UROP Project | Center for Undergraduate Research and Academic Engagement

guns, firearms, family, health, adolescence, young adulthood, childhood

Research Mentor: Amy M Burdette, She/Her
Department, College, Affiliation: Sociology, Social Sciences and Public Policy
Contact Email: aburdette@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: Preference for Public Health or Sociology, but 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:

Project Description

This project seeks to understand the social and health impacts of public mass shootings on individuals directly impacted by these events. For this project, victims of mass shootings include both those who have experienced these events and those who have lost loved ones due to these tragedies. The following research questions drive this study:
1) How does surviving a public mass shooting impact mental and physical health?
2) What coping mechanisms do survivors utilize?
3) What are the individual financial and legal ramifications of these events?
4) How do these events impact family and community life?
5) Following these events, what are the victims' experiences with law enforcement, government officials, and media (including social media)?
This study utilizes a mixed-methods approach, drawing on in-depth interviews with survivors and publicly available data from the AP/USA TODAY/ Northeastern University Mass Killing Database. This data contains information on incidents, offenders, victims, and weapons for all multiple homicides, with four or more victims killed in the United States from 2006 to the present. I will also employ data I have used in previous research, such as the Chapman University Survey on American Fears, U.S. Fragile Families and Child Wellbeing Study, Masculinity, Sexual Health, and Politics Survey, and the Crime, Health, and Politics Survey. These additional data sources include measures of American experiences with gun violence, gun purchasing behaviors, attitudes about firearm policies, and fears surrounding mass shootings. I am particularly familiar with the latter two data sources as I was involved with the survey design and initial data cleaning.

Research Tasks: Literature review and conducting interviews

Skills that research assistant(s) may need: Self-motivated, Curious, and Enthusiastic with a preference for someone with training in qualitative data methods (not required)

Mentoring Philosophy

I view mentorship as a collaborative, evolving relationship built on mutual respect, intellectual curiosity, and shared growth. Students thrive when they are challenged to think independently, encouraged to explore diverse perspectives, and supported in developing their academic and personal voice. In my mentoring relationships, I create an environment where undergraduate research assistants are treated as emerging scholars. I welcome questions, expect thoughtful engagement, and value initiative. My goal is to support students in becoming confident, critical thinkers who are comfortable navigating complexity, skills essential in sociology and public health. I believe that learning happens best in a space where feedback is welcomed as a tool for growth rather than a judgment of worth. I aim to provide precise, constructive, and actionable feedback and encourage my mentees to offer feedback in return. Mentorship should be reciprocal: while I guide students in developing their research skills, analytical thinking, and professional confidence, I also learn from their unique perspectives and experiences. Above all, I am committed to fostering a mentoring relationship grounded in equity and empathy. I encourage my students to bring their whole selves to the work, and I strive to cultivate a culture that values inclusion, curiosity, and academic integrity. If you are enthusiastic about research, open to constructive dialogue, and ready to grow as a scholar, I would be excited to work with you.

Additional Information

Link to Publications

https://scholar.google.com/citations?user=EnAre94AAAAJ&hl=en

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Elaboration Likelihood Model (ELM) , Horror Video Games Decision-Making, Existential Horror

Research Mentor: Gabrielle Lamura, She/Her/Hers
Department, College, Affiliation: Communication PhD, Communication and Information
Contact Email: glg24a@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 but must be okay with video game jumpscares
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Partially Remote
Approximate Weekly Hours: 6,
Roundtable Times and Zoom Link:

Day: Tuesday, September 2
Start Time: 5:00
End Time: 5:30
Zoom Link: https://fsu.zoom.us/j/92395047125
Day: Wednesday, September 3
Start Time: 7:00
End Time: 7:30
Zoom Link: https://fsu.zoom.us/j/97490114375
Day: Friday, September 5
Start Time: 5:00
End Time: 5:30
Zoom Link: https://fsu.zoom.us/j/99950877760

Project Description

This study investigates the persuasive mechanisms within horror video games by applying the Elaboration Likelihood Model (ELM) to the 2015 science fiction horror game SOMA. While horror games are often associated with jump scares and visceral reactions, this project contends that they also facilitate complex cognitive and emotional engagement through narrative, atmosphere, and existential themes. By integrating ELM with Protection Motivation Theory (PMT), this research explores how central and peripheral cues embedded in SOMA; such as dialogue, lore artifacts, sound design, and environmental aesthetics affect players’ elaboration and decision-making processes. The study will employ a conceptual content analysis of SOMA using a human-coded dataset derived from a no-commentary YouTube playthrough. Coded variables include atmospheric horror, jump scares, decision points, and existential themes, each analyzed for frequency, prominence, and effectiveness. The research aims to distinguish which cues prompt high versus low elaboration and how these mechanisms contribute to persuasive effects in gameplay. By bridging media psychology and game studies, this research positions horror video games as underexplored yet valuable artifacts in the study of communication and persuasion. The findings provide groundwork for future academic inquiry into how immersive narrative media can influence cognitive processing and player agency, extending the relevance of ELM to interactive digital environments.

