UROP Project

Re-performing the Masquerade: Cultural Translation in a TikTok Comment Section

Yoruba masquerade; digital spectatorship; audience reception; cultural translation
Research Mentor: Lucy Nyambeki Oruta, She,Her,Hers
Department, College, Affiliation: Theatre, Fine Arts
Contact Email: orutalucy@gmail.com
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: 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:
Not participating in the roundtable

Project Description

Re-performing the Masquerade: Cultural Translation in a TikTok Comment Section

Yoruba masquerade traditions such as Egúngún are not reducible to aesthetic display alone; they activate relationships among living communities, ancestral presence, memory, movement, rhythm, and sacred space. Their meanings emerge from a larger performance environment that includes performers, witnesses, spatial arrangements, cultural knowledge, and shared cosmological frameworks. When a recording of such a performance enters a social media platform—in this study, TikTok—it is separated from much of that environment and re-encountered through the platform’s compressed visual frame, soundtrack, caption, and public comment section.

The TikTok video anchoring this study offers one example of this displacement. Commenters attempt to make the masquerade intelligible by naming it as “spirit,” “demon,” “costume,” “culture,” or “entertainment,” while others respond with explanations, corrections, ridicule, or competing claims to cultural knowledge. These exchanges matter because they do not simply document audience reactions; they participate in producing the performance’s digital meaning and afterlife. This project therefore asks: How do TikTok commenters re-perform a Yoruba masquerade by naming, fearing, explaining, correcting, and culturally relocating what they see?

The project employs an interdisciplinary digital performance historiography that combines performance-centered audience reception with corpus-assisted text analysis. Drawing from Susan Bennett’s work on theatre audiences and Caroline Heim’s concept of the audience as performer, it approaches commenting spectators as active producers of meaning. The study does not claim to represent TikTok’s entire audience; it examines the visible, self-selecting performances of spectatorship produced by users who respond publicly to the video and to one another.

The available comments associated with the video will first be organized as a small digital corpus. Where appropriate, natural language processing and computational linguistic methods will be used to locate recurring terms, collocations, naming practices, and patterns of response. These tools will support the discovery and organization of patterns rather than determine their cultural meaning or reduce the comments to automated sentiment categories.

The computational mapping will guide the selection of approximately 10–15 substantive comment threads for close performance-reception analysis. The project’s central unit of interpretation will not be the isolated comment but the spectatorial exchange: an initial interpretation followed by replies that may correct, affirm, resist, mock, or redirect it. The original video will also be examined through its movement, costume, rhythm, sound, camera framing, duration, caption, and hashtags. Within the selected threads, the research team will attend to acts of naming, expressions of fear or fascination, claims to cultural authority, corrective explanations, and the acceptance or refusal of cultural knowledge. This movement between corpus-level patterns and close reading will allow the project to remain attentive both to recurring language and to the cultural, relational, and performative contexts in which that language appears.

Diana Taylor’s archive–repertoire framework will help the research team consider what happens when an embodied practice grounded in communal and ancestral transmission becomes a digital trace surrounded by new textual performances. The video preserves a trace of the masquerade, but the comment section also rescripts its meaning for spectators removed from its original cultural and performance environment.

Ultimately, this project investigates the digital afterlife of one performance: who acquires the authority to name it, how cultural knowledge is asserted or refused, and how spectators collectively remake what they have seen.

Research Tasks: Locate and summarize 10 key sources on Yoruba masquerade, audience reception, digital spectatorship, computational linguistics, and digital historiography using a structured format: claim, method, connection, question, and quotation.
Create a timestamped performance score of the TikTok video, documenting movement, costume, rhythm, sound, camera framing, captioning, hashtags, and significant visual transitions.
Collect, anonymize, and organize the available public comments and video metadata into a small, searchable digital corpus following appropriate research-ethics practices.
Use qualitative coding and, where appropriate, natural language processing to map recurring terms, collocations, naming practices, and response patterns; use these findings to select 10–15 spectatorial exchanges for close analysis.
Prepare two or three analytical memos and create visual representations of the findings for the collaborative FSU Undergraduate Research Symposium poster.

Skills that research assistant(s) may need: Required:
Interest in performance, cultural interpretation, digital media, or language.
Careful reading, clear writing, organization, and attention to detail.
Cultural humility and respectful engagement with African performance and spiritual traditions.
Willingness to work collaboratively across disciplinary approaches.

Recommended but not required:

Coursework or experience in natural language processing, computational linguistics, corpus linguistics, computer science, data science, or digital humanities.
Familiarity with Python, R, text-processing tools, spreadsheets, or data visualization.
Interest in applying computational methods to questions of performance, cultural memory, audience reception, and digital historiography.
Coursework in Theatre and Performance Studies, African or Africana Studies, Anthropology, Religion, Media Studies, or Linguistics.

