UROP Project
Communication and Marketing Evaluation for Higher Education Opportunities
communication, marketing, social media
Research Mentor: David Montez, He/Him
Department, College, Affiliation: Center for Undergraduate Research and Academic Engagement, Undergraduate Studies
Contact Email: dmontez@fsu.edu
Research Assistant Supervisor (if different from mentor): Juniper Curtis She/Her
Research Assistant Supervisor Email: jsc21g@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Center for Undergraduate Research and Academic Engagement, Undergraduate Studies
Contact Email: dmontez@fsu.edu
Research Assistant Supervisor (if different from mentor): Juniper Curtis She/Her
Research Assistant Supervisor Email: jsc21g@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Media Communication Studies, Advertising, Public Relations, Marketing, English, Statistics, Professional Sales, still open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 7, During business hours
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Media Communication Studies, Advertising, Public Relations, Marketing, English, Statistics, Professional Sales, still open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 7, During business hours
Roundtable Times and Zoom Link:
- Day: Wednesday, September 2
Start Time: 12:00
End Time: 1:00
Zoom Link: https://fsu.zoom.us/j/99434762956 - Day: Thursday, September 3
Start Time: 4:00
End Time: 5:00
Zoom Link: https://fsu.zoom.us/j/92478878403
Project Description
This project will examine how social media can most effectively promote undergraduate research opportunities and events at Florida State University. The student researcher will conduct a structured literature review of academic and industry sources on social media promotion best practices, covering topics such as posting frequency, content format, audience targeting, and platform-specific engagement strategies. In parallel, the researcher will collect and statistically analyze two years of historical social media engagement data (e.g., likes, shares, comments, click-throughs, follower growth) from the program's accounts to identify patterns, high-performing content types, and opportunities for improvement. The project will conclude with a set of evidence-based recommendations that synthesize findings from the literature with the program's own engagement data, informing future social media strategy for undergraduate research marketing efforts.Research Tasks: Conduct literature search — Search academic databases (e.g., Google Scholar, Communication & Mass Media Complete) and industry sources (e.g., Hootsuite, Sprout Social, HubSpot reports) for best-practice literature.
Synthesize literature review — Organize findings into themes (e.g., content type, timing, audience engagement tactics, platform algorithms) and write a summary report.
Collect engagement data — Pull two years of historical post-level data from relevant social platforms (via native analytics tools or export).
Clean and organize data — Structure the dataset for analysis (e.g., by platform, post type, date, engagement metric).
Conduct statistical analysis — Apply descriptive and/or inferential statistics to identify trends, correlations, and top-performing content characteristics.
Compare findings to literature — Assess how well the program's actual engagement patterns align with (or diverge from) best practices identified in the review.
Develop recommendations — Draft actionable, evidence-based recommendations for improving future social media strategy.
Prepare final deliverables — Write up the literature review, data analysis, and recommendations; prepare a poster presentation summarizing key findings.
Skills that research assistant(s) may need: Recommended: Microsoft software suite including Excel
Mentoring Philosophy
My mentoring philosophy is grounded in the belief that undergraduate research should serve the student's growth first, and the project's output second. I see my role less as a supervisor directing a set of tasks and more as a guide helping students build confidence, curiosity, and ownership over their own intellectual work. Research skills matter, but so does learning to ask good questions, and tolerate ambiguity, — skills that outlast any single project.In practice, this means I involve students early in shaping the direction of their work rather than simply assigning tasks. I encourage them to voice ideas, challenge assumptions, and make real decisions about their project, even when that means a slower or less polished result than if I directed every step myself. I also prioritize open communication. I check in regularly, not just on progress, but on how a student is experiencing the work — what's engaging them, what's frustrating them, and what they hope to get out of the experience. I try to meet students where they are, adjusting my level of guidance based on their confidence and experience rather than applying a one-size-fits-all approach. Ultimately, I measure success not by what a project produces, but by whether a student leaves the experience more curious, more capable, and more confident in their own ability to think and work independently.
