

To obtain her behavioral data, Crane spent two months observing squirrel behavior and activity through walking surveys. While walking between her campus house and the science building to and from class, she’d record the number of squirrels in each color, the weather conditions, and what behavior they exhibited. She examined the similarities and differences in behavior and activity levels in different conditions to understand the relationship between the color of the fur and animal actions like grooming, chasing, wrestling, or play, and more. The data also helped her gauge potential selective advantages in the environment that could be causing the frequency of the black squirrels in the population to change.Ìę

Crane said her biology labs provided insight into the experimental design process and equipped her in reading scientific literature so she could ask strong scientific questions. One of the major hypotheses she found in science papers said black morph squirrels can survive better in the cold because of a thermal advantage, where they retain more heat. “Our data was inconsistent with that,” said Crane, adding that she also found a higher proportion of black squirrels active when the temperature exceeded 75 degrees. “We weren’t expecting that!” Ìę

She does, however, expect to continue working in the field after graduation. “Being able to work with live animals in the wild was exciting,” said Crane, who’s also a member of the College’s outdoor club, WOODs. “The analysis portion of I.S. has also been really helpful. It’s one thing I didn’t have a lot of practice with, but no matter where I end up working, it will be really important.Ìę

Featured image: Lydia Crane ’25 studied the differences between the gray and black squirrels on campus.

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