UROP Project | Center for Undergraduate Research and Academic Engagement

PFAS Contamination in the Lower Suwannee River Basin

PFAS, Laboratory work, Machine Learning, Deep Learning, Citation Analysis

Research Mentor: Mr. Shahin Alam , Shaheen
Department, College, Affiliation: Civil & Environmental Engineering, FAMU-FSU College of Engineering
Contact Email: ma23ch@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Environmental Engineering; Environmental Science / Environmental Chemistry; Data Science / Environmental Data Science; Chemical Engineering (Environmental or Materials Track); Geosciences / Hydrology; Information Science / Scientometrics / Bibliometrics; Computational Science / Applied AI
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

This research project focuses on addressing the complex and persistent issue of Per- and Polyfluoroalkyl Substances (PFASs) contamination in aquatic and terrestrial environments. PFASs, often referred to as "forever chemicals," are synthetic compounds widely used in industrial and consumer products for their resistance to heat, water, and oil. However, their environmental persistence, bioaccumulation potential, and toxicological risks pose significant challenges to public health and ecosystem sustainability. The core objective of this research is to investigate PFAS contamination in surface water and sediments, understand their sources and distribution patterns, and develop predictive tools for effective monitoring and management.

This project integrates advanced laboratory analyses with state-of-the-art machine learning (ML) and deep learning (DL) techniques. Field samples from strategically selected watershed regions are collected and analyzed using high-resolution instruments such as LC-MS/MS and GC-MS to quantify PFAS concentrations and determine physicochemical properties. These empirical data sets serve as the foundation for developing robust predictive models that can identify PFAS sources, simulate spatial distribution patterns, and assess contamination risks. By combining GIS-based spatial modeling with ML algorithms such as random forests, support vector machines, and neural networks, the project aims to uncover hidden patterns in large-scale environmental datasets.

Additionally, the research includes a bibliometric and citation analysis of global PFAS-related studies to identify key trends, research hotspots, influential authors, institutions, and emerging methodologies. This meta-analytical component provides critical insights into the evolution of PFAS research and highlights knowledge gaps that require urgent attention. By mapping the scientific landscape, the project ensures that the developed models and frameworks align with cutting-edge research and policy priorities.

The interdisciplinary nature of this work—bridging environmental engineering, analytical chemistry, geospatial science, and data analytics—enables a comprehensive approach to tackling one of the most pressing environmental challenges of our time. The outcomes are expected to contribute to more informed decision-making, targeted remediation strategies, and the development of early warning systems for PFAS contamination in vulnerable watersheds.

Research Tasks: literature review, data collection, data analysis, Lab Help, Field Trip

Skills that research assistant(s) may need: Attention to detail

Ability to work in interdisciplinary teams

Critical thinking and problem-solving mindset

Time management and task prioritization

Mentoring Philosophy

My mentoring philosophy centers on cultivating a supportive, inclusive, and intellectually stimulating environment where mentees are empowered to explore, question, and grow both personally and professionally. I believe in guiding students through hands-on experiences—whether in the lab, field, or through coding—while encouraging them to think critically and independently. I emphasize the development of strong technical skills, scientific curiosity, and ethical research practices, tailored to each individual’s goals and learning style. By fostering open communication, offering constructive feedback, and creating opportunities for leadership and collaboration, I aim to help mentees build confidence, navigate challenges, and become self-driven scholars capable of making meaningful contributions to their fields. I also strongly believe in the power of interdisciplinary learning and collaboration, especially in addressing complex environmental challenges like PFAS contamination. I encourage mentees to engage with diverse methodologies—from laboratory techniques and geospatial analysis to machine learning and bibliometric research—to develop a well-rounded, systems-thinking approach. As a mentor, I strive to connect students with resources, networks, and opportunities that align with their interests, including conference participation, research grants, and co-authorship. My goal is not only to support academic excellence but also to help mentees envision and pursue meaningful careers in academia, industry, or public service, where their knowledge and skills can make a tangible impact.