Additional Information
Link to Publications
https://www.linkedin.com/in/dmontez/Experimental Characterization of the Mechanical Behavior of 3D-Printed Concrete
3D-Printed Concrete, Concrete Materials, Experimental Testing, Mechanical Behavior, Additive Manufacturing
Research Mentor: Chunpeng Qu,
Department, College, Affiliation: Civil and Environmental Engineering, FAMU-FSU College of Engineering
Contact Email: cq22b@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Civil and Environmental Engineering, FAMU-FSU College of Engineering
Contact Email: cq22b@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: Civil Engineering, Mechanical Engineering, or related engineering background
Project Location: FAMU-FSU College of Engineering
Research Assistant Transportation Required: Bus to engineering campus Remote or In-person: In-person
Approximate Weekly Hours: 5, During business hours
Roundtable Times and Zoom Link:
Not participating in the roundtable
Number of Research Assistants: 1
Relevant Majors: Civil Engineering, Mechanical Engineering, or related engineering background
Project Location: FAMU-FSU College of Engineering
Research Assistant Transportation Required: Bus to engineering campus Remote or In-person: In-person
Approximate Weekly Hours: 5, During business hours
Roundtable Times and Zoom Link:
Not participating in the roundtable
Project Description
3D-printed concrete (3DPC) is an emerging construction technology that enables automated fabrication of concrete structures without conventional formwork. Unlike conventionally cast concrete, 3DPC is produced layer by layer, creating interfaces between printed layers that can influence its mechanical behavior. As a result, the strength and failure behavior of 3DPC may depend on the orientation of the printed layers relative to the applied load.This project will experimentally investigate the mechanical behavior of 3D-printed concrete, with particular emphasis on the effects of layer orientation and interlayer interfaces. Laboratory testing will include compression tests on specimens with different layer orientations and mechanical tests designed to characterize the shear behavior of interfaces between printed layers. Experimental measurements will be used to evaluate properties such as strength, deformation, and failure mode. The results will contribute to a better understanding of the anisotropic mechanical behavior of 3D-printed concrete and provide experimental data for the development and evaluation of engineering approaches for 3D-printed concrete structures.
Research Tasks: The research assistant will participate in different stages of the experimental research process. Specific activities may include:
Conducting a literature review on the mechanical behavior and testing of 3D-printed concrete.
Assisting with preparation, measurement, labeling, and documentation of 3D-printed concrete specimens.
Assisting with compression tests of specimens with different printing-layer orientations.
Assisting with experimental testing of interlayer shear behavior.
Recording experimental observations, including cracking and failure modes.
Organizing and processing experimental data.
Preparing plots and comparing results among different specimen configurations.
Documenting experimental procedures and results.
Interpreting results and assisting with preparation of a research poster for the Undergraduate Research Symposium.
Skills that research assistant(s) may need: Required:
Interest in experimental research, engineering, construction materials.
Willingness to work in a laboratory environment and learn experimental procedures.
Ability to follow laboratory and safety procedures carefully.
Reliability and attention to detail when collecting and recording experimental data.
Recommended:
Civil, mechanical, materials, or related engineering background.
Basic familiarity with concrete or engineering materials.
Previous laboratory or experimental research experience.
Mentoring Philosophy
My goal as a mentor is to help undergraduate researchers develop both practical research skills and an understanding of how engineering research is conducted. At the beginning of the project, I will provide guidance and training on the background of the research, laboratory procedures, experimental methods, and data analysis. Tasks will initially be clearly defined and performed with close supervision.As the student gains experience, I will encourage increasing independence in conducting experiments, analyzing data, interpreting results, and identifying research questions. We will meet regularly to discuss progress, problems, and upcoming tasks. I will encourage the student to ask questions, understand the reasoning behind experimental decisions, and view unexpected results or mistakes as opportunities to improve the research process. By the end of the project, the student should have meaningful ownership of their work and be able to communicate their methods and findings through the Undergraduate Research Symposium presentation.
Additional Information
Link to Publications
FSU Next Student Involvement
FSU Next Pathways Involvement Engagement First Year
Research Mentor: Dr. Michele Dames,
Department, College, Affiliation: Transfer Student Success, Undergraduate Studies
Contact Email: mdames@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Transfer Student Success, Undergraduate Studies
Contact Email: mdames@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Partially 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:
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Partially Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Thursday, September 3
Start Time: 12:00
End Time: 2:00
Zoom Link: https://fsu.zoom.us/j/9154344918
Project Description
This project will examine student involvement and engagement among FSU Next students enrolled in IDS 1002: Gateway to Garnet and Gold. First we will begin with a literature review of how student involvement supports success. Then, using existing course survey data and program documents, the research assistant will identify the types of campus, community, academic, and professional activities students participate in during their first semester. We will examine how our findings connect to the research. The project aims to better understand patterns of involvement, factors that influence engagement, and opportunities to strengthen student success initiatives. Findings will be used to inform program improvement, student support strategies, and future research on transfer and pathway student engagement.Research Tasks: The research assistant will primarily support the project through literature review, data organization, analysis, and interpretation of existing program materials. Tasks may include:
Regular, scheduled meetings weekly.
