UROP Project | Center for Undergraduate Research and Academic Engagement

Child Welfare, Therapist, Intervention

Research Mentor: Katherine Spurling, she/her
Department, College, Affiliation: Human development and family studies, Education, Health, and Human Sciences
Contact Email: kgs24@fsu.edu
Research Assistant Supervisor (if different from mentor): Marisa Luciano she/her
Research Assistant Supervisor Email: mml17@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: 8,
Roundtable Times and Zoom Link: N/A

Project Description

This project is a mixed methods intervention study focused on mental health care and the child welfare system (CWS). We are utilizing data from parents who are involved with the CWS and collecting interviews and surveys from mental health practitioners (MHP) and CWS caseworkers. Our goal is to create a training for MHP to help them feel better prepared to take parents who are involved with the CWS as clients.

Research Tasks: recruitment, qualitative and quantitative data analysis, coding, transcribing interviews

Skills that research assistant(s) may need: Recommended: basic statistical research knowledge

Mentoring Philosophy

As a mentor I hope to help fellow researchers curate their skills and interests while also contributing to the larger research project. I believe that research is most engaging when students see its relevance to their own academic and professional interests. While they are assisting with my project, I want to encourage them to explore aspects that align with their strengths and aspirations, helping them connect their work to broader research questions and methodologies. I strive to create a collaborative and supportive environment where students feel confident engaging with research tasks, asking questions, and developing their skills. Feedback is an essential part of this process, and I emphasize open, constructive dialogue. I will provide guidance and critical insight while also welcoming student input on how I can better support their learning and engagement. Ultimately, my aim is to help students build confidence as researchers, refine their analytical and problem-solving abilities, and cultivate a deeper appreciation for the research process. Through this experience, I hope they will gain skills that extend beyond this project and into their future academic and professional pursuits.

Additional Information

Link to Publications

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media studies, propaganda, political economy, journalism, democracy

Research Mentor: Jenae Thornberry, She They
Department, College, Affiliation: MAAPP, Social Sciences and Public Policy
Contact Email: jmt20k@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; editing writing and media, political science, sociology, or media communication preferred.
Project Location: Remote
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5,
Roundtable Times and Zoom Link: TBD

Project Description

This project investigates the relationship between media ownership and the dissemination of political messaging in the United States. Using a critical political economy framework, we will map media ownership networks and examine how these structures influence propaganda techniques and the framing of political narratives. The project includes case studies of both local and national news outlets. The goal is to contribute to the understanding of how ownership concentration shapes democratic discourse and public opinion.

Research Tasks: Conduct literature reviews on media ownership, propaganda, and political economy
Collect data on media companies, ownership structures, and political affiliations
Perform content analysis of news media, political advertising, and public statements
Assist in mapping media ownership networks and creating visualizations
Organize research findings for presentations or reports

Skills that research assistant(s) may need: Required: Basic research skills (library/database searches)
Recommended: Interest in media studies, political science, or journalism
Recommended: Willingness to learn content analysis and data visualization
Optional: Familiarity with tools like Excel, Canva, or social network mapping tools (we will train as needed)

Mentoring Philosophy

My mentoring philosophy is rooted in collaboration, mutual respect, and the belief that the best learning environment is one in which there is curiosity and an open dialogue. I view the mentor-mentee relationship as a partnership, where both parties learn from one another. I strive to create an inclusive and supportive environment where students feel comfortable asking questions. I believe that mentorship is most powerful when it fosters both independence and belonging, and I am committed to helping students feel valued and capable throughout our work together.

Additional Information

Link to Publications

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History, Florida, Indigenous, Environment, Resiliance

Research Mentor: Dr. Andrew Frank, Dr.
Department, College, Affiliation: Native American and Indigenous Studies Center and the Department of History, Arts and Sciences
Contact Email: afrank@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
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10,
Roundtable Times and Zoom Link: Wednesday September 3 from 1:00-1:30
Thursday September 4 from 2:00-3:30

https://fsu.zoom.us/j/2029728060

Project Description

This project will examine the history of the Seminole and Miccosukee Indians in the wetlands of south Florida and the scientific policies and practices that impacted them in the early and mid 20th century. In particular we will be examining the history surrounding the "draining" of the Everglades in the early 20th century and the creation of Everglades National Park in the middle of the 20th century,. The goals of the project are to see how scientists, conservationists, developers, public officials, and/or other Floridians who were enaged in these event imagined the ancestral homelands of these Indigenous Floridians and to see how they imagined the future of the these Indigenous Floridians.