Additional Information

Link to Publications

https://scholar.google.com/citations?user=9r-8sL8AAAAJ&hl=en

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Chatbot for Psychoeducation

chatbot, NIH, psychoeducation, pain, depression

Research Mentor: Dr. Hallie D Evans,
Department, College, Affiliation: MTSA, Nursing
Contact Email: hjd5267@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all but engineering, technology, and computer science a plus
Project Location: Online
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

Study Purpose:
This study aims to evaluate the efficacy of a conversational chatbot in (1) delivering accessible, evidence-based mental health information to populations affected by stigma, and (2) reducing self-reported mental health stigma after interacting with the chatbot.

Background and Rationale:
Populations experiencing stigma around mental health often avoid care due to fear of judgment, lack of culturally sensitive resources, or misinformation. Chatbots offer a private, scalable tool for disseminating accurate mental health information and encouraging help-seeking behaviors. This study tests whether a well-designed chatbot can measurably decrease internalized stigma and increase openness to mental health care.

Study Design:
A mixed-methods pre-post design will be used. Participants will first complete a baseline survey assessing mental health stigma, attitudes toward care, and perceived mental health literacy. They will then interact with the chatbot over a defined period (e.g., one or two sessions). A follow-up survey will be administered to measure changes in the same domains. Optional open-ended questions will capture user perceptions of the chatbot’s helpfulness and cultural relevance.

Research Tasks: literature review, data collection, data analysis, conducting interviews,

Skills that research assistant(s) may need: Strong computer skills, effective time management

Mentoring Philosophy

I see mentoring as a partnership built on trust, respect, and mutual growth. At its core, it’s about helping someone unlock their potential—not by telling them what to do, but by asking the right questions, listening closely, and offering honest feedback. My goal as a mentor is to create a safe space where mentees can think out loud, make mistakes, challenge themselves, and grow with support.

I don’t believe in one-size-fits-all advice. Everyone brings a different background, perspective, and set of goals. That’s why I try to meet people where they are, understand what drives them, and support them in building confidence, skills, and clarity. I also aim to be real about the challenges they might face, whether that’s dealing with uncertainty, navigating difficult decisions, or managing self-doubt.

Mentoring is a two-way street. I learn just as much from the people I mentor as they do from me. Staying curious, open, and honest helps keep the relationship dynamic and meaningful. I also think it’s important to model what it looks like to keep growing—professionally and personally.

In the end, mentoring isn’t about perfection or having all the answers. It’s about progress. It’s about helping someone take the next step with more purpose, perspective, and self-awareness.

Additional Information

Link to Publications

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NutriQuest: Developing a Game for Healthy Eating Habits

Mindful eating, Intuitive eating, Game development, Full-stack development, design-based research

Research Mentor: ck22j@fsu.edu Chaewon Kim, she, her, hers
Department, College, Affiliation: Educational Psychology and Learning Sciences, Education, Health, and Human Sciences
Contact Email: ck22j@fsu.edu
Research Assistant Supervisor (if different from mentor): Ms. Sunyoung Park she, her, hers
Research Assistant Supervisor Email: sp22bb@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Computer science, education, communication, nutrition
Project Location: This is an entirely remote project.
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:

Day: Wednesday, September 3
Start Time: 12:30
End Time: 12:30
Zoom Link: https://fsu.zoom.us/j/9851780662

Project Description

This project is a student-led project that has benefited from UROP since 2023. Kayla Cardenas, a UROP student from 2023, has been working as a visual designer for this game. Yusong Liang, a UROP student from 2024, has been working as a lead programmer. In 2025-2026, we plan the final iteration of the game. I expect the research activities as described below:
September: We would have finished the second cycle of data collection and writing up relevant manuscripts over the summer. That process will provide us clear ideas of what to improve in the game. We will work on improving the game based on the user feedback on Unity.
October: Working on Unity requires systematic and computational thinking. Yusong will work with you, and this experience will be greatly beneficial for you if you're interested in game developing.
November: I expect the game development to take up the fall semester. If not, we could start internal testing.
December: Finalize the game development and plan for the third iteration.
January: Start collecting data for the third iteration. You will participate as a research assistant, scheduling, facilitating, and recording the sessions.
February: Wrap up the data collection and write up an AECT proposal. This is a relaxed practitioner's conference interested in designing educational interventions.
March: Clean and analyze the data. We will write a journal article about the design-based research, wrapping up all our effort since 2023 and the three iterations.
April: Wrap up the writing and submit the manuscript to a journal. And hopefully I graduate.