Conducting a literature review on student involvement, engagement, belonging, and transfer student success.
Reviewing IDS 1002 course surveys and related program assessment data.
Cleaning, organizing, and preparing survey datasets for analysis.
Coding and categorizing student responses regarding involvement activities.
Conducting descriptive analyses to identify trends and patterns.
Reviewing relevant program documents, course assignments, and engagement records.
Creating tables, charts, and data visualizations to summarize findings.
Assisting with interpretation of results and identifying implications for practice.
Contributing to written summaries, reports, presentations, or conference proposals.
Participating in regular meetings to discuss findings and project progress.
Skills that research assistant(s) may need: Required
Regular, scheduled meetings weekly.
Organized and efficient time management skills.
Teamwork and collaboration with other researchers.
Professional communication and responsiveness, including responding to emails and project communications within 24 hours on weekdays whenever possible.
Attention to detail and accuracy when reviewing data.
Ability to work independently and meet project deadlines.
Strong written communication skills.
Basic proficiency with Microsoft Excel.
Willingness to learn qualitative and quantitative research methods.
Ability to maintain confidentiality when working with student data.
Commitment to creating accessible materials
Recommended
Interest in higher education, student success, or transfer student experiences.
Experience creating charts, tables, or data visualizations.
Interest in conducting literature reviews and synthesizing research.
Familiarity with Excel and willingness to learn more (LinkedIn certificates, etc)
Interest in presenting findings through reports, posters, or conference presentations.
Mentoring Philosophy
My mentoring philosophy is built on collaboration, communication, and curiosity. I strive to create a supportive environment where you will feel comfortable asking questions, exploring ideas, and learning through inquiry. I believe everyone learns best when they take ownership of their work while receiving guidance and constructive feedback.I aim to be an open and approachable mentor who values organized, efficient communication and timely responses. I encourage you to communicate regularly, ask questions, and respond to project-related communications within 24 hours on weekdays whenever possible. At the same time, I recognize that we all balance many responsibilities and aim to be flexible and understanding when challenges arise.
Ultimately, my goal is to use our time together wisely by helping students develop research skills, confidence, and professional habits that will benefit you beyond the UROP experience.
Additional Information
All are welcome, note FSU Next Alumni would obviously have direct experience with the program.Link to Publications
https://admissions.fsu.edu/first-year/FSUNextA Narrow American Exemplar: Status Threat and the Pressure to Conform to Norms
Conformity, Stereotypes, Americanness
Research Mentor: Dr. David March,
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: march@psy.fsu.edu
Research Assistant Supervisor (if different from mentor): Ms. Maria Gullesserian
Research Assistant Supervisor Email: gullesseria@psy.fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: march@psy.fsu.edu
Research Assistant Supervisor (if different from mentor): Ms. Maria Gullesserian
Research Assistant Supervisor Email: gullesseria@psy.fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Psychology
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: In-person
Approximate Weekly Hours: 6, During business hours
Roundtable Times and Zoom Link:
Not participating in the roundtable
Number of Research Assistants: 1
Relevant Majors: Psychology
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: In-person
Approximate Weekly Hours: 6, During business hours
Roundtable Times and Zoom Link:
Not participating in the roundtable
Project Description
When people are presented with statistics indicating that one’s racial group is declining in relative demographic size, it triggers status threat among majority groups (e.g., White Americans in the US). For example, previous work has shown that, among White Americans, information about demographic changes shifts the prototype of a “typical American” toward Whiteness and other characteristics associated with the majority. This outcome might serve as a means to implicitly reaffirm the majority’s group status. But demographic change does not occur in a vacuum. As the demographic dominance of one group diminishes, the relative size and strength other groups necessarily increases. In other words, as the majority loses demographic power, other groups gain it. These rising minority groups are often the target of backlash from the diminishing majority, including increased anti-minority bias and in-group favoritism—a response we refer to as a backlash threat. Yet little work has examined the consequences of these demographic and power shifts from the perspective of minority groups whose relative standing is increasing.From the minority perspective, perceiving backlash threat can produce two broad responses that function as mediators to minimize its harmful consequences: (1) assimilation or (2) norm rejection. Assimilatory responses involve adopting behaviors stereotypically associated with the majority group, thereby reducing backlash threat by minimizing perceived differences between groups. Norm rejection, in contrast, occurs when minority group members resist behaviors specifically because they are prescribed by majority group norms. This response may reduce the effects of backlash threat by affirming that membership in a shared culture does not require behavioral conformity and by emphasizing the value of minority-group culture within a multiethnic society. The emerging response may depend in part on the extent to which individuals identify with the broader culture of which they are a part (e.g., how American they feel relative to minority identification). In other words, this national identification of feeling American could help indicate the reaction that follows a backlash threat and therefore would be included as a measure in our work (e.g., via a manipulation check).
