UROP Project | Center for Undergraduate Research and Academic Engagement

Minority Power Concentration and Post Colonial Violence: Colonial Legacy in Indonesia and Malaysia

Southeast Asia; colonialism; ethnic violence; historical political economy

Research Mentor: Seng Yee, Sin,
Department, College, Affiliation: Political Science Department, Social Sciences and Public Policy
Contact Email: ss25bq@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: 4
Relevant Majors: Open to all majors, with preference given to students majoring in social sciences, political science, history, international affairs, Asian studies, or economics.

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 1
Start Time: 1:00
End Time: 5:00
Zoom Link: https://fsu.zoom.us/my/sengyee

Project Description

This project examines anti-Chinese violence in Southeast Asia over roughly two and a half centuries, from the Batavia massacre of 1740 in the Dutch East Indies to the riots that accompanied the fall of Suharto in Indonesia in 1998, and from the communist insurgency and political violence of the 1940s to the 1969 ethnic riots in Malaysia. Chinese minorities occupied a broadly similar position of economic prominence in both Malaysia and Indonesia, yet the two countries ultimately developed strikingly different patterns of ethnic violence. While violence against the Chinese minority became a recurring feature of political life in Indonesia, large-scale anti-Chinese violence in Malaysia eventually faded from the political landscape. Building on this broader comparative question, the project explores the colonial legacies that shaped these divergent political outcomes and examines how those legacies interacted with local conditions to produce different patterns of violence.

My argument is that the answer lies partly in how colonial governments used minority communities to govern. In the Netherlands Indies, the Dutch appointed Chinese officers, known as Kapitan Cina, to administer the Chinese population. They also auctioned the rights to collect taxes and operate opium and gambling monopolies to Chinese bidders, while leaving much of the rice trade in Chinese hands. Taken together, these arrangements placed a small minority in a position of political and economic power disproportionate to its size. Many members of the indigenous population experienced this system as unfair and unjust, and the resulting grievances outlasted the colonial state that had created them. When violence eventually occurred, these long-standing grievances could provide a sense of justification for those who participated in it, helping to mobilize broader popular involvement in anti-Chinese violence.

In Malaysia case, The British established a strikingly similar system in Malaya, including their own Kapitan Cina appointments, revenue farms, and a Chinese Protectorate that governed the Chinese community as a distinct administrative category. Yet the historical record suggests that the trajectories of ethnic violence in Malaysia and Indonesia diverged significantly. Then, what explains the Malaysian pattern, and what were the consequences of its colonial legacy? The project will focus in particular on communist territorial control and political violence across the Japanese occupation, the postwar transitional period, and the British counterinsurgency campaign during the Malayan Emergency. It will further examine how these experiences shaped the development and persistence of anti-Chinese attitudes and violence in Malaysia.

Research assistants will work with primary documents from Dutch, British, Japanese, Indonesian, and Malaysian government archives and will help build the district-level dataset on which the broader comparison rests. Much of this work will be digital. Some sources have already been digitized and made freely available online by national libraries and can be accessed remotely from Tallahassee. Others exist only as printed volumes obtained through interlibrary loan or as photographs taken in archival reading rooms. These materials must then be scanned, catalogued, transcribed, checked, and converted into structured data. Research assistants will contribute to each stage of this process.

No prior archival research experience is required. Reading skill of Dutch, Japanese, or Bahasa Indonesia is preferred.

