UROP Project | Center for Undergraduate Research and Academic Engagement

FSU Digital Museum Project: Inspiring the Future While Preserving the Past

historic clothing, museum studies, photography, curatorship

Research Mentor: Dr. Sherry Sherry Schofield, she, her
Department, College, Affiliation: Retail Entrepreneurship, Jim Moran College of Entrepreneurship
Contact Email: sschofield2@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
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: Partially Remote
Approximate Weekly Hours: 8 hours, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Tuesday, September 5, 1:00 - 1:30 pm https://fsu.zoom.us/j/93279161100
Wednesday, September 6, 2:30 - 3:00 pm https://fsu.zoom.us/j/92255318316

Project Description

Creativity and inspiration are essential elements of the fashion design process. Many historic costume collections were founded specifically to educate and inspire designers and students. While traditional research took a hands-on approach to using these collections, students and designers increasingly rely on the Internet and other digital resources for inspiration. Consequently, to remain relevant, costume collections need to adapt to this new way of conducting research. Digitization holds tremendous promise for both collections and researchers through greater access and interaction. A well-designed site with images of the collection will engage audiences, provide a forum for creative scholarship, and preserve collections for future generations.

Research Tasks: Photograph pieces in the collection, research information about the individual pieces, upload information to database and create pages for the website.

Skills that research assistant(s) may need: Interest in historic clothing and/or museum studies.

Mentoring Philosophy

My approach to mentorship is based on the idea that real personal growth and empowerment come alive when individuals are allowed the freedom to shape their own path. This involves a variety of strategies: 1) Encouraging ownership and responsibility, where mentees are held accountable for their choices and actions to foster a culture of personal development and motivation; 2) Sharing personal stories of successes and failures to build a deeper connection and view challenges as stepping stones towards growth; 3) Creating an interactive learning setting that encourages lively exchanges of ideas, open conversations, and critical thinking opportunities; 4) Nurturing a secure space for learning where mentees can comfortably take risks and learn from setbacks; and 5) Encouraging learning by asking questions, exploring different avenues, and diving deeper into subjects that intrigue them. In essence, my mentoring philosophy revolves around crafting an environment where mentees not only acquire knowledge and skills, but also feel empowered to take control of their own journey of growth. Through shared experiences, interactive learning, and a commitment to learning from mistakes, I aim to lead mentees towards self-discovery, resilience, and the realization of their full potential.

Additional Information

Link to Publications

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"The Puerto Rican Creole House: Its Role in Memory and Significance in Visual Culture."

Visual Culture, Puerto Rico, Creole House, Memory, anti-gentrification

Cruz, %22Las Hermanas Teissonniere%22 2016 ,Lugar: calle Buenos Aires, barrio Bélgica, Ponce.png

Research Mentor: Ms. Estefania Vallejo Santiago, She, Her, Hers
Department, College, Affiliation: Florida State University, Fine Arts
Contact Email: ev19@my.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: Art History, Art, Spanish, Anthropology
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: In-person
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

The Puerto Rican Creole House, an emblematic architectural form, stands as a testament to Puerto Rico's rich cultural and historical tapestry. Over the decades, its visual representations have shifted, reflecting evolving societal, political, and cultural dynamics. The objective of this project is to compile a comprehensive database of visual representations of the Puerto Rican Creole House from the 1950s to the present day, alongside a literature review exploring its social praxis.This project aims to provide a consolidated visual resource that captures the evolution of the Puerto Rican Creole House's representation over seven decades. Furthermore, the literature review will offer insights into the socio-cultural dimensions of this architectural form, emphasizing its role in Puerto Rican identity and community building.

Research Tasks: Literature review:
A systematic review of academic journals, books, and other reputable publications will be conducted. Focus will be on understanding the societal implications, interpretations, and significances of the Creole House within Puerto Rican communities and beyond.
Data collection:
Sources such as archives, museums, publications, and online platforms will be accessed to gather visual materials including photographs, paintings, and digital renderings.
Annotated data for each visual representation will include the date of creation, source, context, and relevant notes on its depiction

Skills that research assistant(s) may need: All skill sets are welcome as this will be a be a project focused on gaining research skills and critical analysis.