Our project thus examines how demographic status threat shapes White and Hispanic Americans’ perception of the characteristics of a “Typical American.” Specifically, we ask whether members of the majority group (White Americans) and a growing minority group (Hispanic Americans) respond differently demographic status threat. We are primarily interested in how such threat shapes the implicit mental prototype of Americanness—for example, the extent to which “American” becomes associated with characteristics such as Whiteness, trustworthiness, friendliness, and other characteristics— and how these associations shift differently across White and Hispanic participants. Secondarily, we will examine whether a narrowed or broad perception of Americanness differently manifests as assimilatory or norm-rejecting behaviors, and whether these responses depend on national identification (i.e., how much one identifies with being an American) and ethnic group membership (i.e., White or Hispanic American). This could lead to high American identification Hispanic-Americans rejecting a narrow definition of Americanness due to this characteristic holding an important role in their mental perception of themselves. On the flip side, low American identification could lead to Hispanic-Americans accepting a narrower definition if individuals feel as though they do not form part of the majority in-group and are not seeking ways to fit into the category.
Research Tasks: Stimuli generation, data collection, data cleaning, literature review, and study piloting.
Skills that research assistant(s) may need: Knowledge of basic image editing such as cropping and exporting (required), knowledge on use of Qualtrics (recommended; can be taught), basic statistical knowledge (recommended).
Mentoring Philosophy
In the March Lab we encourage hands on learning to provide experiences furthering students' understanding of what goes into the research process. For example, research assistants (RAs) have opportunities to learn about the process of idea generation, study design, and background information for the work done in the lab. We provide them with relevant articles that we use as the foundation for our work. They are also assigned the task to collect data which gives them the opportunity to interact with the participants that complete our studies. RAs work closely with the lab’s graduate students and are encouraged to ask questions to further their understanding of their roles in the lab as well as the information and experience that they are able to gain in the lab. Prioritizing communication among the members of the lab is one of our main goals in order to foster a collaborative environment. We also encourage students to share their future plans in order to assign them tasks that are relevant to their goals.Additional Information
Link to Publications
Robotics and STEM Outreach via Real-life Robot Demonstrations
STEM education, robotics, outreach
Research Mentor: Dr. Christian Hubicki, He/Him
Department, College, Affiliation: Florida State University, FAMU-FSU College of Engineering
Contact Email: chubicki@fsu.edu
Research Assistant Supervisor (if different from mentor): Nycholas Gierhan he/him
Research Assistant Supervisor Email: nvg20@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Florida State University, FAMU-FSU College of Engineering
Contact Email: chubicki@fsu.edu
Research Assistant Supervisor (if different from mentor): Nycholas Gierhan he/him
Research Assistant Supervisor Email: nvg20@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Open to all majors.
Project Location: College of Engineering. Aeropropulsion Mechatronics and Energy Building
Research Assistant Transportation Required: Buses available to the College of Engineering Remote or In-person: In-person
Approximate Weekly Hours: 5-10 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
Number of Research Assistants: 1
Relevant Majors: Open to all majors.
Project Location: College of Engineering. Aeropropulsion Mechatronics and Energy Building
Research Assistant Transportation Required: Buses available to the College of Engineering Remote or In-person: In-person
Approximate Weekly Hours: 5-10 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
The Center for Intelligence Control and Robotics (CISCOR) is engaged in numerous outreach activities to promote science literacy and robotics education, and are looking to improve educational outcomes. The research assistant will research the published scientific literature on using real-life robot demonstrations as teaching tools. Based on these findings, they will make recommendations for a proposed robotics demo aimed at K-12 students. In collaboration with robotics faculty at the FAMU-FSU College of Engineering, they will devise a robotics demo and help perform it live to a student audience. They conduct interviews with students to assess their response and write a report of their findings.Research Tasks: Literature review. Conducting interviews. Assist in teaching demo.