Research Tasks: Each member of the team will collect and analyze sources created by a different type of observer: scientists, conservationists, developers, public officials, etc. These sources will mostly be found at the FSU library, online databases or archival collections, or if possible the State of Florida Archive and Library (downtown Tallahassee). Students may focus on a specific individual, type of scientist. or another way of breaking down these categories into manageable or interesting parts. Students will be encouraged to select the category that most suits their interest.

Skills that research assistant(s) may need: none

Mentoring Philosophy

My approach to mentoring undergraduate researchers is to allow students to create low-stakes but high-reward opportunities to do original research. This means that I encourage students to start with large collections of original sources that speak to broad topics, and then to create answerable questions as the evidence allows. So rather than looking for needles in haystacks and run the risk of facing failure, I encourage students to study the haystacks and then to pay special attention when they stumble across an intellectual needle or anything else that looks compelling.

I take this approach because all historical research (or research in general) carries a risk that a trip to an archive will yield no relevant documents or a stack of documents that do not speak directly to our most pressing questions. So I encourage students to have open-ended questions, to follow the sources to better questions, and to learn to continue asking new questions throughout the project. I am also a mentor who pays attention to students but does not hover at every moment. I believe that scholars need intellectual space to make their own discoveries and then they need guidance to grapple with what they have learned. As a result, I help lead students to their initial sources and let them be creative and apply their own skills and knowledge to address important historical questions. As a result, I learn from their research even as I am providing some of the instruction.

Additional Information

Link to Publications

https://history.fsu.edu/person/andrew-k-frank

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Magnetophoresis, High Magnetic Field Gradient, Magnetic Convection

Research Mentor: Bilal Dr Mohd Bilal Khan, Bilal
Department, College, Affiliation: Florida State University, FAMU-FSU College of Engineering
Contact Email: mbk23@fsu.edu
Research Assistant Supervisor (if different from mentor): Dr Dr Hadi Mohammadigoushki Hadi
Research Assistant Supervisor Email: hadi.moham@eng.famu.fsu.edu
Faculty Collaborators: Dr Dr Jamel Ali
Faculty Collaborators Email: jali@eng.famu.fsu.edu

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Chemical Engineering, Mechanical Engineering, Material Science and Engineering, Chemistry, Physics
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: In-person
Approximate Weekly Hours: 8 ,
Roundtable Times and Zoom Link: Tuesday September 3, time: 12 pm

Project Description

Transport and separation processes are fundamental to a wide range of applications, from water purification and resource recovery to environmental protection, biotechnology, and medical diagnostics, among others. Today, many effective and well-established separation approaches exist, including mechanical, thermal, chemical, electrical, and/or magnetic, each with its own limitations based on the physical properties involved in its working principle. Among various separation techniques, magnetic separation (or magnetophoresis) offers several advantages, including being energetically efficient, environmentally benign, and having high selectivity with minimal wear and tear. Magnetophoresis relies on the principles of magnetism to selectively separate materials based on their magnetic properties. Under the influence of an applied magnetic field, a particle with no net charge, experiences a magnetic force that is directly proportional to the magnetic susceptibility of the particle and the magnetic field gradients. Magnetic materials are categorized into paramagnetic and diamagnetic types based on their magnetic susceptibility (χ), with paramagnetic materials exhibiting positive susceptibility (χ > 0) and diamagnetic materials showing negative susceptibility (χ < 0).