Mentoring Philosophy

In my role as a mentor, my objective is to foster the holistic growth of an individual. To achieve this, it's vital to comprehend where you currently stand in terms of intellectual and professional growth, as well as your aspirations for the future. While every individual I guide has unique needs and aspirations, I strive to instill certain core competencies in all—spotting opportunities, cultivating curiosity, accepting flaws, and articulating thoughts effectively. I'll advocate for you to be a commendable follower, yet be brave enough to step up and lead when circumstances demand—irrespective of your standing within any prevailing hierarchy. The academic sphere is a complex blend of highs and lows, revelations and refusals. Being a mentor in such a landscape demands more than just wisdom or smarts; it calls for adaptability, empathy, and introspection. Adaptability, as everyone's journey is distinct; empathy, acknowledging that no one, including me, is without flaws; and introspection, for without self-understanding, truly aiding others becomes challenging. Ultimately, my wish is for those I've mentored to reflect on my influence and recognize their personal growth, and the ways they can pay it forward to others.

Additional Information

Link to Publications

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Understanding the Role of Parents and Teachers in Elementary School Children’s Math Achievement

Children; Teachers; Parents; Math; School

Research Mentor: Dr. Olivia Cook, She/Her/Hers
Department, College, Affiliation: Department of Psychology, Arts and Sciences
Contact Email: okc23@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators: Dr. Colleen Ganley She/Her/Hers
Faculty Collaborators Email: ganley@psy.fsu.edu

Looking for Research Assistants: No
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: 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: Tuesday, Sept. 5th, 3:30pm https://fsu.zoom.us/j/96326364175
Friday, Sept. 8th, 1pm https://fsu.zoom.us/j/93629143267
Zoom Recording from September 8th: https://fsu-my.sharepoint.com/:v:/g/personal/okc23_fsu_edu/EZwVsxwfRThGlrAjOABYhX0BmEhopU4MJBB4VsrruVwMXw?nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0RpcmVjdCJ9fQ&e=1PzQZ0

Project Description

The current research project focuses on examining linkages between home-level factors (e.g., parents’ homework help, household chaos, family structure), school-level factors (e.g., teacher-parent communication, school racial composition), and children’s mathematics skills during elementary school (K-3). This project includes opportunities for UROP mentees to choose what they are interested in exploring further (within the available dataset) alongside a postdoctoral mentor.
This project originates from a recent longitudinal study in which survey and observational data were collected from parents, teachers, and children in local elementary schools. Although this project exists within the department of psychology, this project can be characterized as interdisciplinary—spanning fields of human development and family studies, developmental psychology, and educational sciences.
Findings from this study – reached by the UROP mentor and mentee – will inform future interventions aimed at assisting parents and teachers that are working to support children’s early mathematics skills.

Research Tasks: Required:
• Assist Dr. Cook in the initial literature review process. This includes helping to create an annotated bibliography, identify gaps in the literature, and understand existing measures used in empirical research.
• Assist in the initial management and processing of data in SPSS (i.e., cleaning data, calculating descriptive statistics, running simple correlations) and assist in data visualization in Excel.
• Create and present a research poster with the assistance of Dr. Cook at FSU’s Undergraduate Research Symposium and Undergraduate Research Day in the Department of Psychology, both in April of 2024
• Engage in weekly check-ins with Dr. Cook to track progress on literature reviews/data management and discuss individual research/professional goals.

Skills that research assistant(s) may need: Recommended:
Experience conducting literature reviews using Google Scholar, PsychInfo, etc.
Experience using Microsoft office/Excel

Mentoring Philosophy

The origin for much of my mentorship style today stems from my experience as an undergraduate research assistant at an R1 university in the Midwest, similar to FSU. There, I found that connections with my research mentors provided sense of belonging within an otherwise impersonal, large university setting. When I was able to shift from mentee to mentor during my graduate school training at the University of North Carolina – Greensboro, I was motivated to take my role as a mentor very seriously as I mentored students within a minority-serving, R2 undergraduate research setting. Accordingly, my mentorship style today places tenets of diversity, equity, and inclusion at the forefront of my advocacy and support for students.
I consider my mentorship style to be “hands-on” and enjoy cultivating students’ approaches to life-long learning, ultimately serving their professional goals beyond graduation. In the identification of students’ goals, first I ask mentees to reflect upon their own learning objectives. Then, I develop projects for students based on the scope of their goals. Specifically, I have deliberate approaches to mentoring students who may have a clear career path in mind, but also for those who might not know exactly what they want to do when they leave FSU. Finally, one of my motivations to serve as a UROP mentor exists within my own value system surrounding life-long learning. I am eager to learn from my mentees and I view their skills, perspectives, and expertise as the foundation of developmental and social science research.