Research Tasks: Assistants contribute to building an original district-level historical dataset, and to building the digital archive the dataset is drawn from. Specific tasks include:
• Scanning printed sources borrowed through interlibrary loan. Several of the most valuable sources for this project are printed government surveys from the early 1900s that has yet to be digitised. We will request them through interlibrary loan, and they arrive with a short loan period and have to be scanned and returned. Assistants operate the scanning equipment, keep page order and volume information intact, and prepare the images for processing.
• Working with digitised collections that are already online and free. Several national libraries have scanned and made searchable the colonial newspapers and statistical serials this project needs, such as Delpher in the Netherlands and NewspaperSG in Singapore. Assistants search these systematically and extract what is relevant.
• Archival document coding. Read scanned colonial-era government reports and record specified information into a structured codebook.
• Running and checking automated transcription. Many documents are handwritten, or printed in early twentieth-century typefaces that ordinary optical character recognition handles badly. Assistants run pages through handwriting recognition and AI transcription tools and then check the output line by line against the original image.
• Dataset construction and cleaning. Enter, check, and standardise records in Excel or Google Sheets.
• Building an event catalogue. Compile incidents of communal violence from newspapers, government reports, and secondary sources, recording date, location, source, and estimated scale, with a citation for every entry.
• Literature review. Read assigned scholarship and write short structured memos summarising the argument, the evidence, and how it bears on this project.

Skills that research assistant(s) may need: • Reading proficiency in Dutch, Japanese, or Indonesian is preferred, but not required.
• Comfort with scanning equipment, digital images, and file organization.
• Willingness to read and review repetitive archival materials and extract relevant information accurately.

Mentoring Philosophy

• Goal-oriented and individualized mentoring. I prioritize understanding each mentee’s goals and working with them to align our mutual objectives. To me, this is closely connected to self-motivation and long-term skill development. I believe it is important to spend time understanding these goals and expectations before we begin working together.
• Open and responsive communication. I hope to build an open-minded, friendly, and flexible mentoring relationship and environment. This allows mentees to openly discuss what they need from me and what aspects of our collaboration may need to be adjusted.
• Commitment to long-term development. I hope that participation in this project will serve not only the needs of the project itself, but also contribute to mentees’ long-term professional development, career growth, and success.
• Building on individual strengths. I would like to understand each mentee’s talents, interests, and strengths and help them develop these qualities into lasting skills and capabilities.
• Experience-sharing and mutual learning. I am open to sharing my own experiences, including challenges and lessons learned. I view mentoring as a mutual learning relationship and value the perspectives, experiences, and ideas that mentees bring to the table.
• Developing ownership and independence. Over time, I aim to give mentees increasing ownership of their work, decisions, and professional development. My goal is to provide guidance and support while helping mentees develop the confidence and independence to ultimately direct their own paths.

Additional Information

Link to Publications

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Promoting health and wellbeing of youth

youth; mental health; digital health

Research Mentor: Dr. Julia Brasileiro, She/her
Department, College, Affiliation: Institute on Digital Health and Innovation, Nursing
Contact Email: jbrasileiro@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: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10 (flexible - up to UROP student), 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 Institute on Digital Health and Innovation at the College of Nursing was established in 2022 to advance individual and public health through collaborative and synergistic partnerships focused on the development, evaluation, and dissemination of digital health tools, technologies, and innovations.
I am seeking a student who will help with research focused on creating digital tools to support the health and wellbeing of youth. My research focuses on the intersecting and highly relevant areas of youth health and development including: mental health, relationship health, and sexual & reproductive health. The main project we will be working on this year is developing a digital health intervention to improve the health and wellbeing of youth in out-of-home care (e.g., foster care, group homes). We will conduct design lab sessions with youth to develop mental health content for the digital health app.

Students will also be invited to participate in an institute-wide cohort and have opportunities to contribute to supplemental projects aligned with their interests. Cohort members will attend a weekly virtual lab meeting via Zoom on Fridays at 1:00 PM focused on professional development and collaborative opportunities across the institute. Slight preference will be given to applicants who can regularly attend a weekly Friday meeting at 1:00 p.m. If you cannot attend the Friday meeting, but are still interested in working with me, feel free to apply and we can discuss!