Skills that research assistant(s) may need: Excitement for thorough and inquisitive reading of the scientific literature. Technical writing skills. Creativity and familiarity with STEM concepts such as physics, high school math, and high-school level engineering.
Mentoring Philosophy
I am committed to a growth mindset in mentoring. I believe in encouraging students to explore new ideas as they get their footing in core concepts. Further, students will also work with an excellent and nurturing PhD student in my laboratory. I meet with undergraduate researchers on a weekly basis to ensure they are being guided toward a fulfilling research experience.Additional Information
Link to Publications
optimalroboticslab.comMotion Analysis and Control of a Quadrupedal Robot
robotics, animal locomotion, AI
Research Mentor: Dr. Christian Hubicki, he/him
Department, College, Affiliation: Florida State University, FAMU-FSU College of Engineering
Contact Email: chubicki@fsu.edu
Research Assistant Supervisor (if different from mentor): Nycholas Gierhan He/him
Research Assistant Supervisor Email: nvg20@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Florida State University, FAMU-FSU College of Engineering
Contact Email: chubicki@fsu.edu
Research Assistant Supervisor (if different from mentor): Nycholas Gierhan He/him
Research Assistant Supervisor Email: nvg20@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: Computer-, Engineering, Math, and Biology-related majors
Project Location: FAMU-FSU College of Engineering
Research Assistant Transportation Required: Buses travel regularly to the college of engineering 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
Number of Research Assistants: 1
Relevant Majors: Computer-, Engineering, Math, and Biology-related majors
Project Location: FAMU-FSU College of Engineering
Research Assistant Transportation Required: Buses travel regularly to the college of engineering 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
Many secrets are hidden in how people and animals walk. However, recent advances in artificial intelligence have uncovered useful patterns in our locomotion-- specifically patterns that can be potentially used to help categorize and diagnose movement disorders. Our laboratory has been asked by biologists to provide data for these methods, not from animals, but from robots. Research assistants will use software developed by our laboratory that creates control code for quadrupedal robots -- a robot dog. The assistant will apply this code to a computer simulation of a robot dog and provide data to the biology/robotics collaboration. Further, after sufficient training, we will implement the control code on our real robot dog to collect physical motion data for the biologists to analyze, giving us a baseline for how to use robotics as a tool for investigating and diagnosing movement disorders.Research Tasks: Running and editing computer software. Collecting computer simulation data. Training to use our quadruped robot. Data collection with the quadrupedal robot.
Skills that research assistant(s) may need: Aptitude for and/or fervor for coding. Persistent technical debugger.
Mentoring Philosophy
I am committed to a growth mindset in mentoring. I believe in encouraging students to explore new ideas as they get their footing in core concepts. Further, students will also work with an excellent and nurturing PhD student in my laboratory. I meet with undergraduate researchers on a weekly basis to ensure they are being guided toward a fulfilling research experience.Additional Information
Link to Publications
optimalroboticslab.comUnderstanding the Intersectional Social Construction of Deservingness to Parent
reproductive justice; demography; sociology; intersectionality; survey experiments
Research Mentor: Dr. Lindsay Cannon, she/her
Department, College, Affiliation: Sociology, Social Sciences and Public Policy
Contact Email: lcannon2@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Sociology, Social Sciences and Public Policy
Contact Email: lcannon2@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: Sociology; Public Health; Psychology; Economics; Social Work; Criminology; Anthropology; Political Science (generally social science students but open to adjacent majors as well)
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 1
Relevant Majors: Sociology; Public Health; Psychology; Economics; Social Work; Criminology; Anthropology; Political Science (generally social science students but open to adjacent majors as well)
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Wednesday, September 2
Start Time: 4:00
End Time: 6:00
Zoom Link: https://fsu.zoom.us/j/6093242534?omn=94089628712
Project Description