By joining this project and participating in our research activities, you will gain the authorship of all manuscripts being prepared and submitted in this project from September 2025 to April 2026. How this will look on your resume and how much value it carries to you is what you will need to decide. We can always discuss the authorship and the contribution proportion.

Research Tasks: In this project, you will have the opportunity to experience a variety of research tasks, including literature review, data collection, data analysis, and writing research reports. Please note that this project will come with a lot of hands-on developing experiences.

Skills that research assistant(s) may need: required: open and timely communication, professional attitude
recommended: curiosity, persistence, experience with Unity

Mentoring Philosophy

My mentoring philosophy is grounded in building lasting, meaningful relationships that support students’ academic and professional growth. Since beginning my role as a UROP mentor in 2023, I have worked with bright and motivated students, three of whom have continued collaborating with me beyond the official end of their UROP projects. This speaks to the strength and value of the mentoring environment I strive to create.
At the core of my mentoring approach is clear and open communication. I hold weekly meetings with my mentees, where we review progress, discuss challenges, and set goals. Each meeting is accompanied by notes to ensure continuity and shared understanding. I also make my expectations transparent from the outset and provide adequate resources. Above all, I want this experience to be a stepping stone for my mentees’ future aspirations. I encourage them to reflect on their career goals and to consider how their current work can help shape their path. Whether they’re considering graduate school, industry roles, or other pursuits, I aim to tailor the mentoring experience to be relevant and supportive of their journey.
My goal is to foster a space where students feel respected, motivated, and empowered. Mentoring is not just about guidance—it's about mutual growth, shared curiosity, and laying the foundation for long-term success. I am committed to being a thoughtful and accessible mentor throughout this process.

Additional Information

Link to Publications

https://yusongl.itch.io/nutriquest-final

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Model Extraction Attack and Defense

Deep learning, artificial intelligence, model extraction attack, large language models (LLMs), graph learning

Research Mentor: Yushun Dong,
Department, College, Affiliation: Computer Science Department, Arts and Sciences
Contact Email: yd24f@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 6
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Partially Remote
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:

Day: Tuesday, September 2
Start Time: 1:00
End Time: 2:00
Zoom Link: https://fsu.zoom.us/j/7153751215

Project Description

Machine learning models are becoming a key part of many everyday applications—from search engines and virtual assistants to healthcare and banking. However, as these models become more powerful and widely used, they also become more attractive targets for attackers. One serious threat is called a model extraction attack, where an outsider tries to “steal” a trained model by sending queries and analyzing the outputs. This stolen model can then be misused, duplicated, or reverse-engineered, leading to intellectual property theft, loss of competitive advantage, and serious privacy risks.

This research project focuses on understanding how these attacks work and developing effective defenses. We want to study how attackers interact with machine learning services (often offered as APIs) and figure out what information they can extract. Then, we will design and test various protective strategies to make models more resistant—without significantly lowering their accuracy or slowing them down for legitimate users.

This project is a great opportunity for students interested in cybersecurity, artificial intelligence, or the ethical and legal implications of new technologies. No matter your background, if you’re curious about how smart systems can be tricked—and how to make them safer—this research will give you hands-on experience at the frontier of AI security.

Research Tasks: Students joining this project will help review existing work in model extraction and defense to build a strong foundation of knowledge. This will include reading papers and summarizing techniques and trends in a collaborative way, with support from the lead researcher. Together, we’ll identify gaps in the literature where new ideas or experiments can contribute to the field.

You will also assist in developing experiments using open-source machine learning models. This may involve training simple models, simulating extraction attacks, and evaluating how well different defenses perform. Depending on interest and skills, you may help write code for data collection, modify algorithms, or visualize attack/defense results in easy-to-understand formats.

Finally, we will document our findings and prepare materials for future presentations and publications. Students will be encouraged to contribute ideas and, if desired, co-author posters or papers. This is an interactive project where your contributions will directly shape how we understand and improve model security.

Skills that research assistant(s) may need: Required: Basic programming experience, ideally in Python. Familiarity with tools such as Jupyter Notebook, Google Colab, or similar platforms is important since most of our experiments will be coded and tested there.