Research Tasks: Conducting literature reviews
Screening and summarizing peer-reviewed papers
Organizing research materials
Supporting design lab sessions with youth
Developing mental health content for a digital health app

Skills that research assistant(s) may need: Ability to search online academic databases for papers
Skills in organizing and saving digital files
Skills in summarizing key points from academic papers
Strong communication skills, including asking questions and seeking clarification when needed
Interest in youth mental health and wellbeing
Interest in developing digital health interventions

Mentoring Philosophy

My mentoring philosophy centers on building a strong relationship, providing opportunities to learn, and cultivating self-belief. I believe that getting to know my mentees as a person is just as important as supporting their research development and career. I care about their well-being and growth, both personally and professionally. I will provide concrete opportunities for my mentee to engage in research and strive to provide helpful feedback so they can grow and learn. Through this process, I hope my mentee will leave feeling confident in their ability to contribute meaningful to research.

My main expectation is that we communicate early and often. If a mentee anticipates difficulty meeting a deadline or has questions, I encourage them to reach out as soon as possible so we can work together to find a solution. I view mentoring as a collaborative process, where transparency and mutual respect are important.

Throughout my career, I have benefitted immensely from thoughtful and supportive mentors. I strive to offer my mentees the same level of encouragement, guidance, and constructive feedback that helped shape my own path. My goal is to create a space where mentees feel valued and empowered to grow. I hope that my mentees remember how I made them feel and leave with a stronger sense of confidence and belief that their voice and research matter in the world.

Additional Information

Link to Publications

https://orcid.org/0000-0001-6936-6965

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IMPACT STEM Transfer Student Success in Introductory Biology

Transfer students, biology education, learning science

Research Mentor: Sierra Morandi, she/her
Department, College, Affiliation: Biology, Arts and Sciences
Contact Email: smorandi@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: Open to all majors, preference will be given to STEM and Education majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-8 hours per week, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:

Day: Tuesday, September 1
Start Time: 1:00
End Time: 1:30
Zoom Link: https://fsu.zoom.us/j/92724828646
Day: Thursday, September 3
Start Time: 12:00
End Time: 12:30
Zoom Link: https://fsu.zoom.us/j/99944564237

Project Description

The IMPACT STEM research network is a national, multi-institutional group set out to improve the success of undergraduate STEM students, with a specific focus on working with and for transfer students. The FSU biology branch of this larger network is led by Dr. Underwood and Dr. McNutt, and we focus on broadening student access to STEM majors and supporting their success. We develop and test strategies to remove obstacles to student success while facilitating enduring collaborations among faculty within the institution and with a national network of two-year and four-year institutions across the US.

Research Tasks: Current work from this project has been focused on undergraduate students’ biology identities and self-recognition within the introductory course space. Other avenues for exploration from already collected data include a focus on empathy in learning, perceived student supports and challenges, and grade artifact analysis. Alternatively, this project is open to conducting a study/experiment of interest to the UROP mentee, so long as it aligns with a focus on supports or successes of transfer students in biology (i.e., exploring labs, interviewing students, etc.). Regardless of the project's focus area, students will, at a minimum, conduct a literature review, learn software skills, analyze data, and write up their findings for a broader audience.

Skills that research assistant(s) may need: No skills are required; however, students will use Excel and Dedoose throughout the year, so they should be open to learning!

Mentoring Philosophy

As a mentor, I am committed to supporting and fostering students holistically as they develop and pursue their interests within the context of our project. My approach is rooted in empathy, resilience, and the understanding that everyone is doing the best they can as they figure out who they are and what they want to be. My philosophy toward mentorship uses this lens to foster effective, open communication, foster a safe learning environment, and ensure a good work-life balance. Communication is essential to the success of most things; mentees can expect weekly check-ins and biweekly (or weekly, depending on the time of semester) meetings. I treat mentees as whole people, which means that they, too, have a life outside of our context and need to be treated as such, not just an aid to the project, bringing to the table a wealth of their own experiences. I strive to create a safe and creative learning and research environment, where feedback is frequently given as support and rooted in care for the mentee and their work. Mentorship is a learning experience for both individuals and should be treated as such with grace and humility.