Despite advances in high-gradient magnetic separation (HGMS) for micro- and nano-particles with strong magnetic properties, several challenges remain that hinder a systematic understanding of the transport processes involved. A significant issue is the heterogeneity of the ferromagnetic matrix, which consists of randomly oriented wires. This randomness can lead to spatio-temporal variations in magnetic capture efficiency, complicating accurate modeling of the transport, and fluid flow under an external magnetic field. Additionally, mesh-based systems often encounter clogging issues when processing fine particles, leading to reduced efficiency and operational challenges. To address the complexities of HGMS and gain a deeper understanding of the underlying mechanisms involved in this process, several studies have focused on the hydrodynamic interactions between magnetic microparticles and a single wire, specifically examining the flow of particles past a magnetized wire. This approach simplifies the system by isolating the behavior of magnetic particles in proximity to a single ferromagnetic element.
To the best of our knowledge, magnetophoresis of weakly paramagnetic and/or diamagnetic nano-particles around a magnetized wires and spheres has not been investigated experimentally or through numerical simulations. In the absence of inertia and hydrodynamic forces (no bulk flow), magnetic forces might be insufficient to overcome diffusive forces for weakly magnetic nano-particles, which could result in a behavior markedly different from that of larger or strongly magnetic particles. The primary aim of this study is to systematically investigate the magnetophoresis of weakly paramagnetic and diamagnetic nanoparticles in high-gradient magnetic fields, focusing exclusively on the competition between magnetic forces and diffusivity. To achieve this, both experiments and numerical simulations will be conducted in a closed cuvette containing a nano-particle suspension and a ferromagnetic wires and spheres over a broad range of parameters, including wire and sphere size, particle concentration, and external magnetic field strength. The spatio-temporal evolution of particle concentration will be measured and compared with detailed multi-physics numerical simulations developed in this study.

Research Tasks: The goal is to learn the basics of magnetophoresis.
Help in the ongoing research on high-gradient magnetic separation.
Conduct the data analysis and help in article writing.
Present the work at an undergraduate research conference.

Skills that research assistant(s) may need: The National High Magnetic Field Laboratory is a wonderful place to work and learn the basics of magnetic field-based research. Moreover, the individual can see how any research group is working to produce a meaningful result. The research work with magnetic fields is always fascinating and enjoyable. The skills any undergraduate can learn in our research group are as follows:
1. Handling powerful magnets to perform high-gradient magnetic separation.
2. COMSOL multiphysics software to simulate the magnetophoresis.
3. Basic-to-advanced MATLAB skills to post-process the results.
4. Writing a report based on outcomes.
5. Presentation skills.
6. Group collaboration and time management skills.

Mentoring Philosophy

A meaningful mentoring relationship is grounded in trust and mutual regard. I strive to foster an engaging and collaborative space where exploration and thoughtful dialogue drive learning. By openly sharing lessons from my own journey—including both achievements and setbacks—I provide authentic insight and context that can guide mentees in shaping their own paths.

I believe in empowering individuals to take responsibility for their projects, which cultivates independence and confidence. Understanding what inspires and energizes each mentee helps me support their momentum and commitment.

Mentoring, to me, is a blend of encouragement and practical exposure—helping mentees apply ideas through hands-on experiences. I aim to create an environment where risk-taking is welcomed and missteps are viewed as valuable opportunities for growth. Through meaningful challenges and consistent support, I guide mentees to build resilience, sharpen problem-solving skills, and evolve into thoughtful, capable individuals ready to contribute meaningfully in their fields.

Additional Information

Link to Publications

https://scholar.google.com/citations?user=7QK-wrIAAAAJ&hl=en

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Kindergarten Readiness Early Childhood Education Self-Regulation Emotional Competence Social-Emotional Development Caregiver Perceptions Teacher Perceptions Phenomenological Research Qualitative Inquiry

Research Mentor: Tai Cole, she/her
Department, College, Affiliation: SPED, Education, Health, and Human Sciences
Contact Email: tcole@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: Education, psychology, or social work
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10,
Roundtable Times and Zoom Link: Tuesday, September 2, 2025, 9:00 am -12:00 pm Zoom Link: https://fsu.zoom.us/my/tcole418
Thursday, September 4, 2025, 9:00 am -12:00 pm Zoom Link: https://fsu.zoom.us/my/tcole418
Friday, September 5, 2025, 9:00 am -12:00 pm Zoom Link: https://fsu.zoom.us/my/tcole418

Project Description

This research project is a qualitative phenomenological study exploring perceptions of kindergarten readiness among early childhood educators and caregivers. The study investigates how adults who support young children define and understand the concept of readiness, particularly in relation to self-regulation and social-emotional development. Given the ongoing impact of the COVID-19 pandemic on early childhood experiences, this research aims to capture how shifting expectations and developmental delays are influencing readiness perceptions in both home and educational settings.