Students are not expected to possess all these skills. The project is particularly suited to students interested in bringing computational and humanistic methods into conversation.

Mentoring Philosophy

My mentoring philosophy begins where my scholarship does: with the moment doubt becomes inquiry. I call my approach T.R.A.C.E.—Trust, Reciprocity, Accountability, Curiosity, and Experimentation. Like this project, which follows the digital traces through which performance acquires meaning, mentorship requires attending to the questions and experiences through which a student becomes a researcher.

Trust means creating a respectful environment in which mentees can acknowledge what they do not know, examine assumptions, and ask questions without performing expertise. Reciprocity recognizes that mentoring is an exchange: I bring experience in theatre, performance, pedagogy, and historiography, while a mentee may bring computational, linguistic, cultural, or lived knowledge.

Accountability begins by identifying each student’s goals and strengths and creating a manageable plan for the five-hour weekly commitment. Each mentee will own a defined part of the project and receive clear expectations, regular feedback, and opportunities for revision.

Curiosity means remaining with uncertainty long enough to formulate better questions. Our meetings will be spaces of collaborative inquiry where sources, interpretations, and methods can be tested rather than accepted automatically. Experimentation means treating a source that leads nowhere, a coding category that collapses, or a computational method that requires revision as information rather than failure.

Ultimately, I want mentees to leave able to communicate across disciplines, take ownership of their intellectual contributions, and recognize how their own ways of seeing shape the knowledge they produce.

Additional Information

This project is a pilot for a larger digital historiography of African performance and is especially suited to students interested in the intersections of performance, language, culture, and technology. Work will be paced within the five-hour weekly commitment, with regular meetings and structured guidance in performance analysis, qualitative coding, and ethical digital research.

Students are not expected to enter with every skill. A student with experience in natural language processing or computational linguistics may contribute to corpus mapping, while a student from the humanities may take greater ownership of contextual research and close analysis. These forms of knowledge will be brought into conversation throughout the project.

Findings will be presented at the FSU Undergraduate Research Symposium and may contribute to a future conference paper, scholarly article, or expanded digital project. Student contributions will be appropriately credited, with possible co-authorship determined by the nature and extent of each student’s intellectual contribution.

Link to Publications


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Development of High Magnetic Field Compatible Ultra-low Temperature Thermometers

Low Temperature, Physics, Cryogenics, Programming
Research Mentor: Andrew Woods,
Department, College, Affiliation: Maglab, N/A
Contact Email: awoods@magnet.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, Engineering, Computer Science
Project Location: Maglab, 1800 E Paul Dirac Dr, Tallahassee
Research Assistant Transportation Required: Tallahassee city buses service the lab.
Remote or In-person: Partially Remote
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

With the increased focus on quantum computing, which often needs a combination of low temperature and high magnetic fields, there is increased need for robust thermometry in this challenging regime. I aim to develop fast thermometers based on quartz tuning forks that are compatible with temperatures down to 10 mK and fields in excess of 40 T. The technique has been validated experimentally, and therefore this project would focus on improving implementation, including designing and prototyping new enclosures and electrical circuits, designing and verifying measurement software, and working with partners in industry and academia to deploy prototypes and publish initial results.

Research Tasks: Data Collection, Data Analysis, Hands on construction, CAD design and 3D printing, Software Development and testing, Scientific Writing, Collaboration with Industry.

Skills that research assistant(s) may need: Python Programming Experience (Recommended)
AI Prompt Development (Recommended)
Hobby electronics experience (soldering etc.) (Recommended)
Hobby 3D Design and Printing (Recommended)
Not all are required by a single candidate.

Mentoring Philosophy

An undergraduate student who joins my group owns a real piece of the research that is a calibration, a sensor mount, a data analysis pipeline, something small enough to finish in two semesters, but with an answer nobody knows yet. I choose the specifics of the project only after asking what the student wants from the experience: graduate school, industry, medical school, or just to find out.

Ownership creates accountability, and accountability is where durable skill forms: reproducible analysis and version control, a notebook someone else could follow, an uncertainty estimate before a number is trusted. I value this because it skills like that will be valuable throughout a career in virtually any field. Most of these students will not end up as cryogenic physicists; I would rather they leave with habits that serve them wherever they go.

Early attempts rarely work, and I say so at the start. A week lost to a sign error teaches something I could not have taught, so I treat it as part of the work rather than a setback. My part is to answer questions with questions where that helps, with direct experience where it does not, and to be candid about my own false starts.