Additional Information

Students from historically underrepresented groups in academia are encouraged to apply (e.g., women, minorities, persons with disabilities, etc.). Individuals with personal lived experiences pertaining to the current research project are also encouraged to apply (e.g., experience as a parent or educator, experience working with or caring for children, experience growing up in a multigenerational home, etc.).

Link to Publications

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Distorted Harmony: An Innovative Approach to Visualizing Apparel Design

apparel design, digital printing, image distortion

Looking for Research Assistants: No
Number of Research Assistants: 2
Relevant Majors: Open to all majors as long as they have an interest in apparel design and manipulating images
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 8 hours, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Tuesday, September 5, 1:30 - 2:00pm https://fsu.zoom.us/j/93279161100
Wednesday, September 6, 3:00 - 3:30pm https://fsu.zoom.us/j/92255318316

Project Description

Image distortion in apparel design refers to the unintended alterations and irregularities that can occur when transferring a two-dimensional design onto a three-dimensional garment. This phenomenon can stem from various factors such as fabric texture, stretch, and drape, as well as the intricacies of the garment's construction. When a design is conceptualized on a flat surface, its translation onto clothing can lead to stretching, warping, or misalignment, causing the intended visual elements to appear skewed or disproportionate. The goal of this project is to purposely distort 2-D images so that when the garment is constructed via pattern manipulation and strategic seam placement, the image distortion will be mitigated to ensure that the final product accurately represents the envisioned aesthetic. By understanding and addressing the challenges posed by image distortion, designers can achieve harmonious and visually appealing garments that seamlessly blend artistic creativity with the functional realities of clothing construction.

Research Tasks: Research garments that have image distortion included, purposely distort images to fit the intended pattern manipulation, work with the digital textile printer, construct garments.

Skills that research assistant(s) may need: Some understanding of apparel construction, knowledge of PhotoShop, artistic vision.

Mentoring Philosophy

Additional Information

Link to Publications

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Exploring the Indirect Effects of Burn Management on Emergent Aquatic Insect Quantity and Quality

wetland, biological monitoring, aquatic macroinvertebrates

Research Mentor: Ms. (Hannah) Noel Robinson, She/Her
Department, College, Affiliation: Biology (Ecology and Evolution), Arts and Sciences
Contact Email: HNR22@fsu.edu
Research Assistant Supervisor (if different from mentor): Dr. Dr. Joel Trexler He/Him
Research Assistant Supervisor Email: jtrexler@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors, with a preference for people interested in field biology.
Project Location: 3618 US-98, St Teresa, FL 32358
Research Assistant Transportation Required: Yes
Remote or In-person: In-person
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: Wednesday Sept 6th at 3:00pm to 4:00pm
Join Zoom Meeting
https://fsu.zoom.us/j/9150892031

Meeting ID: 915 089 2031

Project Description

I aim to document the impacts of burn management on terrestrial consumers in marshes, such as insectivorous marsh birds, through assessment of their aquatic and emergent prey. I will do this by evaluating burn management effects on the prey community composition and their quality as food assessed by fatty acid and methylmercury (MeHg) analysis. Samples will be collected from wetlands across a salinity gradient. If biologically relevant differences are found between burn and non-burn plots in this descriptive study, it could indicate that burn management has indirect impacts across the ecotonal food web, either positive through enhancing availability of high-quality prey or negative by increasing risk from MeHg contamination.