Data will be collected through in-depth semi-structured interviews with caregivers and educators, followed by thematic analysis to identify shared meanings, lived experiences, and emerging concerns. Findings will contribute to the growing body of research on school readiness, with a specific focus on the emotional and behavioral competencies necessary for a successful transition into kindergarten. This study also informs intervention design and policy recommendations for early childhood programming.

The undergraduate research assistant will play a vital role in supporting data organization, transcription, and thematic coding under faculty supervision, gaining hands-on experience in qualitative research and early childhood education policy.

Research Tasks: Interview Preparation: Help organize interview materials, manage scheduling logistics, and prepare consent forms and demographic surveys.
Data Management: Assist in maintaining secure, organized records of transcripts, notes, and coding files in compliance with IRB protocols.
Transcription: Transcribe audio recordings from caregiver and educator interviews with attention to accuracy and confidentiality.
Qualitative Coding: Support the initial stages of thematic coding using qualitative software (e.g., NVivo or Dedoose) under the direction of the principal investigator.
Meeting Participation: Attend regular research meetings to discuss emerging themes, assist with data interpretation, and provide project updates.
Dissemination Support: Contribute to drafting visual aids, summaries, or posters for future presentations, reports, or academic conferences.

Skills that research assistant(s) may need: Strong Organizational Skills: Ability to manage files, track data, and maintain confidentiality across multiple phases of the research process.
Attention to Detail: Accuracy in transcription, data entry, and literature review summaries is essential for maintaining data integrity.
Written Communication Skills: Proficiency in summarizing academic texts and drafting clear notes or descriptions for use in reports and presentations.
Interest in Early Childhood Education: A background or strong interest in early childhood development, education, or psychology is preferred.
Basic Understanding of Research Methods: Familiarity with qualitative research, including coding and thematic analysis, is helpful but not required.
Comfort with Technology: Ability to use Microsoft Office, Google Drive, and (if trained) qualitative software such as NVivo, Dedoose, or Excel for data organization.
Professionalism and Reliability: Responsible communication, time management, and respect for participant confidentiality and IRB protocols.
Willingness to Learn: Openness to feedback and interest in building skills in research design, data analysis, and academic writing.

Mentoring Philosophy

As a mentor, I believe in cultivating a collaborative, respectful relationship that supports growth, exploration, and accountability. Each mentee brings unique strengths, goals, and motivations, and it is my role to help them identify and build upon those assets while guiding them toward meaningful development. I begin by learning about a mentee’s personal and academic goals, evaluating their current understanding, and co-creating a plan that fosters ownership and autonomy in their work.

I strive to create a safe, supportive environment where questions are encouraged, failure is normalized as part of the learning process, and inquiry drives exploration. I believe mentoring is not a one-directional transfer of knowledge, but an interactive and reciprocal process. I share my own experiences transparently—including challenges and mistakes—so that mentees can connect theory to practice in a real and relatable way.

My mentoring approach emphasizes curiosity, critical thinking, and growth through challenge. I encourage mentees to step into discomfort, take initiative, and reflect regularly, helping them translate knowledge into action. I promote accountability not through pressure, but by reinforcing their capacity to lead their own learning while I provide consistent, encouraging guidance.

Ultimately, I mentor with the belief that meaningful learning happens when mentees feel seen, heard, and valued. I aim to cultivate confidence and competence, preparing mentees not just to succeed in a task, but to develop as independent thinkers and emerging professionals.

Additional Information

Link to Publications

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Minority Stress, Self-Compassion, Mental Well-Being, Happiness, and Academic Performance

Research Mentor: Ms Chioma Veronica Opara, She and Her
Department, College, Affiliation: Human Development and Family Science, Education, Health, and Human Sciences
Contact Email: co21f@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Project Description

There has been a rapid increase in the number of International students being admitted annually by different universities including those in the U.S.
These students contribute to their host country economy and enrich cultural diversity on campuses, which is important for a holistic educational environment. Due to their status, they face unique challenges such as cultural adjustment, language barriers, academic pressures, isolation, discriminations, which may impact their well-being and academic success. It is important to understand better the processes underlying their experiences and the potential avenues to support them . The purpose of the present study is therefore to examine the associations between minority stress, self-compassion, mental well-being, happiness, and academic performance among international graduate students with an emphasis on anxiety and depressive symptoms for the mental well-being