Additional Information


Link to Publications

Google Scholar Publication Library: https://scholar.google.com/citations?user=3Ni9uFYAAAAJ&hl=en
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Preconditioned Machine Learning Algorithm for Variational Problems in Scientific Computing

Partial Differential Equations; Variational Problem; Deep Learning; Neural Networks; Optimization; Python
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Research Mentor: Mr. Shu Liu, He/Him
Department, College, Affiliation: Department of Mathematics (Applied & Computational Mathematics), Arts and Sciences
Contact Email: sl25bn@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: Mathematics, Applied & Computational Mathematics, Computer Science, Statistics, Physics, or any STEM major with an interest in programming.
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-7 hours per week , 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

Many important problems in science, engineering, and finance can be formulated as variational problems involving partial differential equations (PDEs)—that is, finding functions that minimize an energy or objective functional. Variational problems arise widely in materials science, quantum mechanics, optimal control, fluid dynamics, and engineering. When these problems involve many variables, classical numerical methods can become prohibitively expensive due to the “curse of dimensionality.” A promising alternative is to represent the unknown function using neural network surrogation and solve the variational problem by optimizing neural network parameters. This project develops effective preconditioned optimization methods that make neural-network approaches more accurate, efficient, and reliable for high-dimensional PDE variational problems. The key idea is to design optimization algorithms that exploit the geometry of the underlying variational objective, resulting in a better-conditioned loss landscape and more stable training.
The UROP research assistant will contribute primarily on the computational side: learning the basics of variational formulations of PDEs and neural-network solvers, implementing and running benchmark experiments, visualizing and comparing different optimization strategies on test problems of varying dimensions. No prior research experience is required.

Research Tasks: All the tasks can be done remotely if the student has access to a computer. The tasks that a student can make vary depending on the background and interest of the student. The main goals include:
1. Guided literature review: read accessible introductions to deep-learning-based PDE solvers and know how these solvers work.
2. Develop preconditioned optimization algorithm that enhance the performance of the deep variational problem solvers.
3. Implement Python codes and test benchmark experiments on target equations. Make comprehensive comparison with existing approaches in solvers’ accuracy, computing time and memory consumption.

Skills that research assistant(s) may need: Required:
1. Calculus I–III and basic mathematical reasoning.
2. Some programming experience in any language, and willingness to learn Python.
3. Curiosity, reliability, and willingness to commit 5-7 hours per week.
Recommended (not required)
1. Linear algebra; Exposure to differential equations.
2. Python with NumPy/Matplotlib; any exposure to PyTorch or machine learning.

Mentoring Philosophy

My goal is for the student to experience the full arc of computational research — from reading and understanding a method, to implementing and testing it, to communicating the results. The first semester is deliberately scaffolded: the student begins with a curated reading list and hands-on Python/PyTorch tutorials, then reproduces one small benchmark experiment end-to-end. In the spring, the student takes ownership of a well-defined mini-project whose results feed directly into the group's ongoing research.
I will meet with the student biweekly for progress discussions. During these meetings, the student is expected to present progress in the project, discuss any encountered difficulties, and establish objectives for the upcoming weeks. Between meetings we communicate over emails. The student will have access to the group's GPU computing resources, and strong contributions may lead to co-authorship on a publication or to a subsequent honors thesis. Above all, I aim to create an environment where questions are encouraged, mistakes are treated as part of learning, and the student finishes the year with concrete skills in scientific machine learning.

Additional Information


Link to Publications

https://lslsliushu.github.io/publications/
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Generative AI-Powered Virtual Reality Museum for Interactive STEM Learning

Generative AI, Virtual Reality, Artificial Intelligence, 3D Modeling, Human-Computer Interaction, Unity, Unreal Engine, Extended Reality (XR)
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Research Mentor: Dr. Migara Dr. Migara Amarasinghe,
Department, College, Affiliation: Department of Electrical and Computer Engineering, FAMU-FSU College of Engineering
Contact Email: migaraa@eng.famu.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators: Dr. Bernadin Dr. Shonda Bernadin
Faculty Collaborators Email: bernadin@eng.famu.fsu.edu
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Computer Engineering, Electrical Engineering, Computer Science, Information Technology, or related STEM disciplines. Students from other majors with an interest in VR, AI, 3D modeling, Graphic Design or immersive learning are also encouraged to apply.
Project Location: FAMU-FSU College of Engineering
Research Assistant Transportation Required: Yes
Remote or In-person: Partially Remote
Approximate Weekly Hours: 10 hours, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