Recommended: Interest in or prior exposure to machine learning concepts (e.g., through a course or self-study). Experience with libraries like scikit-learn, PyTorch, or TensorFlow will be helpful but not mandatory—training will be provided.

Recommended: Critical thinking and clear communication skills. Because we are working in a fast-evolving and interdisciplinary area, students who can ask thoughtful questions and explain technical concepts in plain language will thrive. All majors are welcome, and diverse perspectives are encouraged.

Mentoring Philosophy

My mentoring philosophy centers on cultivating a supportive, collaborative, and intellectually stimulating environment where students are encouraged to explore challenging research questions with curiosity and confidence. I believe in tailoring mentorship to each student's strengths and goals, providing the right balance of guidance and independence to help them grow as researchers and thinkers. Through clear communication, hands-on learning, and regular feedback, I aim to empower students to take ownership of their work and develop both technical and critical reasoning skills. In previous years, this approach has led to successful outcomes, including high-quality publications co-authored with undergraduate researchers through the UROP program.

Additional Information

Link to Publications

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subscale modeling for sloshing and pressurization in a cryogenic fuel tank

fluid mechanics, liquid hydrogen, NASA experiments

Research Mentor: Mark Sussman,
Department, College, Affiliation: mathematics, Arts and Sciences
Contact Email: msussman@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 7.5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

Heat is the enemy when operating a fuel tank containing liquid hydrogen. If not properly controlled, a fuel tank can pressurize and even explode due to evaporation (or boiling!). An additional bogeyman is that in microgravity, it can become unpredictable as to where the fuel is in the tank! In order to attempt to combat these problems, one must design a tank with appropriate placement of input nozzles (recooled fuel), liquid acquisition device (remove heated fuel), and baffles. Numerical simulations of the dynamics of the liquid hydrogen take an impractical long time if sub-scale models are not incorporated. This is a multiscale problem in which evaporation occurs on a time scale longer than the scale associated with sloshing dynamics. Because the tank size is on the scale of meters, the Reynolds' number is very large, which in turn influences the representative scales associated with heat convection. In this project, the UROP student will explore possible "fake parameter" solutions so that simulations can be run on a coarse mesh, but still have reasonable agreement with experiments.

Research Tasks: literature review (previous models?), data collection (i.e. simulations on coarse grids), data analysis

Skills that research assistant(s) may need: Calculus I recommended
Physics I recommended
computer programming ability recommended

Mentoring Philosophy

The ultimate purpose, to me, for the UROP project is to provide a vehicle for the student to continue to gain the knowledge they need in order to better position them for fulfilling their career goals. So, in light of this philosophy, the project itself (hydrogen fuel tanks) can be mutated depending on a given students' goals. Another thing, I collaborate often with other researchers at FSU, other schools, labs, and industry. Always best I think to try and have multiple "mentors" involved because if things work out, that translates to more references ....

Additional Information

Link to Publications

http://www.math.fsu.edu/~sussman

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***Sports performance and transparency

Sports, Transparency, Social media

Research Mentor: pmerle@fsu.edu Patrick Merle,
Department, College, Affiliation: School of Communication, Communication and Information
Contact Email: pmerle@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

The idea is to examine how the best professional cyclist communicate about their training through a platform called Strava. A content analysis would allow us to understand if they publicly share their data for more transparency and greater trust.

Research Tasks: literature review, data collection.

Skills that research assistant(s) may need: detail-oriented, meticulous, attentive, prompt (all required).

Mentoring Philosophy

I try to empower students with sufficient knowledge so they can gain confidence and ultimately find their ways through the projects. I strive to create an environment that can motivate the mentee through safe and open discussions

Additional Information

Link to Publications

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Dear Beloved SoulFlower: The Building of a Social Media Brand

Nature; Storytelling; Love Letter Writing; Healing-Centered Curriculum; Autoethnography; Social Media; Public-to-Personal Narrative

Research Mentor: Dr. Dr. Chris Omni, MPH, MLS, She/Her
Department, College, Affiliation: African American Studies, Social Sciences and Public Policy
Contact Email: comni@fsu.edu
Research Assistant Supervisor (if different from mentor): Miss Eryn Files She/her
Research Assistant Supervisor Email: eef23a@fsu.edu
Faculty Collaborators: Gemini Williamson she/her
Faculty Collaborators Email: GOW23@fsu.edu