Research Tasks: Assist with content coding of video game footage (no-commentary walkthroughs)

Maintain data spreadsheets (Microsoft Excel) and ensure coding reliability

Annotate examples of narrative, atmospheric, and fear-based elements

Conduct targeted literature reviews on persuasion, horror media, and game studies

Assist in organizing references and formatting documents (APA style)

Participate in team meetings and contribute to analytical discussions

Skills that research assistant(s) may need: Required:

Strong interest in media studies, communication, psychology, or game studies

Detail-oriented with strong organizational and critical thinking skills

Experience with spreadsheet software (Excel or Google Sheets)

Basic understanding of research design and content analysis/willing to learn

Recommended:

Familiarity with ELM, fear appeal, or PMT theories/willing to learn

Experience with horror video games (especially SOMA, Amnesia, Resident Evil)

Mentoring Philosophy

I believe in cultivating a collaborative, respectful, and intellectually rigorous environment that empowers students to grow as independent thinkers, ethical researchers, and confident contributors to scholarly discourse.
First, I strive to be an accessible mentor, one who is approachable and supportive, recognizing that students come from diverse academic, personal, and cultural backgrounds. I actively encourage open dialogue and questions, and I meet students where they are while helping them identify clear pathways to where they want to be. I view research as a co-creative process. I do not see assistants merely as helpers, but as emerging scholars whose insights and interpretations are vital to the research process. I aim to give students space to explore their interests within the scope of the project, and I welcome their input on theory, design, and analysis. This approach fosters mutual respect and shared investment. I also would like to tailor mentorship according to each student’s experience level and goals (providing structure and skill-building opportunities for early-stage students, and increasing independence and leadership for those further along. Whether it involves teaching how to conduct literature reviews, code media artifacts, or think through theoretical frameworks, I prioritize growth and reflection over perfection. I want my mentees to leave the research experience with deeper confidence in their abilities, a clearer understanding of their academic identity, and a sense of belonging in scholarly spaces.

Additional Information

Link to Publications

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Sculpture, Metalworking, Art, Asian American history, Japanese Diaspora

Research Mentor: Kea Kamiya, She/Her/Hers
Department, College, Affiliation: Studio Art , Fine Arts
Contact Email: ksk23a@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, though a Major in Art or History could be helpful
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Yes
Remote or In-person: Partially Remote
Approximate Weekly Hours: 7-10,
Roundtable Times and Zoom Link:

Project Description

This project involves the creation of two approximately seven-foot sculptures memorializing Yetsu Kamiya and Masa Kamiya. They were a mother and daughter who lived in the Japanese American settlement of Yamato in what is now Delray Beach, Florida. The project requires creation of sculptures via welding, metalworking, painting, sewing, and other multimedia work. The structure of the sculpture will be welded steel in the shape of a koi with painted fabric panels sewn into the structure. The painted panels will be drawn from research surrounding the Yamato colony and the lives and experiences of these Japanese American women.

Research Tasks: Digitize resources, literature review, assistance with grinding and sanding, prepping canvases, measuring, applying for shows

Research tasks for this project would be separated into studio assignments and historic record assignments. The major historic records assignment would be to digitize paper journal entries from the early 1900s. These journals span many years and are dense with information. A digitized version of this resource would make it searchable and allow it to be secured in an additional form. Historic record assignments would also include searching interviews and online databases for information about Yamato, Masa, and Yetsu. Studio assignments would involve assisting with the creation of the sculptures. Tasks like assisting in mapping where the painted panels will be sewn in, assistance with grinding and sanding, prepping canvases, measuring, and applying for shows.

Skills that research assistant(s) may need: Required: Typing, Microsoft Word, Microsoft Excel, Attention to detail, Comfortable online with database and online research, Willingness to learn and use power tools
Recommended:
Experience writing applications and writing about art, prior experience with power tools and basic art processes

Mentoring Philosophy

I approach mentoring as a collaborative process with communication at its core. I hope to give research assistants a glimpse into the world of researching for the arts and sculpture as research. Mentees’ goals and understanding will be assessed at meetings that will be held every two weeks. Most of the time the mentee will be working directly with me, so that I am able to get to know their talents, interest, and motivations throughout the project. Art is wonderfully flexible and allows for errors to become learning without much loss. Because of this, positive reinforcement and space to fail and improve are imbedded in this project. Serving as a mentee myself allowed me to become the artist that I am today. I hope to give my mentees a similar experience.