This project investigates the use of generative artificial intelligence (GenAI) and virtual reality (VR) to create interactive and immersive environments for STEM education. Building upon an existing VR AI Museum developed using Unity/Unreal Engine and Meta Quest, the research will explore new approaches for presenting AI concepts through interactive virtual exhibits, AI-generated content, and intelligent virtual experiences.
Undergraduate researchers will contribute to the design, implementation, and evaluation of new museum experiences. Potential research directions include integrating generative AI into virtual exhibits, developing interactive AI-guided experiences, designing educational VR activities, and evaluating how users interact with and learn from AI-enhanced immersive environments.
The project will provide students with hands-on experience at the intersection of artificial intelligence, virtual reality, human-computer interaction, and STEM education. Research outcomes may contribute to demonstrations, undergraduate research presentations, and future scholarly publications.

Research Tasks: Conduct literature reviews on generative AI, virtual reality, human-computer interaction, and immersive STEM education.
Develop and modify interactive VR environments and exhibits using Unity/Unreal Engine.
Explore methods for integrating generative AI and intelligent virtual agents into the VR museum.
Design interactive educational activities and AI-focused museum experiences.
Develop or integrate 3D assets, user interfaces, and VR interactions.
Conduct experiments and usability studies to evaluate user interaction, engagement, and learning.
Collect, organize, and analyze experimental data.
Document research findings and contribute to research posters, demonstrations, technical reports, and potential publications.

Skills that research assistant(s) may need: Required:
Interest in artificial intelligence, virtual reality, or immersive technologies.
Willingness to learn new software and research methods.
Ability to work independently and collaboratively.

Recommended but not required:
Programming experience in C#, C++, Python, or a similar language.
Experience with Unity or another game engine.
Familiarity with generative AI or machine learning.
Experience with Blender, 3D modeling, or digital content creation.
Experience with Meta Quest or other VR/XR platforms.

Prior VR or AI research experience is not required. Students who are motivated to learn these technologies are encouraged to apply.

Mentoring Philosophy

My mentoring approach focuses on hands-on learning, independence, and continuous growth. I believe undergraduate researchers learn best when they understand the larger purpose of a project while also taking ownership of a clearly defined part of the research.
I work with students to identify their interests and strengths and connect them with meaningful research tasks. Students will receive guidance and technical support while being encouraged to experiment, ask questions, propose their own ideas, and learn from challenges and unsuccessful attempts.
I also emphasize regular communication and achievable milestones so that students can see their progress throughout the project. As students gain experience, I gradually encourage greater independence and responsibility. My goal is for each student to leave the project with stronger technical and research skills, experience communicating research results, and confidence in their ability to contribute to future research projects.

Additional Information


Link to Publications

https://drive.google.com/file/d/19XSFkt3ypj2eCBKvtQuDdkljqWhxCb9J/view?usp=sharing
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MFA Thesis: Memory, Material, and the Changing Body

Ceramics, Sculpture, Memory, Disability, Materiality, Feminism
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Research Mentor: lc25h@fsu.edu Libby Couch, she/her
Department, College, Affiliation: Fine Art, Fine Arts
Contact Email: lc25h@fsu.edu
Research Assistant Supervisor (if different from mentor): she/her
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Fine Arts preferred, but open to all majors. Ceramic experience preferred
Project Location: On FSU Main Campus
Research Assistant Transportation Required: There are buses from the main campus to the Carnaghi Art Building
Remote or In-person: In-person
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
  • Day: Friday, September 4
    Start Time: 7:00
    End Time: 8:00
    Zoom Link: Reschedule
  • Day: Wednesday, September 2
    Start Time: 7:00
    End Time: 7:30
    Zoom Link: https://us06web.zoom.us/j/85417426635?pwd=E7WIIzmvwaooBxVRUwvdNga7UyHDYb.1
  • Day: Wednesday, September 2
    Start Time: 7:30
    End Time: 8:00
    Zoom Link: https://us06web.zoom.us/j/85417426635?pwd=E7WIIzmvwaooBxVRUwvdNga7UyHDYb.1
  • Day: Wednesday, September 2
    Start Time: 5:30
    End Time: 6:00
    Zoom Link: https://us06web.zoom.us/j/85417426635?pwd=E7WIIzmvwaooBxVRUwvdNga7UyHDYb.1

Project Description

This project is part of my ongoing MFA thesis research in Studio Art at Florida State University. The project investigates the relationship between embodied experience, memory, and the ways bodies are understood, perceived, and remembered. Drawing from research on mood-congruent memory and feminist approaches to embodiment, I will explore how the conditions of the present body influence what can be remembered and how bodily experiences are shaped by cultural expectations and perceptions of the body. Through ceramic reflecting pools, cast forms, glaze experimentation, printmaking, and decals, I investigate how material processes can evoke the instability, distortion, and incomplete accessibility of memory. I am also using 3D scanning to capture faces and ecological formations and translating these scans into clay forms, exploring how digital representations of bodies and landscapes can become physical objects. An undergraduate research assistant will contribute to scholarly and artist research, systematic material testing, documentation, and the development of an organized research archive.