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Preference: Communication, Journalism, English, Photography, Education
Open to all majors

Project Location: meeting via Zoom
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 7, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:

Day: Wednesday, September 3
Start Time: 4:00
End Time: 4:30
Zoom Link: https://fsu.zoom.us/my/blackjoy
Day: Thursday, September 4
Start Time: 4:00
End Time: 4:30
Zoom Link: https://fsu.zoom.us/my/blackjoy

Project Description

Dear Beloved SoulFlower is a creative and healing-centered research project that explores the power of love letter writing as a gentle, reflective method of storytelling. Born from a 2017 public wellness campaign in Topeka, Kansas titled Dear Black Women, the original project placed billboards across the city that offered affirmations of visibility, worth, and joy. Seven years later, that public expression of care has quietly transformed into a deeper narrative practice—one that now lives in the form of personal letters, social media offerings, and curriculum design.

At its heart, this project asks a simple question: What happens when we write with love? Through the Dear Beloved SoulFlower series, letters are written to students, elders, ancestors, memory, and land. Each letter begins with “Dear Beloved SoulFlower” and ends with “In Love and Light, (insert name)” These are not casual messages; they are invitations. Each one offers a moment of pause, an opportunity for reflection, and a space to be seen, heard, and held. Over time, this practice has become an integral part of a broader eco-spiritual curriculum rooted in reverence, embodiment, and joy.

This research embraces autoethnography as a way of honoring lived experience as data. Drawing from The Omni Process™—a framework that centers ancestral listening, cultural memory, environmental embodiment, and joy as a source of knowledge—this study uses love letter writing as both method and message. It resists the traditional boundaries of academic research and instead embraces the sacred, the relational, and the restorative. It asks not only what we know, but how we feel what we know—and how that feeling shapes what we choose to remember, teach, and pass on. Ultimately, Dear Beloved SoulFlower is a living methodology. It is a reminder that research can be rooted in care, that curriculum can be an act of love, and that writing can heal.

Research Tasks: Assist in locating supportive scholarship on love as method, arts-based inquiry, or healing-centered pedagogy.

Summarize 10 key sources in 3CQ+Q (Compliment, Comment, Connection, Question, Quote) format

Reflect on how those sources resonate with or contrast Dear Beloved SoulFlower.

Assist in developing a digital archive or searchable database

Support the visual documentation of the project—e.g., Canva layouts, Instagram story templates, etc.

Help organize content for public presentation (slides, website updates, zine-style summaries). (*If accepted, this work will be presented at an international conference in March 2026).

Maintain a personal journal documenting their emotional and intellectual responses to the research process.

Write your own Dear Beloved SoulFlower letter series based on a pre-identified theme.

Skills that research assistant(s) may need: Required:
1. Time management
2. Ability to engage with emotionally resonant content with gentleness and respect
3. Willingness to grow, be guided, and honor the energy of the project

Recommended:
1.Clear and compassionate writing skills
2. Strong reading and summarizing skills for academic texts
3. A deep respect for story as a source of knowledge

Mentoring Philosophy

I take a eco-womanist approach to my pedagogical practices to support the wholeness of students, not just their intellectual well-being. I even offer creative, metaphorical undercurrents of eco-womanist thought because of my deep love and honoring of Mother Earth. I prioritize the "green heart" approach to mentoring as I follow a G.R.O.W. acronym:

To be Gentle: I acknowledge that students may not show up to the classroom or my office in emotional states of readiness; therefore, I create and hold space for healing and self-restoration that complements the educational goals of the course or meets the needs of the meeting.

To honor Reciprocity: I honor the fact that teaching and mentoring are spaces of reciprocity. Although there is a structured system of hierarchy based upon my position as an educator, I frequently remind students and mentees of the power that they, too, possess based upon their own lived experiences.

To provide Oxygen: I honor my Divine assignment to support student's educational and emotional journeys of discovery. I provide a fresh air approach to research as well as my courses. I build in nature-based experiences in every course to allow students time to engage in a Praxis of Pause rather than be consumed by a culture of hyperproductivity.

To amplify Wonder: I ensure that most encounters are full of excitement and potential. I offer opportunities to demonstrate creativity while expanding one’s imagination.

