UROP Project

***C3forMe: Enhancing self-determination training for Transition-aged Young Adults with Disabilities

Transition planning, self-determination training, young adults with disabilities
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Research Mentor: Dr. Janae Duclos, Ph.D.,
Department, College, Affiliation: FCRR, School of Teacher Education, Education
Contact Email: jduclosfrancois@fcrr.org
Research Assistant Supervisor (if different from mentor): Ms. Deidre Gilley
Research Assistant Supervisor Email: deidre.gilley@fsu.edu
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: No, the project is remote
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10 hours a week, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: https://fsu.zoom.us/my/janaeduclosfrancois
September 5th @ 9:00am or 10:00am whichever works best for the mentee
September 6th @9:00am or 10:00am

Project Description

The primary purpose of this study was to examine the effects of enhanced self-determination instruction using conversational small-group communication activities (C3 for Me) alongside a published self-determination curriculum (“Whose Future is it Anyway”) on self-determination skills of transition-aged young adults with disabilities.

● To explore the teachers' perceptions towards enhanced self-determination training, their understanding of the concept of self-determination, and their experiences with implementing self-determination training in their classrooms.
● To examine teacher’s perceptions towards (C3 for Me) and the significance of self-determination skills learned, instructional priority of self-determination instruction, and feasibility of C3 Communication Cards Activity within instruction.


Research Tasks: Primary research tasks will include data analysis (both quantitative and qualitative)
inputting the data into a spreadsheet and transferring into a software like SPSS for descriptive and inferential analysis. Sorting, and coding the interviews to identify themes is another task as well.

Skills that research assistant(s) may need: Literature review- recommended
Data collection- recommended (quantitative and qualitative)
Data analysis- recommended
quantitative analysis- required
qualitative analysis- recommended

Mentoring Philosophy

As a mentor, my goal is to create a supportive and empowering environment where individuals can discover their passions, build their capacity, develop their skills and reach their full potential. I believe in the power of active listening and understanding and strive to foster a growth mindset. I encourage my mentees to view challenges as opportunities for learning and personal growth. Together, we will explore ways to overcome obstacles, develop resilience and embrace a lifelong learning mindset. I strive to foster and encourage creativity and innovation through problem solving and hands on learning experiences. Lastly, I strongly believe in the power of positivity and kindness I aim to create a safe and non-judgmental space where mentees feel comfortable expressing themselves and making mistakes. Overall, my mentoring philosophy is centered around empowering others, fostering growth and creativity, and creating a positive and supportive environment for personal and professional development.

Additional Information


Link to Publications

https://www.c3forme.com/ https://www.proquest.com/openview/92d0081b35b49bc421e4a73691c7c0bc/1?pq-origsite=gscholar&cbl=18750&diss=y
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