Research Tasks: Field collection of aquatic macroinvertebrates, emergent insects, floc, periphyton, and adult Odonata from local wetlands. This will require a combination of biogeochemical techniques and biological monitoring techniques. Preliminary sample collection will start late Summer 2023 and resolve sometime mid-Fall 2023. Between all sample collections, lab processing will be required. Primary data collection for my study will start during the Fall semester where protocols will be well established and available before field visits. We will always meet at main campus (King Building) or at the marine lab before starting our field visits. Expect that field days will start very early with the goal of ending before the day reaches max temperatures. Lab days will be laxer and have time flexibility. You will still be expected to plan time for lab work each week and provide availability ahead of time. I will make sure to have the lab open for you, and I will be available for questions, leadership, and direction whenever you are at the lab. If you grow comfortable with your lab duties, we can adjust to your comfort level. Despite the requests I have stated, I am open to the idea of a student who does mostly remote work, with weekly Zoom meetings, if they can provide superior literature review work.

Skills that research assistant(s) may need: Required: The willingness to try new things, withstand potentially long days in the field, and follow safety protocols in the wetlands.

Recommended: Experience with dichotomous keys and experience in Florida wetlands.

Mentoring Philosophy

As a mentor, I expect my mentees to work independently with confidence once they have mastered the required skills. I expect professionalism in the lab and field. The samples we collect are for adding meaningful information to the scientific community and shortcuts should not be taken in the collection or analytical process. However, as a lab we will still have fun as we navigate the scientific process and experience a variety of events that can happen in the field. As a mentee, you should be self-motivated with an interest in the study. I can help you develop your ideas and options for your end of semester presentation. The complexity is up to you as long as it is within and doesn’t interfere with my study or your assistance in it. The quality of your project and poster will be determined by your effort. I will offer direction as you wish, but will not insist on being over-your-shoulder unless that is what you communicate that you require. Your work as a mentee should benefit both your own growth and the lab's needs. I want to establish an open line of communication where you are free to give feedback and thoughts at all times, so long as the relationship is both respectful and professional. I am looking for someone who is not only dedicated and excited about the science, but also is flexible and independently motivated.

Additional Information

I will need students who operate well with flexibility. I will try to provide consistent work, but some weeks will vary depending on need and weather. However, I will always be willing to be flexible with your schedule too. I will always give as much of a warning on reschedules, cancellations, and what our goals are for the next couple of weeks. Despite the requests I have stated, I am open to the idea of a student who does mostly remote work, with weekly Zoom meetings, if they can provide superior literature review work.

Link to Publications

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Parenting Stress, Mindful Parenting, Well-Being, and Mental Health

Stress, Mindfulness, Parents, Well-Being

Research Mentor: Students can address me using my first name, Trinity Trinity Johnston, She/her/hers
Department, College, Affiliation: Human Development and Family Science, Health and Human Sciences
Contact Email: tjj16c@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
Number of Research Assistants: 1
Relevant Majors: Open to all majors, but preference may be given to students majoring in psychology and human development and family science.
Project Location: Remote/virtual
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: Not participating in the Roundtable

Project Description

The current study seeks to extend the literature surrounding parenting stress, mindfulness, mindful parenting, and well-being and mental health outcomes. This project considers how mindful parenting and parenting stress influence parents’ well-being, depression and anxiety. This study considers parenting stress as a predictor for parental outcomes (including positive affect, negative affect, life satisfaction, happiness, depression, and anxiety), and will examine the influence of mindfulness and mindful parenting in these relationships. Biological and adoptive mothers and fathers of at least 1 child aged up to 17 years will be recruited to participate in 1 online survey.

Research Tasks: 1. Literature review: Undergraduate students will help to conduct literature reviews on mindful parenting, parenting stress, and parents' mental health and well-being. They will read articles related to the topics and summarize key findings.
2. Data collection: Undergraduate students will assist with flyer creation and distribution and promoting the study.
3. Presentation: Undergraduate students will be involved in preparing presentations for conferences by helping to develop content, design slides, and practice academic presentation.

Skills that research assistant(s) may need: Excellent academic writing and communication skills are required. Experience with research methods and conducting literature reviews is recommended.

Mentoring Philosophy

My mentorship style stems from my experience as a graduate research assistant at FSU. My research knowledge began in the classroom where I learned about research methods and statistical procedures, but it was furthered by my connections as a research assistant working alongside faculty to assist with projects. As I transition into a role as mentor, I provide students with experience in research so that they may too receive first-hand knowledge in the research process. I am curious of mentee's goals and talents, and proceed in this relationship by respecting their goals and understanding of research and building on their skills. As I emphasize a working relationship and an interactive environment for learning, I promote mutual respect, inclusion, and equity to support students and this relationship. I am hopeful that I too may learn from working alongside mentees throughout the relationship, so that this connection promotes the professional development of everyone involved.