Research Tasks: Test ceramic materials and glazes (This involves learning to apply glaze to ceramic pieces and firing them in a kiln.)
Assist with art studio fabrication, installation, and documentation
Research medical journals and scholarly publications pertaining to thesis research


Skills that research assistant(s) may need: Required:
Strong attention to detail and organization
Willingness to conduct research and read academic or artist-written sources
Ability to document and organize research findings

Recommended:
Interest or experience in studio art, ceramics, sculpture, photography, art history, psychology, disability studies, or related fields
Chemistry or geography background may help with glaze testing, but is not required.
Experience with academic research and summarizing sources

Mentoring Philosophy

I approach mentoring as a collaborative process built on curiosity, communication, and mutual respect. My goal is for the research assistant to develop an understanding of what studio-based research can look like while also identifying their own interests and strengths within the project.
I previously taught high school ceramics for three years, and my background in education has taught me the importance of meeting students where they are, providing appropriate support, and gradually encouraging greater independence. I want the research assistant to feel comfortable asking questions, proposing ideas, and taking intellectual and creative risks as they develop their research skills.
I believe that experimentation, revision, and failure are essential parts of both creative research and a growth-oriented learning process. In the studio, an unsuccessful material test can be just as informative as a successful one because it provides evidence about what does not work and can lead to new questions, approaches, and discoveries. I want to create an environment where students understand that mistakes are not evidence of failure as a researcher or artist, but opportunities to evaluate, adapt, and continue learning.
I want the student to leave the experience with more than knowledge of ceramics or contemporary art. I want them to understand how artists use research, experimentation, observation, and reflection to develop ideas, and to feel confident applying those methods to their own academic and creative work.

Additional Information


Link to Publications

www.libbycouch.com
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Science Prediction Market

experiment, hypothesis, biology, chemistry, economics
lenhert_headshot.jpg
Research Mentor: Steven Lenhert,
Department, College, Affiliation: Biological Science, Arts and Sciences
Contact Email: lenhert@bio.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 8, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
  • Day: Monday, August 31
    Start Time: 2:00
    End Time: 2:30
    Zoom Link: https://fsu.zoom.us/j/92271342903

Project Description

What is the difference between a good and bad science experiment? This is a question that was thoroughly answered by Karl Popper in the early 20th century. He came to the now widely accepted conclusion that good science involves falsifiable hypotheses, while pseudoscience is unfalsifiable. Popper explained the reason for this rule nicely in an article entitled, "Science as Falsification”.1 Briefly, the idea is that science should answer questions to which we do not already know the answer. Theories and hypothesis that have a chance to be proven wrong through experimental observation are therefore valuable contributions to our advancement of knowledge, while theories and hypotheses that have no risk of being wrong do not increase knowledge. This “demarcation line” so nicely distinguishes science from pseudoscience, that I propose to take it one step further – can we quantify the amount of knowledge gained by an experiment by making predictions and measuring how much of a chance it is perceived to have of falsifying a hypothesis? Furthermore, the predictive value of completed science is what makes technology possible.
This project will set up a new kind of scientific evaluation system.2 A scientist can propose a scientific question, hypothesis, and experiment to test the hypothesis. That scientist can provide possible outcomes of the experiment, along with proposed probabilities for each outcome. Reviewers can then predict the outcomes and wager points to indicate their level of confidence. The value of the knowledge to be gained by the experiment can then be gauged by how much wagering takes place, as well as what the odds are for different outcomes. Presentation of published experiments and results in this format can allow students to experience the scientific process of discovery and develop their scientific prediction skills.
References:
1 Science as Falsification, by Karl Popper
https://staff.washington.edu/lynnhank/Popper-1.pdf
2 Science Prediction Market
https://www.bio.fsu.edu/lenhertgroup/prediction_market.php


Research Tasks: The students will set up a prediction market using points within the Lenhert group and other interested students and researchers. Experiments from the scientific literature that are perceived to be relevant to current projects in the group will be identified. The experiments will be presented to the group without providing the results. Other group members will predict the outcome of the experiments and express their confidence in the outcomes using points. The market will be extended to real experiments in the Lenhert lab as well as other labs.