Additional Information

Misc. links
1. https://www.wibw.com/content/news/Billboards-at-4th-and-Kansas-bringing-awareness-to-African-American-womens-health-476726123.html
2. https://subscribe.cjonline.com/restricted?return=https%3A%2F%2Fwww.cjonline.com%2Fstory%2Fnews%2Flocal%2F2018%2F03%2F17%2Fbusiness-watch-physical-health-through-positive-empowering-thinking%2F12969777007%2F&gps-source=CPROADBLOCKDH&itm_source=roadblock&itm_medium=onsite&itm_campaign=premiumroadblock&gca-cat=p&gca-uir=true&gca-epti=z118079e004100v118079b0080xxd118065&gca-ft=142&gca-ds=sophi

Link to Publications

https://www.wibw.com/content/news/An-epic-8-count-photo-shoot-brings-awareness-to-black-womens-health-and-more-486416111.html#:~:text=When%20you%20turn%20on%20the%20radio%2C%20you%20certainly%20don't,a%20priority%2C%22%20Omni%20added.&text=%22%3Ehere.

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The Impact of Gun Violence on Early Life

guns, firearms, family, health, adolescence, young adulthood, childhood

Research Mentor: Amy M Burdette, She/Her
Department, College, Affiliation: Sociology, Social Sciences and Public Policy
Contact Email: aburdette@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Preference for Public Health or Sociology, but open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

This project seeks to understand the social and health impacts of public mass shootings on individuals directly impacted by these events. For this project, victims of mass shootings include both those who have experienced these events and those who have lost loved ones due to these tragedies. The following research questions drive this study:
1) How does surviving a public mass shooting impact mental and physical health?
2) What coping mechanisms do survivors utilize?
3) What are the individual financial and legal ramifications of these events?
4) How do these events impact family and community life?
5) Following these events, what are the victims' experiences with law enforcement, government officials, and media (including social media)?
This study utilizes a mixed-methods approach, drawing on in-depth interviews with survivors and publicly available data from the AP/USA TODAY/ Northeastern University Mass Killing Database. This data contains information on incidents, offenders, victims, and weapons for all multiple homicides, with four or more victims killed in the United States from 2006 to the present. I will also employ data I have used in previous research, such as the Chapman University Survey on American Fears, U.S. Fragile Families and Child Wellbeing Study, Masculinity, Sexual Health, and Politics Survey, and the Crime, Health, and Politics Survey. These additional data sources include measures of American experiences with gun violence, gun purchasing behaviors, attitudes about firearm policies, and fears surrounding mass shootings. I am particularly familiar with the latter two data sources as I was involved with the survey design and initial data cleaning.

Research Tasks: Literature review and conducting interviews

Skills that research assistant(s) may need: Self-motivated, Curious, and Enthusiastic with a preference for someone with training in qualitative data methods (not required)

Mentoring Philosophy

I view mentorship as a collaborative, evolving relationship built on mutual respect, intellectual curiosity, and shared growth. Students thrive when they are challenged to think independently, encouraged to explore diverse perspectives, and supported in developing their academic and personal voice. In my mentoring relationships, I create an environment where undergraduate research assistants are treated as emerging scholars. I welcome questions, expect thoughtful engagement, and value initiative. My goal is to support students in becoming confident, critical thinkers who are comfortable navigating complexity, skills essential in sociology and public health. I believe that learning happens best in a space where feedback is welcomed as a tool for growth rather than a judgment of worth. I aim to provide precise, constructive, and actionable feedback and encourage my mentees to offer feedback in return. Mentorship should be reciprocal: while I guide students in developing their research skills, analytical thinking, and professional confidence, I also learn from their unique perspectives and experiences. Above all, I am committed to fostering a mentoring relationship grounded in equity and empathy. I encourage my students to bring their whole selves to the work, and I strive to cultivate a culture that values inclusion, curiosity, and academic integrity. If you are enthusiastic about research, open to constructive dialogue, and ready to grow as a scholar, I would be excited to work with you.