Additional Information

Link to Publications

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Exploring Challenges Faced by Youth in Pursuing Political Offices

Democratic Governance, Political Participation, Political Equality

Research Mentor: Ethan Sarakun, He/Him/His
Department, College, Affiliation: Public Administration, Social Sciences and Public Policy
Contact Email: ews21@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
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: 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: I ran into technical difficulties opening the Zoom. I rescheduled until tomorrow, September 7th, at 6. I will record that interview and post it. I am really sorry for the inconvenience, and I was looking forward to talking with everyone. I hope you can make it tomorrow.

Thursday, September 7th, at 6 PM.

https://us04web.zoom.us/j/79503073827?pwd=2Y8G7cpi3MaMX8VLYS5rmfyTadXwCk.1

Meeting ID: 795 0307 3827
Passcode: UROP

Project Description

This project delves into the multifaceted hurdles that young individuals encounter when aspiring to run for political office. As the dynamics of political engagement evolve, the understanding of unique obstacles that prevent youthful candidates from entering the political arena becomes more necessary. The project aims to dissect these barriers and provide insights for promoting more inclusive and diverse political representation. Drawing on a comprehensive literature review, qualitative interviews, and available stakeholder surveys, this project will examine the challenges faced by young people seeking political office. It will investigate socioeconomic background, gender, race, institutional structures, public perception, and resource access. By analyzing real-world experiences and perspectives of young individuals who have aspired to run for office, the project aims to uncover insights into the barriers they confront.

The project's conclusions will represent a deeper understanding of the obstacles that young individuals encounter in their political journeys. The findings will suggest strategies aimed at dismantling these barriers, fostering a more inclusive political landscape, and encouraging greater participation of youthful candidates in the democratic process. This project plans to empower and enhance political diversity and young voices while laying the groundwork for a more representative and equitable political future.

Research Tasks: Assistants will help with cultivating a literature review, data collection and analysis, while maybe assisting with stakeholder interviews.

Skills that research assistant(s) may need: The only required skills are completing the task designed for you completely and accurately, and good communication.

I would not worry about being in over your head in this project, I will make sure that all work you complete this year interests you and can be completed within time constraints.

Mentoring Philosophy

People have many goals through UROP this year, and I am willing to be as flexible as possible to ensure that everyone gets to do what they want to do and learn what they want to learn. That can be done if a research assistant wants tasks designed completely for them with little flexibility. However, if the research assistants want more freedom in task design, I will happily accommodate them.

This project is very young, and research assistants have the ability to impact overall project design, something that I do not think is popular among other projects. I am excited to meet everyone that applies and cannot wait to hear everyone's ideas.

Additional Information

Link to Publications

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Cold War Kitsch: How Black Lives Shaped the 20th Century Battle for Ideology

History, Russia, United States, African American, Propaganda

Research Mentor: Madeleine Stout , She/Her
Department, College, Affiliation: History, Arts and Sciences
Contact Email: mestout@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
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: 5-7, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Tuesday, September 5, 12:00-12:30pm https://fsu.zoom.us/j/91866667368
Wednesday, September 6, 2:30-3:00pm https://fsu.zoom.us/j/95093944901
Thursday, September 7, 3:30-4:00pm https://fsu.zoom.us/j/99683712261
Friday, September 8, 12:30-1:00pm https://fsu.zoom.us/j/94475933933

Project Description

The traditional Cold War narrative begins in 1947 with the Truman Doctrine and ends in 1991 with the dissolution of the Soviet Union. This conflict was coined the Cold War due to the lack of direct military conflict between the US and Soviet Union. Instead the two super powers fought using psychological warfare, propaganda, and proxy wars throughout the later half of the twentieth century. The Cold War witnessed the US and the Soviet Union wage an ideological battle between Capitalism and Communism across the globe. The US and the Soviet Union fought to prove their own systems superior. One prominent focal point was human rights - specifically the treatment of African Americans.

