UROP Project
Associations Between Body Composition and Lifestyle Factors in Reserve Officer Training Corps Cadets
normal weight obesity, performance, sleep, macronutrient intake, tactical athlete, muscle quality
Research Mentor: Hannah Eberhardt,
Department, College, Affiliation: Department of Health, Nutrition, and Food Science, Education, Health, and Human Sciences
Contact Email: he24a@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Department of Health, Nutrition, and Food Science, Education, Health, and Human Sciences
Contact Email: he24a@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: Exercise Physiology, Biology, Nutrition/Dietetics, or similar.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: In-person
Approximate Weekly Hours: 5-10 hours/week., Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Exercise Physiology, Biology, Nutrition/Dietetics, or similar.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: In-person
Approximate Weekly Hours: 5-10 hours/week., 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: 3:30
End Time: 4:00
Zoom Link: https://fsu.zoom.us/j/94002646943 - Day: Tuesday, September 2
Start Time: 4:00
End Time: 4:30
Zoom Link: https://fsu.zoom.us/j/91239261820
Project Description
The primary aim of this study is to examine the relationship between body composition and lifestyle factors such as dietary habits, sleep, muscle quality, and physical fitness in reserve officer training corps (ROTC) cadets. Secondarily, the study aims to compare perceived versus actual dietary intake in this population and assess the relationship between nutrition knowledge and dietary habits. Finally, this study aims to evaluate the accuracy of circumference-based body fat estimates commonly used by the military. Cadets will complete two lab visits involving body composition tests, performance testing, ultrasound imaging to assess muscle quality, sleep and diet tracking, and fitness score reporting. The findings will help improve understanding of how lifestyle factors impact tactical readiness and identify better ways to detect hidden obesity-related risks in military populations.Research Tasks: - Literature review (body composition and lifestyle factors affecting performance in military populations)
- Data collection (body composition, force plates, aerobic testing, ultrasound, accelerometry, dietary logs, etc..)
- Data cleaning and analysis (scoring surveys, compiling/organizing data, analyzing dietary logs, etc..)
Skills that research assistant(s) may need: Required: Communication skills, basic lab etiquette, respect, timeliness
Recommended (not required): experience with or background knowledge of basic nutrition and/or body composition testing techniques
Mentoring Philosophy
As a mentor, my goal is to create a supportive environment where students feel safe to be themselves, take intellectual risks, and grow through both successes and challenges. I believe mentorship is most impactful when students are encouraged to explore their own ideas and develop a sense of ownership over their work.I aim to guide students in building confidence not just in their laboratory skills, but in their ability to think critically, ask meaningful questions, and navigate ambiguity. I see independence as essential to this process. By gradually stepping back as students step forward, I help them build the tools they need to make informed decisions and trust their own judgment.
At the same time, I strive to remain an accessible source of support—someone who listens, celebrates progress, and provides guidance when needed. My mentorship style is shaped by my own experiences with mentors who trusted me to lead while making it clear they were always in my corner.
At the core of my approach is the belief that students learn best when they feel both supported and trusted. My role is to provide structure and encouragement while giving students the space to grow, make mistakes, and ultimately find their own path forward. I want them to leave the experience with a clearer sense of who they are and what they’re capable of.