Research Tasks: Literature review, data collection, and data analysis

Skills that research assistant(s) may need: General

Mentoring Philosophy

My mentorship values include trust, openness, and respect for the mentee. I want to find a way to make my mentees feel at ease so that they may ask questions, learn from their errors, and develop both as individuals and as professionals. The first thing I do is help my mentees establish goals and assess how far they have come. Get to know their objectives, strengths, and places for progress. Because I am familiar with them, I am better able to assist them. Teaching encourages collaboration among students. I don't always respond to the people I mentor. I educate students to think critically, to explore things from a variety of perspectives, and to take responsibility for their own development. Responsible people should endeavor to make the world a place where mistakes are okay, and progress is encouraged. Sharing my actions, lessons, and solutions helps me progress. My point is that growth takes time, effort, and thought. I want my mentees to have the confidence and abilities to solve problems on their own. Finally, I want to generate interest, foster question-based learning, and give my mentees confidence in their skills. Mentoring is about strengthening skills and confidence to prepare people for the future, not just short-term goals.

I will incorporate the above values and attributes in mentoring students who would be placed under my mentorship and thereby making sure that they obtain enough skills they need to become great and independent researchers both in individual research and team or collaborative research.

Additional Information

Link to Publications

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apparel design, universal design, user-centered design

Research Mentor: Dr. Jessica Ridgway Clayton, she/her
Department, College, Affiliation: Retail Entrepreneurship, Jim Moran College of Entrepreneurship
Contact Email: jridgway@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: 10,
Roundtable Times and Zoom Link: Not participating in the Roundtable

Project Description

This project aims to develop a prototype of a lab coat specifically designed for wheelchair users. We will use a user-centered design approach to create the lab coat. We will conduct market research, interview users, analyze user data, and use the data to inform design decisions. The result will be a prototype of a lab coat.

Research Tasks: Market research, literature review, data collection, data analysis, interviewing, sewing/construction of prototype

Skills that research assistant(s) may need: Recommended: sewing
Required: time management, organized, and efficient communication

Mentoring Philosophy

My research team allows students to explore their ideas through guided and structured activities. Mentees take ownership of their work and I promote accountability and creativity. I believe in solving real-world problems through a rigorous and methodical design process that promotes hands-on learning. I believe respectful communication is key and help foster communication that is clear and direct through both verbal and written modes, aiming for clear objectives which are articulated in a way that they entire group can understand what is expected.

Additional Information

Link to Publications

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nursing education, game-based learning, design-based research

Research Mentor: ck22j@fsu.edu Chaewon Kim, she, her, hers
Department, College, Affiliation: Educational Psychology and Learning Sciences, Education, Health, and Human Sciences
Contact Email: ck22j@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: Nursing, Education, Computer Science
Project Location: This is a remote project for 99%.
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5,
Roundtable Times and Zoom Link: Wednesday, September 3rd, 10:00 am
link: https://fsu.zoom.us/j/9851780662

Project Description

As a fourth-year Ph.D. student in the Department of Educational Psychology and Learning Sciences, I am interested in how nursing students interact in the escape room (a gamified or game-based high-fidelity clinical simulation) and how design elements of the escape room (e.g., role assignment, group size, time limit, etc.) shape their learning experience. I have been working on this project since 2023, and this is my second time recruiting UROP students for this project.
This year, I expect the research activities as described below:
September: Start working on the ISLS proposal based on the data collected so far. We have collected data from Fall 2024 and Spring 2025. We would have collected more data from Summer 2025 by this point.
October: Work on the ISLS proposal and a journal article. The article will be about design-based research with the three iterations we have had so far.
November: Submit the ISLS proposal and keep working on the journal article. You will help in various aspects including literature review, writing up a section, running a data analysis, etc. We will discuss the task distribution and I will teach you how to do stuff. We will collect more data in late November at the Simulation Lab at Duxbury Hall. You're more than welcome to come observe the data collection site.
December: I am expecting to submit the journal article before the Fall semester ends. And enjoy the break.
January: Analyze the data collected from November and start working on the AECT proposal.
February: Submit the AECT proposal and start working on the ECGBL proposal.
March: Depending on how many interviews I get, how the data looks and how creative we get, we may be able to work on one more journal article. Or not, we will focus on preparing UROP Symposium and submitting the ECGBL proposal.
April: Wrap it all up, and hopefully I graduate.