Additional Information

Link to Publications

https://scholar.google.com/citations?user=EnAre94AAAAJ&hl=en

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Florida Samurai: Sculpture in Memoriam of Japanese Americans in Florida

Sculpture, Metalworking, Art, Asian American history, Japanese Diaspora

Research Mentor: Kea Kamiya, She/Her/Hers
Department, College, Affiliation: Studio Art , Fine Arts
Contact Email: ksk23a@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Open to all Majors, though a Major in Art or History could be helpful
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Yes
Remote or In-person: Partially Remote
Approximate Weekly Hours: 7-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

This project involves the creation of two approximately seven-foot sculptures memorializing Yetsu Kamiya and Masa Kamiya. They were a mother and daughter who lived in the Japanese American settlement of Yamato in what is now Delray Beach, Florida. The project requires creation of sculptures via welding, metalworking, painting, sewing, and other multimedia work. The structure of the sculpture will be welded steel in the shape of a koi with painted fabric panels sewn into the structure. The painted panels will be drawn from research surrounding the Yamato colony and the lives and experiences of these Japanese American women.

Research Tasks: Digitize resources, literature review, assistance with grinding and sanding, prepping canvases, measuring, applying for shows

Research tasks for this project would be separated into studio assignments and historic record assignments. The major historic records assignment would be to digitize paper journal entries from the early 1900s. These journals span many years and are dense with information. A digitized version of this resource would make it searchable and allow it to be secured in an additional form. Historic record assignments would also include searching interviews and online databases for information about Yamato, Masa, and Yetsu. Studio assignments would involve assisting with the creation of the sculptures. Tasks like assisting in mapping where the painted panels will be sewn in, assistance with grinding and sanding, prepping canvases, measuring, and applying for shows.

Skills that research assistant(s) may need: Required: Typing, Microsoft Word, Microsoft Excel, Attention to detail, Comfortable online with database and online research, Willingness to learn and use power tools
Recommended:
Experience writing applications and writing about art, prior experience with power tools and basic art processes

Mentoring Philosophy

I approach mentoring as a collaborative process with communication at its core. I hope to give research assistants a glimpse into the world of researching for the arts and sculpture as research. Mentees’ goals and understanding will be assessed at meetings that will be held every two weeks. Most of the time the mentee will be working directly with me, so that I am able to get to know their talents, interest, and motivations throughout the project. Art is wonderfully flexible and allows for errors to become learning without much loss. Because of this, positive reinforcement and space to fail and improve are imbedded in this project. Serving as a mentee myself allowed me to become the artist that I am today. I hope to give my mentees a similar experience.

Additional Information

The linked website is not for this project specifically, but gives examples of similar projects.

Link to Publications

https://keasuiko.wixsite.com/kea-kamiya

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Large Language Model (LLM)-powered skills coach (GLOW) for substance use and sexual risk behaviors among men with high risk for HIV

LLM, intervention, substance use, Dialectical Behavior Therapy (DBT)

Research Mentor: Dr. Wang Liying Wang, she/her
Department, College, Affiliation: college of nursing, Nursing
Contact Email: lw24y@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 3
Relevant Majors: CS, informations, UI/UX design, health related (e.g., ,public health)
Project Location: work is done mostly remote online
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