In the traditional Cold War narrative, the first two decades witness the Soviet Union using the images and videos of racist violence in the Modern Civil Rights Movement (1954-1968) as a symbol of US failures. Soviet artists and propagandists created posters, prints, and pamphlets capitalizing on the violence enacted on Black bodies to show the hypocrisy of American democracy. However, when analyzing the Soviet focus on the mistreatment and dehumanization of African Americans in the US, the traditional Cold War timeline is destabilized. African Americans were focal points of both the US and the Soviet Union in the 1930s. The USSR would broadcast the injustice Black people faced in the US, one specific example being the Scottsboro Boys Trial, to the world before the 1950s. Not only did the USSR highlight racism in the US as a criticism of Western democracy, but it simultaneously projected itself as a race-less society. In the late 1920s-1930s the Soviet Union recruited engineers and industrial workers from the US to travel to Russia for work. The Soviet Union did not discriminate on race, and offered not only higher pay, but also education opportunities to both white and Black US workers if they moved to Russia. As a result the late 1920s-1930s saw a migration of African Americans to the Soviet Union for employment. These people worked, studied, married, and had children in the Soviet Union. While many did return to the US after some time, others stayed and their stories show a battle for ideology between life in the US and the USSR prior to 1947. Not only did people move to the USSR, but notable African Americans visited as well - Langston Hughes, Claude McKay, and Paul Robeson to mention a few. These visitors were often discredited in the US if they spoke highly of the USSR.

It is through the travels of African Americans, whether they be visitors or sojourners, that one can see the Cold War begins in the 1920s-1930s. This project seeks to compare the words and experiences of African Americans with those of US newspapers and documents in the 1920s-1930s to highlight this longer Cold War period.

Research Tasks: literature review, primary source (i.e. newspaper, memoir, document) collection, analysis, and organization.

Skills that research assistant(s) may need: Russian language reading comprehension recommended, but not required

Mentoring Philosophy

As a mentor I believe in serving as a resource to mentees and having open communication through weekly check-ins, but also making myself available in case of emergencies. Being a mentor is not solely about the project getting done, but providing mentees with hands on experience that will help them grow as researchers. I aim to foster an enjoyment for research and validate thoughts and ideas through discussion of historical sources. Mistakes are one of the fastest ways researchers learn, and I don't believe in chastising mentees, but instead working together to adapt to any hiccups that may happen during research. If a mentee feels uncomfortable, excited, or unsure when conducting research I encourage they come to me so we can go over their thoughts. If it is something they are excited about we can talk about how to pursue or follow that interest throughout the project. If my mentees ever feel unsure or stuck I am here to offer reassurances and help workshop through dead ends that often happen when researching.

Additional Information

Link to Publications

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Simulation testing a software to infer population genetic models using DNA data

Coalescent, population genetics, Bayesian inference

Research Mentor: Dr Peter Beerli, he/him
Department, College, Affiliation: Scientific Computing, Arts and Sciences
Contact Email: pbeerli@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: STEM sciences
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: Wednesday, September 6, 1-2pm (https://fsu.zoom.us/j/8299094363, Meeting ID: 829 909 4363)

Project Description

Curbing the effects of pathogens and securing the survival of endangered or commercially exploited species is of national interest. Collecting genetic data on these species has become standard over the last decade. Unfortunately, these types of data need translation and statistical analyses to be useful for policy decisions. It is common practice to use the data to calculate probabilities for particular models that describe the recent and ancient history of the species or population of interest. These models are founded on theoretical population genetics and are often not very flexible. A particular aspect addressed in this research is the assumption that the populations under study have a relatively constant number of offspring per generation. From observation, we know that this assumption is incorrect. For example, some SARS-CoV-2 strains are more successful in infecting people than others, suggesting that the ancestor with a new mutation has many more 'offspring' than others.
This research is generalizing this common assumption and constructs a framework that allows improving the analysis of population models with better accuracy and less bias.
A product of this research is a software tool. This tool uses genomic sequence data of a sample of individuals of the populations or species of interest to statistically compare different population models allowing the reconstruction of the history of the samples. Researchers will use this software to establish more accurate population size and genetic diversity estimates of species of interest. Accurate estimates will lead to better regulation of catch quota for commercial fishing, improved maintenance of endangered species, or better control of pathogen outbreaks.