Reproductive justice—a theory derived from the Black feminist and disability justice traditions—argues that centering the rights to have children, to not have children, and to parent children in safe and sustainable communities are key to dismantling systems of stratified reproduction. In the United States, reproduction has long been mired in the logic of stratified reproduction—a system of inequality structured around the valuation of some people’s reproduction and right to parent and the degradation of others’ (Harris & Wolfe 2014; Ginsburg & Rapp 1995). This system, which casts some parents as more socially desirable, differentially distributes resources in the United States. While the reproduction of women with disabilities, women of color, and poor women has historically been curtailed and surveilled through forced sterilization and differential encouragement of long-acting reversible contraception (Higgins 2014; Higgins, Kramer, & Ryder 2016; Roberts 1997), delayed childbearing and declining fertility rates among abled-bodied, white, and advantaged women are oft-lamented as social ills (Harris & Wolfe 2014). Understanding how stratified reproduction affects the perceived deservingness of people with marginalized identities to parent has important implications for reproductive justice. Intersectionally marginalized people (i.e., lower socioeconomic status, racial minorities, non-citizens, people with disabilities and chronic diseases) may be less supported in their pregnancy and parenting choices, less likely to be selected as adoptive parents, and more likely to be investigated and face child removal through policing systems. Perceptions of deservingness to parent may also impact social support for social welfare programs designed to help people with fewer resources to parent. In this study, the team will use a survey experiment to measure interactions between perceived parental deservingness and intersectionally marginalized identities through a factorial vignette survey experiment. This survey will provide novel data to systematically measure beliefs about reproductive stratification to understand how population panics are constructed and how lay audiences interact with these rhetorics.Research Tasks: Possible research tasks include literature review, survey creation, survey data collection, and data cleaning
Skills that research assistant(s) may need: Required: Critical thinking, high-level organizational skills, ability to synthesize information, communication and writing skills, highly detail-oriented, curiosity
Recommended: Familiarity with Qualtrics
Mentoring Philosophy
Interactive, application-based learning: I believe mentors should prepare students to work independently, starting from an interactive, apprentice-style relationship, and working toward independence as the student grows their skills. I believe that students should be engaged with the research process early so they can enter their next stage feeling confident in their ability to apply research methods.Facilitating a supportive, inclusive, and sustainable learning environment: This approach emphasizes transparency in the mentoring process. Each person comes to the mentoring relationship with their own experiences and knowledge. Preventing student burnout and prioritizing rapport are key. Individuals are responsible for vocalizing their needs and asking for help when they need it. This is hard, and we do not always get this right, especially in the learning process. I use multiple learning modalities, such as explaining, using readings and journal clubs, using practice data analysis activities, and code review, to ensure different learning styles are accommodated.
Developing translatable skills: I recognize that students leave the mentoring environment with a wide range of plans and aspirations. At the beginning of each mentoring interaction, I gather information on what skills students hope to strengthen during our time working together. I use this feedback to tailor the learning environment. This may mean working towards a research product, but may also involve working together to achieve longer-term goals, such as learning a new method or laying the groundwork for a new study. I work with students to identify the career goals and specific skills most relevant to them.
Additional Information
Link to Publications
https://scholar.google.com/citations?user=DbqXz78AAAAJ&hl=en&authuser=1&citsig=AOcXxEXU9QRURbxTW5Qhg9Fs1br2Representation and relational structure
language, cognition, AI, perception
Research Mentor: Nelu Radpour, she/her
Department, College, Affiliation: Psychology , Arts and Sciences
Contact Email: radpour@psy.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Psychology , Arts and Sciences
Contact Email: radpour@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: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable
Project Description
Ever notice how the same information can feel totally different depending on how it's packaged? A word looks different in a weird font, a puzzle feels harder or easier depending on how the instructions are worded, AI might answer the same question differently depending on how you ask it. This project is basically chasing that idea around, looking at whether changing the format of something changes what people, or AI models, actually do with it, even when the underlying content hasn't changed at all. We poke at this from a few different angles, sometimes it's language and reading, sometimes it's puzzles and problem solving, sometimes it's comparing humans to AI directly, and your thread of the project is flexible depending on what we're curious about that semester. If you like the idea of studying how the mind (or a model) processes information more than you care about sticking to one narrow topic, this is a good fit.Research Tasks: literature reviews, stimulus/protocol design, data collection/coding/entry/cleaning/analysis
Skills that research assistant(s) may need: No research experience necessary; training will be provided.