Additional Information

If you cannot attend a live roundtable session, you're welcome to watch the presentation here and email me with any questions or interests!

https://fsu.zoom.us/rec/share/UfbGt7NwLoOTkvIjV9ZP-ZHN5LuZsW_qQOxyK3GaPRuHN7Me0rTH_O147rSitfJW.FkK2R8l5loy1Tjf1?startTime=1788185233000

Link to Publications

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Assessing Intercultural Competence Development in the Global Citizenship Certificate (GCC)

global citizenship, intercultural competence, program assessment, study abroad

Research Mentor: Dr. Bryant Harden,
Department, College, Affiliation: Center for Global Engagement / International Affairs, Social Sciences and Public Policy
Contact Email: bharden@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: International Affairs, 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, During business hours
Roundtable Times and Zoom Link:

Day: Friday, September 4
Start Time: 2:00
End Time: 4:00
Zoom Link: https://fsu.zoom.us/my/bryantharden

Project Description

The Global Citizenship Certificate (GCC), housed in FSU's Center for Global Engagement, is an academic certificate designed to help undergraduates develop the knowledge, skills, and dispositions associated with global citizenship, including intercultural competence, global awareness, and civic engagement across cultural difference.

This project asks: does participation in the GCC measurably develop students' intercultural competence, and which program components (coursework, co-curricular experiences, reflection assignments, global engagement activities) contribute most to that development?

In the fall semester, the research assistant will conduct a structured literature review on intercultural competence frameworks and their application in higher education assessment, with particular attention to established models such as Deardorff's Process Model of Intercultural Competence, Bennett's Developmental Model of Intercultural Sensitivity (DMIS), the Intercultural Development Inventory (IDI), and the AAC&U Intercultural Knowledge and Competence VALUE Rubric. The literature review will also survey how peer institutions assess similar global citizenship or global studies certificate/minor programs, to identify best practices and comparable instruments.

In the spring semester, the research assistant will help design and administer a data collection instrument (survey and/or structured reflection prompts, informed by the fall literature review) to current GCC students and, where feasible, a comparison sample of non-GCC students, to assess self-reported intercultural competence gains. The assistant will help with data entry, basic quantitative and/or qualitative analysis, and preparation of findings for the GCC's ongoing program assessment and for the student's UROP symposium presentation.

This project offers the research assistant hands-on experience with program assessment design, survey/instrument development, literature synthesis, and applied social science research methods, while directly contributing to the improvement of a real, ongoing university program.

Research Tasks: Literature review (Fall), Comparative Scan of Peer-Institution Global Citizenship / Intercultural Competence Programs (Fall), Survey Design (latte Fall), Data Collection (early Spring), Data Entry (Spring)

Skills that research assistant(s) may need: (Required) Strong writing and literature synthesis skills; Interest in international/global education, intercultural studies, or program evaluation; Attention to detail and comfort with independent research tasks.

(Recommended) Basic familiarity with survey design (e.g., Qualtrics).

Mentoring Philosophy

I approach mentoring as a partnership in which the research assistant's own intellectual goals and interests are central. At the start of the year, I work with each student to identify what they hope to gain from the experience, whether that's exposure to a particular research area, methodological training, or preparation for graduate study, and I tailor tasks and check-ins accordingly. I aim to create a low-stakes environment where questions and early mistakes are treated as part of the learning process, and I give students increasing ownership over their piece of the project as they develop confidence and skill. I meet regularly with my research assistants, provide direct and constructive feedback, and make a point of sharing my own research process, including its setbacks, so students see research as an iterative, human endeavor rather than a finished product.