Natural populations live in heterogeneous environments, and individuals in these populations have different chances to produce offspring. In contrast, current inferences of population genomic data are coalescence-based and assume environmental homogeneity within a population. Additionally, the commonly used coalescent framework assumes a variance of relatively narrow offspring numbers because it is derived from the Wright-Fisher or Moran population model. Heterogeneity can occur at very different scales: small, for example, different cell types in a human can lead to the differential success of a virus, or large, such as changes in microhabitats for a vertebrate species on a regional or even continental scale. This research explores the effect of heterogeneity of offspring production on the genealogy of individuals using (1) a theoretical framework that can handle heterogeneity and the development of software to infer this heterogeneity from genomic data. This framework is based on the fractional coalescent expanded to multiple, structured populations. The research extends a single-population derivation of the fractional coalescent that incorporates offspring variability as a random variable. This change will be well suited to tackle the variability of offspring numbers induced by environmental heterogeneity within and among different locations. These new methods will be incorporated into the widely-used open-source computer software MIGRATE. The new approach will then be compared with multi-merger coalescent methods using artificial data. These data are generated using (2) a simulator taking into account environmental quality changes within and among populations affecting the number of offspring an individual can have. A preliminary single-population simulator suggests that heterogeneity affects the time to the most recent common ancestor in a way that renders analyses with the standard coalescent questionable. The simulator will be used to generate large numbers of diverse scenarios that will be analyzed using standard summary statistics and complete probabilistic coalescence-based inference methods. (3) Analyses of the effect of heterogeneity for many biological datasets over a broad range of species with different life histories: from viruses to humpback whales and from small geographic scale to large scales. These datasets will be analyzed in collaboration with practical scientists. Software and tutorials will be reported on http://popgen.sc.fsu.edu and https://peterbeerli.com.

Research Tasks: The task for the UROP students are a small part of the large project and include to run simulation studies coded in python and run on UNIX machines so that we can test whether our software works and how sensitive the programs are to estimate parameters from data that looks like real data. Since we simulate these data we will know the truth and can therefore establish how accurate our inferences will be. We will provide guidance on the underlying population genetics theory, and relevant Python coding, and also help on running the software on the High-performance computing facilities of FSU.

Skills that research assistant(s) may need: We require some knowledge of Python and some basic knowledge of UNIX command line use.

Mentoring Philosophy

I would hope that you are honest and hard-working. I hope to give an environment that allows exploration, growth, and, most importantly, has open communication.
I do not expect that you know all details of the project or the programming language when you start the project, but I hope that you will ask about the missing information, and together we will achieve not only the goal of the project but also we will help you to become a student researcher.

Additional Information

https://peterbeerli.com
https://artsandsciences.fsu.edu/article/faculty-spotlight-peter-beerli

Link to Publications

https://news.fsu.edu/news/science-technology/2021/08/11/fsu-professor-awarded-nsf-grant-to-create-new-software-tool/

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Habitat Characterization of Seamounts in the Remote North Pacific

Seamounts, deep-sea corals, substrate, habitats

Research Mentor: Dr. Amy Baco-Taylor,
Department, College, Affiliation: EOAS, Arts and Sciences
Contact Email: abacotaylor@fsu.edu
Research Assistant Supervisor (if different from mentor): Virginia Biede
Research Assistant Supervisor Email: vbiede@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
Number of Research Assistants: 1
Relevant Majors: Biology, Geology, Environmental Science, will consider other natural sciences
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 5-10, During business hours
Roundtable Times and Zoom Link: Not participating in the Roundtable

Project Description

Review of deep-sea Submersible videos to help characterize substrate on seamounts of the North Pacific Ocean. Potential to develop into characterization of habitats and comparisons among sites.

Research Tasks: Review of videos in image analysis software
characterization of substrate types
Data entry
Potential for data analysis

Skills that research assistant(s) may need: Strong excel skills required
Image J or coral point count software experience not required but would be helpful
R or GIS software experience helpful but not required

Mentoring Philosophy

In my lab the student will help complete video analyses that will contribute to larger goals of the lab team. In the process the student will develop skills in basic data acquisition, spreadsheet management, and data analyses for their final project.

Additional Information

Link to Publications

https://www.frontiersin.org/articles/10.3389/fmars.2019.00715/full

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