HIV and substance use are highly co-occurring epidemics in the US. Syndemic theory posits that epidemics with shared drivers interact synergistically and produce multiplying effects on the morbidity and mortality of the communities affected. Impulsivity, defined as a tendency to react to internal or external stimuli without considering the negative consequences to individuals or others, is a key driver of risky behaviors related to HIV and substance use, including heavy alcohol use, illicit drug use, and risk sexual behavior. Adaptive coping, defined as intentionally engaging in cognitive or behavioral effort to manage perceived stress, is consistently associated with less frequent alcohol and drug use, lower rates of sexual risk behavior (can use intervention research evidence), and better engagement in HIV prevention and treatment.
Dialectical behavioral therapy (DBT) is a gold standard treatment to reduce behavioral impulsivity and increase adaptive coping behaviors among individuals with Borderline Personality Disorder (BPD). DBT, with its unique/customizable modules of behavioral coping skills training centered around two core psychological constructs (behavioral impulsivity and emotional dysregulation), demonstrated versatile applications across a range of interventions on psychopathologies and health behavior promotion. DBT-based interventions are effective in reducing craving for substance and increased rates of marijuana cessation through reducing impulsivity, cognitive disinhibition, and improving emotion regulation, and tolerance of distress. Similarly, DBT coping skills training were found to reduce emotion dysregulation, sexual risk behavior, depression, and anxiety, and improve life satisfaction among people living with HIV. Our own feasibility pilot RCT found a 4-week long DBT skills training reduced depressive symptoms, emotion dysregulation, and improved HIV mastery, life satisfaction, coping efficacy around emotions, and seeking social support among people living with HIV (Wang et al., under review).
Context plays a crucial role in understanding environmental contingencies of HIV and substance use risky behaviors.() Effective and lasting behavior change requires highly customizable, context-sensitive approaches that address the unique psychological, social, and environmental circumstances of each individual. Large language models (LLMs)-powered tools offer a scalable solution to augment the customized DBT skills training in varied intensity tailored to needs, selective skills content tailored to context, and on-demand support unrestricted by business hours/human resources. LLM-powered conversation agents have demonstrated preliminary capabilities in screening for substance use,15 assessment of mental disorder, psychoeducation, skill coaching, alcohol use counseling with empathy and adaptive conversation skills 16 in user native languages, addressing linguistic barriers and fostering trust. Personalization can be realized through contextual alignment of LLMs.
This proposal seeks to develop an LLM-powered DBT coach to address substance use, HIV risk behaviors, and improve engagement with HIV prevention services among individuals with high HIV risk. We will partner with Access to Prevention Advocacy Intervention and Treatment (APAIT) in Los Angeles, California. APAIT has served the community at risk for HIV/STI in the broader LA area, providing behavioral health and HIV-related services. Partnership with APAIT will align our intervention with existing workflows and support sustainable implementation.

Research Tasks: Developer tasks: front-end, back-end programming.
Designer tasks: user interface design using figma, and user experience research (e.g., usability testing)
Research tasks: literature review, reference search, participant recruitment

Skills that research assistant(s) may need: We have written documents on the specific expectations. Please follow the links to see details for each role.
1. Research assistant: https://docs.google.com/document/d/1fYnE4zDil3Cm5BMIry4Yy52LqJMr0FyKDziDJhUX9WU/edit?usp=sharing
2. Developer focused assistant: https://docs.google.com/document/d/1nkVfBBCpFewzkeJO0r7KzvIBQzCu1KMh/edit?usp=sharing&ouid=104341887369091777051&rtpof=true&sd=true
3. Designer focused assistant: https://docs.google.com/document/d/13P6Rn7FDwVPpqAdMkwM5vGQ4SB0Y0cK9/edit?usp=sharing&ouid=104341887369091777051&rtpof=true&sd=true

Mentoring Philosophy

Effective mentoring thrives on the principle of mutual benefit, where both mentor and mentee contribute to a dynamic learning partnership. I believe that mentoring is a collaborative exchange where I learn as much from my mentees as they learn from me. This reciprocal relationship enriches both perspectives and creates a foundation for genuine professional growth.
At the heart of my approach is a student-centered philosophy that prioritizes each mentee's unique needs, aspirations, and learning style. I recognize that effective mentoring requires adapting my guidance to align with individual goals rather than imposing a standardized approach. Every mentee brings distinct experiences and objectives that deserve personalized attention and support.
Open, honest communication forms the cornerstone of successful mentoring relationships. I foster an environment where questions are welcomed, feedback flows freely in both directions, and difficult conversations are approached with empathy and respect. Regular check-ins and transparent dialogue ensure that expectations remain clear and relationships stay productive.
Growth and goal orientation drive every mentoring interaction. Together, we establish concrete, measurable objectives that align with both immediate needs and long-term career aspirations. I help mentees develop actionable plans while celebrating milestones along their journey toward professional development.
Finally, I emphasize teamwork and collaboration, recognizing that success rarely occurs in isolation. I encourage mentees to build networks, seek diverse perspectives, and contribute meaningfully to their professional communities. Through this collaborative mindset, mentees develop not only individual competencies but also the interpersonal skills essential for leadership and sustained career success.

Additional Information

The three roles are for three different RAs/students.

Link to Publications

https://scholar.google.com/citations?hl=en&user=-1EVeEoAAAAJ&view_op=list_works&sortby=pubdate

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