Additional Information

Link to Publications

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Florida Housing Services for Child Welfare Involved Families Capacity and Gaps Assessment

Child Welfare, Social Work, Housing, Need Assessment

Research Mentor: Lauren Stanley, She/Her
Department, College, Affiliation: Florida Institute for Child Welfare, Social Work
Contact Email: lhstanley@fsu.edu
Research Assistant Supervisor (if different from mentor): Lauren Herod She/Her
Research Assistant Supervisor Email: lherod@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: 2139 Maryland Circle, Ste 1300, Tallahassee, FL 32303
Research Assistant Transportation Required: Yes
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 1
Start Time: 12:30
End Time: 1:00
Zoom Link: https://fsu.zoom.us/my/lherod
Day: Thursday, September 3
Start Time: 4:00
End Time: 4:30
Zoom Link: https://fsu.zoom.us/my/lherod

Project Description

This project will collect information on housing resources and policies for child welfare-involved families and individuals throughout the state of Florida. Using administrative data, stakeholder interviews, and publicly available information, the research team will prepare an analysis of service availability at the state, region, and local levels against the stated need for services. These services will be assessed against stated policy requirements to identify gaps and opportunities for improvement of services for child welfare-involved individuals who are facing housing instability or insecurity. Ultimately, this case study approach will inform policy recommendations for researchers, legislative involvement, and service providers throughout the state.

Research Tasks: Literature Review, Policy reviews, data collection, and report writing. Additional tasks to be determined based on the student's background, experience level, and interest.

Skills that research assistant(s) may need: Strong academic writing (required), literature abstraction and annotation (recommended), qualitative interviewing (recommended), professional communication (required), Microsoft Office suite - including Word, Excel, and PowerPoint (required), familiarity with child welfare or housing policy in the state of Florida (recommended), CITI Certificate (Recommended)

Mentoring Philosophy

My approach to mentoring rests on the belief that students grow into capable professionals when they are trusted with real responsibility and supported in meeting it. I give mentees genuine ownership over their work, along with the accountability that ownership requires. When a student holds primary responsibility for a task, they also hold responsibility for its outcomes. This mirrors the expectations of professional environments and helps students develop the judgment, follow-through, and resilience those settings demand. My role is to provide the scaffolding that makes accountability productive rather than punitive, so that setbacks become information rather than failures.

Transparent communication underlies this work. I tell mentees where their efforts stand, what I observe in their progress, and what I expect going forward. I also invite the same candor in return. Clear, honest exchange builds the trust that makes difficult feedback usable and keeps expectations from becoming a source of confusion. I tailor mentorship to each student rather than applying a single template. Guided by their stated goals and a strengths-based orientation, I help students identify what they already do well and build on it deliberately. Recognizing individual talents lets me match tasks and development opportunities to the person in front of me. Finally, I lead in a human-centered way. Students are people first, with lives, constraints, and ambitions that extend beyond any project. Attending to the whole person produces better work and, more importantly, supports the kind of professional they are becoming.

Additional Information

There will be opportunities to explore involvement in other FICW projects that the PI and Research Supervisor are engaged with if the student is interested.

Link to Publications

https://ficw.fsu.edu/home

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Femme identity relationship exploration (FIRE)

identity, women, relationships, mixed-methods

Research Mentor: Marisa Luciano, she/her
Department, College, Affiliation: Human Development and Family Sciences, Education, Health, and Human Sciences
Contact Email: mml17@fsu.edu
Research Assistant Supervisor (if different from mentor): Katie Spurling she/her
Research Assistant Supervisor Email: kgs24@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:
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:

Day: Thursday, September 3
Start Time: 12:00
End Time: 1:30
Zoom Link: https://fsu.zoom.us/j/92594332978

Project Description

Little research exists on relationship between relationship status and identity development in women. This is a large-scale study encompassing women in a wide range of relationship types and with varying demographics, providing more information about how women in relationships conceptualize themselves compared to single women. It helps provide future paths of research incorporating these findings, and helps strengthen relationships and individual identity for both partners in any relationship. This is a mixed-methods study incorporating both qualitative and quantitative data collection and analysis.

Research Tasks: Data collection, data analysis, literature review

Skills that research assistant(s) may need: General knowledge of the research process is recommended

Mentoring Philosophy

As a mentor, I believe in empowering future researchers to understand their interests and achieve their goals. I hope to create a safe environment where mentees can try new things and step out of their comfort zones. I want mentees to feel respected and know they are an integral part of the research being done. If they have any questions or concerns, I hope to offer a place of mutual respect where they can come to either of their research mentors to express them.