Skills that research assistant(s) may need: Required: Critical thinking; communication; basic understanding of science
Recommended: STEM, physics, chemistry, biology, finance, economics, business

Mentoring Philosophy

I seek to understand student’s goals and current abilities and to provide guidance to enable them to achieve their goals. This involves providing opportunities as they appear. Examples of opportunities could be an experiment that the student could carry out, coauthorship on a publication, or involvement in a collaboration. As an interdisciplinary scientist, I value different ways of thinking and approaching research tasks. When working in groups I look for synergy. If I’m teaching a student a skill that I have myself, then I demonstrate it and then let the student repeat it. I also tend to think of my students as collaborators and appreciate learning from them as well. I use, and encourage use of deliberate practice, which is an approach to developing expertise based on solving well designed achievable goals using feedback and guidance from a mentor. I meet at least once a week with my research group where we discuss our research, get feedback from each other, and identify achievable goals. Examples of research goals could be to take steps towards constructing a device, design or carry out an experiment, analyze a data set, search the literature for relevant papers, work on some scientific writing and communication. I continue to practice these skills myself and to improve my mentoring as well, doing my best to be a good example. As Isaac Asimov once wrote, “education is not something that can be finished.”

Additional Information


Link to Publications

https://www.bio.fsu.edu/lenhertgroup/prediction_market.php
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Building a Shared Curriculum for Student Success: Mapping Themes and Resources Across Engage 100

Benchmarking, curriculum, first-year experience, lesson-plans, course materials, database
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Research Mentor: Danielle Porter, She/hers
Department, College, Affiliation: Retention - Engage 100, Undergraduate Studies
Contact Email: danielle.lewis@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 7, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
  • Day: Monday, August 31
    Start Time: 4:30
    End Time: 6:00
    Zoom Link: https://fsu.zoom.us/j/91217766531
  • Day: Thursday, September 3
    Start Time: 1:00
    End Time: 2:00
    Zoom Link: https://fsu.zoom.us/j/91217766531

Project Description

Engage 100 is Florida State University's collection of first-year success courses designed to help new students transition to college and build the skills, knowledge, and connections needed to thrive at FSU. The program includes approximately 30 unique courses that serve different student populations and interests, including academic, experiential, identity-based, and general success seminars. Because each course is designed independently, there is significant variation in the topics, activities, and resources used across programs.

This project will create the first comprehensive review of curriculum used throughout Engage 100. Undergraduate researchers will collect and organize course materials such as syllabi, assignments, lesson plans, learning outcomes, assessments, and peer mentor training resources. Students will then analyze these materials to identify common topics, important themes, and effective practices that appear across multiple courses. Researchers will also look for gaps, overlaps, and opportunities to strengthen collaboration among programs.

In addition, student researchers will review historical student survey data and explore first-year seminar programs at peer institutions to better understand how FSU's approach compares to national practices. This work will help identify new ideas and opportunities for future curriculum development.

The project will result in the creation of a centralized SharePoint resource library that allows Engage 100 instructors and partners to easily access and share course materials, activities, assignments, and other educational resources. By making high-quality materials more accessible, the project will support greater collaboration and help instructors learn from one another's successes.

Students participating in this project will gain hands-on experience with qualitative research methods, content analysis, theme development, benchmarking, information management, and database design. They will learn how educational research can be used to improve programs and support student success. The project will conclude with a research poster presentation highlighting major findings, common themes across courses, and recommendations for future curriculum development within Engage 100.

Research Tasks: material collection and coding, benchmarking similar programs, data analysis, creating and organizing material database,

Skills that research assistant(s) may need: Required Skills:
Strong organizational skills
Attention to detail
Written communication skills
Ability to work independently and as part of a team
Interest in education, student success, or research

Recommended Skills:
Familiarity with Microsoft Office applications
Experience with research projects or data collection
Ability to review and summarize information
Interest in higher education, leadership, or curriculum development

Mentoring Philosophy

My mentoring philosophy is rooted in the belief that growth and development occur when individuals are both supported and appropriately challenged. I strive to create an environment where students feel valued, respected, and empowered to explore their interests while developing new skills and confidence. I believe effective mentoring requires transparency, open communication, and a commitment to equity. As a mentor, I seek to model the same level of engagement and accountability that I expect from my students, and I would never ask them to do work I would not be willing to do myself.

I view mentoring as a collaborative process that should be both impactful and enjoyable. While structure and clear expectations are important, I also recognize that learning is rarely linear. Students' interests, goals, and emerging questions can reshape the direction of a project, and I value the curiosity and adaptability that come from embracing those opportunities. My role is to provide guidance, resources, and constructive feedback while creating space for students to take ownership of their learning and contributions.