By joining this project and participating in our research activities, you will gain the authorship of all manuscripts being prepared and submitted in this project from September 2025 to April 2026. How this will look on your resume and how much value it carries to you is what you will need to decide. We can always discuss the authorship and the contribution proportion.

Research Tasks: In this project, you will have the opportunity to experience a variety of research tasks, including literature review, data collection, data analysis, and writing research reports.

Skills that research assistant(s) may need: required: open and timely communication, professional attitude
recommended: curiosity, familiarity with data mining methods

Mentoring Philosophy

My mentoring philosophy is grounded in building lasting, meaningful relationships that support students’ academic and professional growth. Since beginning my role as a UROP mentor in 2023, I have worked with bright and motivated students, three of whom have continued collaborating with me beyond the official end of their UROP projects. This speaks to the strength and value of the mentoring environment I strive to create.
At the core of my mentoring approach is clear and open communication. I hold weekly meetings with my mentees, where we review progress, discuss challenges, and set goals. Each meeting is accompanied by notes to ensure continuity and shared understanding. I also make my expectations transparent from the outset and provide adequate resources. Above all, I want this experience to be a stepping stone for my mentees’ future aspirations. I encourage them to reflect on their career goals and to consider how their current work can help shape their path. Whether they’re considering graduate school, industry roles, or other pursuits, I aim to tailor the mentoring experience to be relevant and supportive of their journey.
My goal is to foster a space where students feel respected, motivated, and empowered. Mentoring is not just about guidance—it's about mutual growth, shared curiosity, and laying the foundation for long-term success. I am committed to being a thoughtful and accessible mentor throughout this process.

Additional Information

Link to Publications

https://docs.google.com/document/d/1z4_0y3MN7NlkHbZ_7gm1SkmXTJrJx-r6hjiyeLxmJ2E/edit?usp=sharing

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Student-athlete, well-being, coaches and athletes

Research Mentor: Eli Zemach, He/Him
Department, College, Affiliation: Ed Psych and Learning Systems , Education, Health, and Human Sciences
Contact Email: esz20@fsu.edu
Research Assistant Supervisor (if different from mentor): Artur Queiroz
Research Assistant Supervisor Email: aal24g@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Psychology, behavioral health, sport management
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5,
Roundtable Times and Zoom Link: None

Project Description

This qualitative study explores adolescent athletic coaches' sensitivity to student-athlete well-being, particularly in the context of the dual-role of balancing academics and sports. Through semi-structured interviews with high school coaches, the research investigates how coaches perceive the fluctuating well-being of their athletes and their role in addressing it. Building on existing literature, this study examines the multidimensional aspects of athlete well-being—psychological, social, and subjective—and how these intersect with coaching practices. The study aims to identify the support and resources coaches need to monitor and promote holistic well-being among student-athletes. Findings will contribute to sport psychology practices and coach education, emphasizing the importance of well-being awareness in coaching methodologies to improve both athlete performance and long-term health outcomes.

Research Tasks: Data analysis through thematic analysis, literature review, survey and interview dissemination

Skills that research assistant(s) may need: Research reading and writing skills, critical thinking, careful decision making

Mentoring Philosophy

As a mentor, I aim to create a supportive, inclusive, and collaborative environment where undergraduate students can grow both personally and professionally. I believe in guiding through active listening, mutual respect, and open communication. Mentoring is not just about sharing knowledge—it's about encouraging curiosity, critical thinking, and independence. I strive to tailor my guidance to each student’s unique strengths, goals, and learning style, fostering their confidence as they navigate academic and research challenges. I view the mentoring relationship as a partnership built on trust, where feedback is constructive and two-way. My role is to help students see their potential, set realistic goals, and connect their interests to larger academic or career pathways. Ultimately, I hope to inspire mentees to take ownership of their learning, make meaningful contributions, and feel empowered to pursue their ambitions with confidence and resilience.