Additional Information

Link to Publications

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The Well-Being of Peer Support Workers for Sexual Violence Over Time: A Longitudinal Mixed Methods Study

Sexual Violence, Wellbeing, Professional Wellbeing, Stress

Research Mentor: Lauren Herod, She/Her
Department, College, Affiliation: College of Social Work, Social Work
Contact Email: Lherod@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: No, the project is remote
Remote or In-person: Fully 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 1
Start Time: 1:30
End Time: 2:00
Zoom Link: https://fsu.zoom.us/my/lherod
Day: Thursday, September 3
Start Time: 3:30
End Time: 4:00
Zoom Link: https://fsu.zoom.us/my/lherod

Project Description

This study seeks to understand how the personal and professional well-being of peer support workers for sexual violence differs within individuals over time and between individuals over time, and explore organizational resources that contribute to this well-being as either facilitators or barriers to their well-being. This study will use both quantitative and qualitative data collection and seeks to develop a model to understand the organizational impact on individuals who both serve as professionals for victims of sexual violence and identify as survivors themselves.

Research Tasks: Literature review, data cleaning, data management, qualitative coding, participant outreach

Skills that research assistant(s) may need: Professional communication skills (required), Microsoft Office Suite - including Word, Excel, and PowerPoint (required), CITI certificate (required by start of project), literature abstraction and annotation (recommended), organizational skills (recommended), interviewing or qualitative coding interest (recommended)

Mentoring Philosophy

Mentorship starts with seeing the person, not just the researcher. Students come to me with lives and constraints and goals that reach past any project they happen to be working on, and I try to mentor them as people first. This is not about being soft on them. Working with survivors of sexual violence takes a steady hand, and people are steadier when they feel supported. From that footing I ask a lot. I give mentees real ownership of their work and expect them to stand behind the results, because that kind of responsibility prepares a student for professional life better than supervised busywork can. My job is to set things up so accountability teaches something, so a mistake becomes useful instead of a mark against them.

Our work touches survivors directly, so I hold mentees to more than clean methods. Trauma-informed care, confidentiality, and respect for the people behind the data are not optional, and I try to show what that looks like before asking a student to do it. Being a doctoral student myself, I mentor from close range, and I think that makes honesty easier on both sides. I tell a student where their work actually stands, and I want the same bluntness back. That keeps hard feedback usable and gives them space to sit with difficult material. Underneath all of it is one habit: paying attention to who each student is and what they want, and building from their strengths toward it.

Additional Information

This work will be working with professionals who identify as survivors of Sexual Violence. While no questions will be directly asked about their traumatic experiences, there is always a possibility that the participants will bring up their experiences as it relates to their work.

Link to Publications

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Supernova observations and analysis

supernova, astronomy, physics

Research Mentor: Eric Hsiao, he/him
Department, College, Affiliation: Physics, Arts and Sciences
Contact Email: ehsiao@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: Physics preferred, but open to all.
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 8, 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

Supernovae are among the most energetic events in the universe, driving galactic evolution and serving as fundamental distance indicators. Despite their importance, the exact progenitor systems and explosion mechanisms of several supernova classes remain key open questions in modern astrophysics. This project engages students directly in observational time-domain astronomy to address these questions. Students will contribute to active monitoring programs using data from world-class ground-based and space-based observatories. By analyzing light curves and spectra gathered across optical and near-infrared wavelengths, the research team aims to decode the physical properties, circumstellar environments, and origin of these cosmic explosions.

Research Tasks: -Coordinate and organize nightly observing queues for ongoing observational campaigns.
-Participate in remote observing runs using professional ground-based telescopes.
-Perform standard data reduction and calibration on raw datasets using astronomical pipelines.
-Conduct targeted literature reviews and independent data analysis on a focused research sub-project aimed at constraining specific supernova progenitor or interaction properties.