Mentoring Philosophy
I'd say my mentoring style is pretty simple: I'd rather sit down and figure out what you're actually curious about and what skills you want to walk away with, instead of just handing you a fixed task. Some students want to learn stats or coding, some want to get better at writing, some just want to see what research looks like day to day, and there's space for all of that. I think mentoring works best as a two way conversation about what you need and what I need, not just assigning chores.Additional Information
Link to Publications
https://scholar.google.com/citations?user=B5xj-8IAAAAJ&hl=enInvestigating Role of Attitudes and Identity on Contact-Induced Phonetic Variation in Chipileño
phonetics/phonology, language contact, sociolinguistics, Spanish, bilingualism
Research Mentor: Maia Shampo, she/her
Department, College, Affiliation: Modern Languages and Linguistics, Arts and Sciences
Contact Email: mes23h@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Modern Languages and Linguistics, Arts and Sciences
Contact Email: mes23h@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. Spanish and Linguistics are most relevant
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable
Number of Research Assistants: 2
Relevant Majors: Open to all majors. Spanish and Linguistics are most relevant
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable
Project Description
This project examines the linguistic outcomes of language contact between Spanish and Chipileño in Chipilo, Puebla, Mexico, with particular attention to phonetic variation. Chipileño is a diasporic language and variant of Veneto, the Italic dialect spoken in Italy’s region of Venezia, that was formed after contact between Veneto and Spanish as Venetian families immigrated to the small town of Chipilo in the 1880s. While there are only about 2,500 native speakers today and Chipileño is therefore considered an endangered language, the community continues to preserve and maintain its unique language and culture.The present project proposes to investigate Chipileño, specifically how native speakers' language attitudes and identities influence their use of phonetic features, which has yet to be empirically investigated. I aim to provide further insight into the unique features of this understudied variant of Italian Veneto and Mexican Spanish and work towards creating a corpus with more written and spoken data of Chipileño. Furthermore, I am interested in looking at the phonetic contrast in the production of /b/ and /v/ by bilingual speakers of Spanish and Chipileño, as with an increased use of Spanish, younger speakers may not be differentiating between these sounds as it would be pronounced in Standard Veneto.
To answer these questions, this summer I recorded sociolinguistic interviews and experimental tasks of 30 native Chipileño speakers that obtain qualitative data on their attitudes toward Chipileño, Veneto, and Spanish. I will analyze the use of phonetic features of Spanish vs. Veneto, specially how the phonetic pronunciation of /b/ instead of /v/ is used, along with some other phonetic features such as open vowels, rhotics, etc.
I hypothesize that if a speaker identifies more with their Italian heritage, they may maintain Venetian features in their speech. However, speakers may not maintain Venetian features due to the influence of Spanish. Overall, in analyzing data, I hope to find a more concrete overall of which features they do or do not use.
Research Tasks: Research assistant(s) will be working with the PI on data analysis. The research assistant(s) will focus on the analysis of Spanish data and questionnaire data. Their tasks will consist of transcribing data from reading tasks, picture-naming tasks, and sociolinguistic interviews, and segmenting, transcribing, annotating and acoustically analyzing data from all tasks. The research assistants will receive detailed instructions on all aspects of the project and will work closely with me as their mentor. There will be in-person meetings every other week for instructions and for checking work. Their research tasks can be carried out on a computer or laptop, as all the software is freely available.
Skills that research assistant(s) may need: The required skill for this project is (basic) knowledge of Spanish. A background or interest in Linguistics, especially Hispanic Linguistics, and/or Phonetics/Phonology, is a plus.
Mentoring Philosophy
As a mentor, I want to guide students that are interested in research but haven't had an opportunity to do so. In a supportive environment, I want to share my experiences with students and show them the analyses I use while also gaining new perspectives from them. I will regularly meet with students and encourage them to ask for help as needed. I plan to build on mentees’ existing skills and talents but will provide them with training on anything they need, as well as set clear expectations, deadlines, and responsibilities for them to keep them motivated. With the experience they will gain from my project, I hope that they learn new ways to conduct research, think critically, and discover something they like that inspires them to conduct research on their own.Additional Information
Link to Publications
A documentary film on 19th century women abolitionists
film, documentary women
Research Mentor: vscoon@fsu.edu Valerie Scoon, Ms.
Department, College, Affiliation: Motion Picture Arts, Motion Picture Arts
Contact Email: vscoon@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Motion Picture Arts, Motion Picture Arts
Contact Email: vscoon@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: 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
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: 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
This research is archival so looking for photos, images dawings and newspaoer articles that provide visuals for a documentary.Research Tasks: This research is archival so looking for photos, images drawings and newspaoer articles that provide visuals for a documentary.
Skills that research assistant(s) may need: Curiosity, and ability to keep track of where images are from.