Additional Information

Link to Publications

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PFAS, Laboratory work, Machine Learning, Deep Learning, Citation Analysis

Research Mentor: Mr. Shahin Alam , Shaheen
Department, College, Affiliation: Civil & Environmental Engineering, FAMU-FSU College of Engineering
Contact Email: ma23ch@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: Environmental Engineering; Environmental Science / Environmental Chemistry; Data Science / Environmental Data Science; Chemical Engineering (Environmental or Materials Track); Geosciences / Hydrology; Information Science / Scientometrics / Bibliometrics; Computational Science / Applied AI
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 10,
Roundtable Times and Zoom Link: https://fsu.zoom.us/j/97574010659

Project Description

This research project focuses on addressing the complex and persistent issue of Per- and Polyfluoroalkyl Substances (PFASs) contamination in aquatic and terrestrial environments. PFASs, often referred to as "forever chemicals," are synthetic compounds widely used in industrial and consumer products for their resistance to heat, water, and oil. However, their environmental persistence, bioaccumulation potential, and toxicological risks pose significant challenges to public health and ecosystem sustainability. The core objective of this research is to investigate PFAS contamination in surface water and sediments, understand their sources and distribution patterns, and develop predictive tools for effective monitoring and management.

This project integrates advanced laboratory analyses with state-of-the-art machine learning (ML) and deep learning (DL) techniques. Field samples from strategically selected watershed regions are collected and analyzed using high-resolution instruments such as LC-MS/MS and GC-MS to quantify PFAS concentrations and determine physicochemical properties. These empirical data sets serve as the foundation for developing robust predictive models that can identify PFAS sources, simulate spatial distribution patterns, and assess contamination risks. By combining GIS-based spatial modeling with ML algorithms such as random forests, support vector machines, and neural networks, the project aims to uncover hidden patterns in large-scale environmental datasets.

Additionally, the research includes a bibliometric and citation analysis of global PFAS-related studies to identify key trends, research hotspots, influential authors, institutions, and emerging methodologies. This meta-analytical component provides critical insights into the evolution of PFAS research and highlights knowledge gaps that require urgent attention. By mapping the scientific landscape, the project ensures that the developed models and frameworks align with cutting-edge research and policy priorities.

The interdisciplinary nature of this work—bridging environmental engineering, analytical chemistry, geospatial science, and data analytics—enables a comprehensive approach to tackling one of the most pressing environmental challenges of our time. The outcomes are expected to contribute to more informed decision-making, targeted remediation strategies, and the development of early warning systems for PFAS contamination in vulnerable watersheds.

Research Tasks: literature review, data collection, data analysis, Lab Help, Field Trip

Skills that research assistant(s) may need: Attention to detail

Ability to work in interdisciplinary teams

Critical thinking and problem-solving mindset

Time management and task prioritization

Mentoring Philosophy

My mentoring philosophy centers on cultivating a supportive, inclusive, and intellectually stimulating environment where mentees are empowered to explore, question, and grow both personally and professionally. I believe in guiding students through hands-on experiences—whether in the lab, field, or through coding—while encouraging them to think critically and independently. I emphasize the development of strong technical skills, scientific curiosity, and ethical research practices, tailored to each individual’s goals and learning style. By fostering open communication, offering constructive feedback, and creating opportunities for leadership and collaboration, I aim to help mentees build confidence, navigate challenges, and become self-driven scholars capable of making meaningful contributions to their fields. I also strongly believe in the power of interdisciplinary learning and collaboration, especially in addressing complex environmental challenges like PFAS contamination. I encourage mentees to engage with diverse methodologies—from laboratory techniques and geospatial analysis to machine learning and bibliometric research—to develop a well-rounded, systems-thinking approach. As a mentor, I strive to connect students with resources, networks, and opportunities that align with their interests, including conference participation, research grants, and co-authorship. My goal is not only to support academic excellence but also to help mentees envision and pursue meaningful careers in academia, industry, or public service, where their knowledge and skills can make a tangible impact.

Additional Information

Link to Publications

https://scholar.google.com/citations?user=9r-8sL8AAAAJ&hl=en

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