Skills that research assistant(s) may need: -A curious mind and a genuine love for astronomy/science.
-Basic familiarity with scientific programming or a strong desire to learn.
-Introductory knowledge of physics or astronomy concepts (completion of introductory astronomy/physics preferred but not required).

Mentoring Philosophy

My mentoring approach centers on independence, mutual effort, and collaborative support. I believe in giving students the autonomy to own their work while matching their dedication step-for-step. When a student works hard and shows initiative, I work equally hard alongside them to help them succeed. Students in this project do not work in isolation; they join an active, collaborative group of peers who are eager to help. I aim to provide targeted guidance when obstacles arise and the freedom for students to explore their specific research interests.

Additional Information

Link to Publications

https://scholar.google.com/citations?user=1s54_20AAAAJ&hl=en

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Expanding PrEP in Communties of Color (EPICC): Using Qualitative Data Analysis to Better Understand Pre-Exposure Prophylaxis (PrEP) Choice

Qualitative Data, Qualitative Data Analysis, Data Coding, Pre-Exposure Prophylaxis

Research Mentor: Crissi Rainer, she/her
Department, College, Affiliation: Institute on Digital Health and Innovation, Nursing
Contact Email: crainer@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators: Dr. Artur Luz Nunez Queiroz
Faculty Collaborators Email: aal24g@fsu.edu

Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Open to all majors
Project Location: remote
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: Friday, September 4
Start Time: 2:00
End Time: 3:00
Zoom Link: https://fsu.zoom.us/j/95389372125?pwd=V7hmau1ps4ercx8jfFbABUO2VbyELp.1&from=addon

Project Description

The Institute on Digital Health and Innovation (IDHI) at the Florida State University College of Nursing focuses on improving health through research and innovative approaches to healthcare. One of our ongoing projects, Expanding PrEP in Communities of Color (EPICC+), explores how young adults and healthcare providers make decisions about HIV prevention, including the use of pre-exposure prophylaxis (PrEP), a medication that can prevent HIV.

As part of this project, researchers conducted interviews and group discussions to better understand people's experiences, perspectives, and decision-making processes. We are seeking a student who is interested in learning how researchers analyze these conversations to identify important ideas, patterns, and themes that can help improve healthcare programs and services.

The selected student will work with a collaborative research team and gain hands-on experience with qualitative research. Responsibilities may include reviewing transcripts, helping organize and analyze participant feedback, summarizing key findings, reviewing research literature, and participating in team discussions. No prior experience with qualitative research is required; students will receive training and mentorship throughout the project.

This opportunity is ideal for students who are curious, detail-oriented, and interested in developing research, critical thinking, and communication skills. Students from all majors are encouraged to apply.

UROP students mentored by IDHI faculty and staff during the 2026-2027 academic year will participate in an institute-wide cohort and have opportunities to contribute to additional projects aligned with their interests. Cohort members will attend a weekly virtual lab meeting focused on professional development, research skills, and collaboration across the institute. Preference will be given to applicants who can regularly attend the Friday 1:00 p.m. meeting.

Research Tasks: • Review focus group and other qualitative research data.
• Help identify and organize common themes and ideas.
• Assist with developing and applying qualitative codes.
• Summarize findings and participant perspectives.
• Conduct literature searches and summarize research articles.
• Participate in research team meetings and discussions.

Skills that research assistant(s) may need: Required skills in Microsoft Office (Excel, Word), written communication, and collaboration.

Mentoring Philosophy

I believe the best learning happens when students are actively involved in the research process and feel comfortable asking questions, sharing ideas, and trying new things. My goal is to create a supportive environment where students can build skills, gain confidence, and explore their interests. I work closely with students to provide guidance, regular feedback, and opportunities for hands-on learning while encouraging increasing independence over time. I hope students leave the experience with practical research skills, a better understanding of the research process, and confidence in their ability to contribute to meaningful work.