Above all, I believe mentoring begins with recognizing that we are humans first. Understanding students' goals, interests, strengths, and aspirations allows me to tailor support in meaningful ways. By fostering strong communication, mutual respect, and shared investment in the process, I hope to create experiences that contribute to both personal and professional growth for everyone involved.

Additional Information


Link to Publications

https://engage100.fsu.edu/
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Macbeth: A Critical Edition

Shakespeare, drama, literature, text editing, bibliography
Research Mentor: Dr. Molly Hand, she/her
Department, College, Affiliation: English, Arts and Sciences
Contact Email: mhand@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: English or other humanities majors preferred, but open to all majors.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Yes
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: Monday, August 31
    Start Time: 12:00
    End Time: 12:30
    Zoom Link: https://fsu.zoom.us/rec/share/myJsNMydNSvmXDRrNr36mFh4ONo_pBNOYcICNcACDtknepAqdtAA8jpCkyBZqEZX.UO8J8xxFd-bpcxV4

Project Description

The project is a critical edition of Shakespeare's Macbeth for New Internet Shakespeare Editions and Linked Early Modern Drama Online.
This critical edition will include a fully annotated modernized version of the play, a thorough transcription of the original 1623 playtext, a critical introduction, a textual introduction, a performance introduction, bibliography of scholarship on the play, and more. The work is in early stages, so there is plenty of opportunity for a research assistant to tackle areas that are most of interest.

Research Tasks: bibliography compiling, assisting with glossing and annotations, collation, comparing paratexts from other critical editions, researching performances from around the globe, could also include text encoding

Skills that research assistant(s) may need: Recommended:
Familiarity with databases such as MLA International Bibliography and Oxford English Dictionary
Familiarity with Shakespeare/early modern English literature
Experience with humanities-based scholarly research

Required
Writing and editing skills
Ability to read carefully for detail
Ability to focus on specific (sometimes tedious) tasks with patience and thoroughness
Ability to conduct deep research without the use of AI
Ability to meet deadlines
Ability to think critically
Ability to work independently
Ability to ask for guidance and clarification when needed

Mentoring Philosophy

When serving in a teaching-mentoring capacity and working closely with a student, whether through UROP or HitM or a DIS, I encourage students to articulate their own objectives at the beginning of the project and term. With those objectives in mind, I can then work to align tasks with a student's interests and goals. This particular project is ideal for UROP in the sense that while it has a very specific outcome - a critical edition of Macbeth - the work towards that outcome includes many different tasks and types of work. I hope to build on a student's existing strengths, while offering opportunities to develop their research experience in new directions. I am interested in a collaborative relationship - not one in which I'm "the boss," but rather one in which we approach challenges together, work toward projected outcomes, and also hold space for curiosity and new discoveries. I am not a "micromanager"; I trust a mentee to be somewhat self-guided while being aware that I am always available to provide clarification. Work-life balance is crucial, and we will establish both project milestones and a meeting schedule with a comfortable pace in mind. Ultimately, this project will benefit from the thoughtful input of an undergraduate research assistant (undergraduate students are one intended audience of the edition), and I look forward to learning and gaining fresh insight and new perspectives along with way.

Additional Information

Zoom roundtable recording: https://fsu.zoom.us/rec/share/myJsNMydNSvmXDRrNr36mFh4ONo_pBNOYcICNcACDtknepAqdtAA8jpCkyBZqEZX.UO8J8xxFd-bpcxV4

Link to Publications

https://lemdo.uvic.ca/lemdo/index.html
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The Role of Intellectual Humility in Evaluating and Sharing Information

Intellectual Humility, Epistemic Virtuosity, Information Processing, Information Evaluation, Information Sharing, Persuasive Arguments, Media Literacy
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Research Mentor: Ms. Julia Lombard, she/her
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: jlombard@psy.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: Psychology preferred, although open to all majors!
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 5-10 hours, During business hours
Roundtable Times and Zoom Link:
  • Day: Friday, September 4
    Start Time: 2:00
    End Time: 3:00
    Zoom Link: https://fsu.zoom.us/j/92158880121

Project Description

Modern society is rapidly changing, and the ease of access to the internet and online social networks allows individuals to obtain information and advice from others with just a few clicks. Although this technological revolution has brought immeasurable benefits, it has also introduced potential risks for internet users. Information shared online is not always subject to reliable quality control, particularly on social media platforms. Moreover, individuals may unintentionally or deliberately disseminate misinformation or low-quality information to others. Consequently, researchers have had a growing interest in identifying factors that may help individuals navigate online information more effectively and enhance media literacy more broadly.

The present study investigates whether intellectual humility (IH) may be a key factor in helping individuals evaluate information, particularly persuasive arguments, more effectively and cautiously in online environments. Often regarded as a golden mean of epistemic virtuosity, IH encompasses valuing both one's own knowledge and the knowledge of others while remaining open to revising one's own beliefs. Thus, IH can be conceptualized as a balance between intellectual arrogance, or overconfidence in one's knowledge, and intellectual servility, or insufficient confidence in one's beliefs and judgments.

Previous research has demonstrated that higher levels of IH are associated with a greater ability to distinguish between weakly and strongly framed arguments across polarized political topics, everyday domains, and, as demonstrated in our recent work, mental health contexts. Additionally, individuals higher in IH are less likely to report intentions to share false information rather than true information and weak arguments rather than strong arguments. The present project seeks to extend these findings to additional domains, particularly to more controversial and potentially polarizing topics. Further, this project examines whether IH is associated with actual information-sharing behavior, rather than just self-reported sharing intentions.

Research Tasks: Literature review, stimulus creation, and possibly data collection & analysis.

Skills that research assistant(s) may need: Recommended: Has taken Psychology Research Methods and understands how to complete a literature review and the ethics involved in conducting psychological research.

Mentoring Philosophy

Julia Lombard’s mentorship philosophy centers on cultivating a safe and inclusive environment where mentees can freely explore their interests, engage in respectful collaboration, and grow through challenging experiences. In her work, she actively welcomes and values perspectives from all walks of life. By guiding students in setting clear goals and encouraging thoughtful questions and interdisciplinary thinking, Julia strives to fuel intellectual curiosity, foster critical reflection, and develop lifelong organizational skills. Her mentorship style emphasizes open and frequent communication, aiming to ensure mentees feel supported in voicing concerns, sharing their viewpoints, and seeking guidance. Her mentorship approach includes establishing clear expectations early on (for both the student and what they can expect from her) while maintaining a balance between providing students the flexibility to explore their interests and offering the structure needed to achieve goals in a reasonable timeframe. She also seeks frequent feedback from her students about what is and isn’t working so she can adapt her guidance to their evolving needs. That is, she recognizes that students may require different types of instruction or levels of guidance, and that their degree of independence can fluctuate over time. Her primary objectives are to foster autonomy and independence in her students, cultivate an ethos of respect and collaboration, and ensure that students approach their academic work with rigor, seriousness, and the humility needed to revise and expand their knowledge as they consider perspectives that may differ from their own.

Additional Information


Link to Publications

Visit my lab's website and learn more about the types of research we do here!: https://www.motivatedsocialcognition.com/
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Installing three phase power loggers and analyzing data collected

Data analysis, MRI, Power loggers
Research Mentor: me09e@fsu.edu Malathy Elumalai,
Department, College, Affiliation: National High Magnetic Field Laboratory, N/A
Contact Email: me09e@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: Electrical Engineering, Data Scientist, Statistics
Project Location: 1800 E Paul Dirac Drive, Tallahassee, Florida- 32310.
Research Assistant Transportation Required: Yes
Remote or In-person: In-person
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

This project involves working with facility electrical supervisor to wire 3-phase loggers to the MRI console. Make measurements and analyze the data recorded.

Research Tasks: Will need to review the literature for power loggers and MRI instrumentation.
Evaluate and analyze the power logged across instruments.


Skills that research assistant(s) may need: Basic understanding of electronics, Data analysis software.

Mentoring Philosophy

My mentoring philosophy is centered on helping students develop both technical expertise and professional skills while building confidence in their ability to pursue STEM careers. Curiosity and perseverance brought me into science, and I hope to provide opportunities for students who may not otherwise have access to research experiences. I strongly believe that if you truly understand a concept, you can teach it clearly to others. My goal as a mentor is to make science approachable, encourage critical thinking, and help students develop the independence needed to solve problems on their own. Success, to me, is when a student finishes a project having gained both a valuable technical skill and a transferable soft skill such as communication, teamwork, or leadership.
As an engineer and MRI researcher, I approach mentoring through a combination of clear expectations, regular communication, and gradual independence. I work with students to establish project goals, develop a communication plan, and create opportunities for feedback and growth throughout the semester. I encourage students to take ownership of their work while providing guidance when needed. Beyond the research itself, I emphasize two principles that I consider essential: safety and wellness. Research must be conducted responsibly, and maintaining a healthy work-life balance is critical for a long and successful career in science. I strive to create an environment where students feel supported, respected, and challenged to grow, while recognizing that each individual brings unique experiences, perspectives, and strengths to the research process.

Additional Information


Link to Publications


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