Additional Information

Link to Publications

https://idhi.fsu.edu/

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Experiments in Computational Stellar Astrophysics

astronomy physics computer programming data analytics

Research Mentor: tomekplewa@gmail.com Tomasz Plewa,
Department, College, Affiliation: Scientific Computing, Arts and Sciences
Contact Email: tplewa@fsu.edu
Research Assistant Supervisor (if different from mentor): Abhina Premachandran Bindu
Research Assistant Supervisor Email: ap25w@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: physics, physics and astronomy, mathematics, computer science
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 10, During business hours
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

Motivated by observations of supernova remnants such as SN 1987A or Tycho, we are investigating links between the supernova progenitor structure, instabilities developing during the explosion process, and characteristics of emerging young supernova remnants. The starting point for such investigations are stellar evolution studies of supernova progenitors.

From a practical point of view, stellar evolution calculations require solving a set of coupled, nonlinear ordinary or partial differential equations. In this project, we will be using the MESA code, http://mesa.sourceforge.net/, to solve the required evolutionary equations. In recent years, MESA has become a tool of choice for studying a variety of astrophysical systems such as stars, binary stars, planets, and basic physics problems in dedicated settings. In this project, we study the evolution of thermonuclear flames powering Type Ia supernovae explosions, and assess the sensitivity of their properties, such as speed and width, on the fuel parameters. The results of this study will subsequently be used as input to supernova explosion codes such as Agile-IDSA, http://www.physik.unibas.ch/~liebend/download/index.html, or FLASH, https://flash.rochester.edu/site/flashcode/.

More advanced students may participate in and contribute to the analysis of multiphysics simulation results, such as computing nucleosynthetic yields and obtaining specific characteristics of explosion models.

This project is strongly computationally-oriented and requires practical user knowledge of Linux or MacOS operating system. In addition, a broader range of topics is available to students fluent with programming languages such as C, C++, Fortran, or Python. Familiarity with simulation data analysis and visualization tools (e.g. Excel, gnuplot, matplotlib) is a plus.

Applications of students who do not have programming skills or do not plan on taking a programming class during the first semester of this project are strongly discouraged.

Additional information related to the project can be obtained at http://people.sc.fsu.edu/~tplewa/Research/index.html

Research Tasks: All the required work will be done on desktop computers provided by the Department of Scientific Computing or with the student's laptop computer serving as a front end to departmental computers (connecting via Remote Desktop/Anydesk software), and in person or via Zoom for weekly communications.

The project tasks involve:

1. Review textbook information about mathematics and physics relevant to problems in stellar evolution.
2. Familiarize with the Linux operating system. Download, install, and familiarize with the MESA stellar evolution code.
3. Construct a series of stellar evolution tracks for various stellar masses (Hertzsprung-Russell Diagram).
4. Present evolution of stellar structure using Kippenhahn diagrams (see, e.g., https://github.com/orlox/mkipp).
5. Study sensitivity of stellar progenitor characteristics or stellar physics phenomena to problem parameters.
6. Obtain a series of stellar evolution or relevant multiphysics simulations.
7. Analyze obtained results.
8. Prepare a poster presenting the project findings.

Skills that research assistant(s) may need: Recommended: practical knowledge of a Linux/MacOS-type operating system.
Required: practical knowledge of MATLAB, Python, or Fortran/C/C++.
Required: strong interest in the nature of physics phenomena and good preparation in the areas of mathematics, physics, or statistics.

Mentoring Philosophy

Promoting learning through inquiry — the Socratic method. Sharing own research experience. Creating a safe environment in which mentees feel it is acceptable to fail and learn from their mistakes.

Additional Information

https://arxiv.org/abs/2505.18482
https://doi.org/10.1093/mnrasl/slaa141
https://arxiv.org/abs/2401.16674
https://arxiv.org/abs/2201.10686

Link to Publications

https://news.fsu.edu/news/sciencetechnology/2020/12/17/fsu-computational-scientist-demonstrates-how-supernovae-detonate/

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