Additional Information

The linked website is not for this project specifically, but gives examples of similar projects.

Link to Publications

https://keasuiko.wixsite.com/kea-kamiya

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LLM, intervention, substance use, Dialectical Behavior Therapy (DBT)

Research Mentor: Dr. Wang Liying Wang, she/her
Department, College, Affiliation: college of nursing, Nursing
Contact Email: lw24y@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 3
Relevant Majors: CS, informations, UI/UX design, health related (e.g., ,public health)
Project Location: work is done mostly remote online
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10,
Roundtable Times and Zoom Link:

Project Description

HIV and substance use are highly co-occurring epidemics in the US. Syndemic theory posits that epidemics with shared drivers interact synergistically and produce multiplying effects on the morbidity and mortality of the communities affected. Impulsivity, defined as a tendency to react to internal or external stimuli without considering the negative consequences to individuals or others, is a key driver of risky behaviors related to HIV and substance use, including heavy alcohol use, illicit drug use, and risk sexual behavior. Adaptive coping, defined as intentionally engaging in cognitive or behavioral effort to manage perceived stress, is consistently associated with less frequent alcohol and drug use, lower rates of sexual risk behavior (can use intervention research evidence), and better engagement in HIV prevention and treatment.
Dialectical behavioral therapy (DBT) is a gold standard treatment to reduce behavioral impulsivity and increase adaptive coping behaviors among individuals with Borderline Personality Disorder (BPD). DBT, with its unique/customizable modules of behavioral coping skills training centered around two core psychological constructs (behavioral impulsivity and emotional dysregulation), demonstrated versatile applications across a range of interventions on psychopathologies and health behavior promotion. DBT-based interventions are effective in reducing craving for substance and increased rates of marijuana cessation through reducing impulsivity, cognitive disinhibition, and improving emotion regulation, and tolerance of distress. Similarly, DBT coping skills training were found to reduce emotion dysregulation, sexual risk behavior, depression, and anxiety, and improve life satisfaction among people living with HIV. Our own feasibility pilot RCT found a 4-week long DBT skills training reduced depressive symptoms, emotion dysregulation, and improved HIV mastery, life satisfaction, coping efficacy around emotions, and seeking social support among people living with HIV (Wang et al., under review).
Context plays a crucial role in understanding environmental contingencies of HIV and substance use risky behaviors.() Effective and lasting behavior change requires highly customizable, context-sensitive approaches that address the unique psychological, social, and environmental circumstances of each individual. Large language models (LLMs)-powered tools offer a scalable solution to augment the customized DBT skills training in varied intensity tailored to needs, selective skills content tailored to context, and on-demand support unrestricted by business hours/human resources. LLM-powered conversation agents have demonstrated preliminary capabilities in screening for substance use,15 assessment of mental disorder, psychoeducation, skill coaching, alcohol use counseling with empathy and adaptive conversation skills 16 in user native languages, addressing linguistic barriers and fostering trust. Personalization can be realized through contextual alignment of LLMs.
This proposal seeks to develop an LLM-powered DBT coach to address substance use, HIV risk behaviors, and improve engagement with HIV prevention services among individuals with high HIV risk. We will partner with Access to Prevention Advocacy Intervention and Treatment (APAIT) in Los Angeles, California. APAIT has served the community at risk for HIV/STI in the broader LA area, providing behavioral health and HIV-related services. Partnership with APAIT will align our intervention with existing workflows and support sustainable implementation.

Research Tasks: Developer tasks: front-end, back-end programming.
Designer tasks: user interface design using figma, and user experience research (e.g., usability testing)
Research tasks: literature review, reference search, participant recruitment

Skills that research assistant(s) may need: We have written documents on the specific expectations. Please follow the links to see details for each role.
1. Research assistant: https://docs.google.com/document/d/1fYnE4zDil3Cm5BMIry4Yy52LqJMr0FyKDziDJhUX9WU/edit?usp=sharing
2. Developer focused assistant: https://docs.google.com/document/d/1nkVfBBCpFewzkeJO0r7KzvIBQzCu1KMh/edit?usp=sharing&ouid=104341887369091777051&rtpof=true&sd=true
3. Designer focused assistant: https://docs.google.com/document/d/13P6Rn7FDwVPpqAdMkwM5vGQ4SB0Y0cK9/edit?usp=sharing&ouid=104341887369091777051&rtpof=true&sd=true

Mentoring Philosophy

Effective mentoring thrives on the principle of mutual benefit, where both mentor and mentee contribute to a dynamic learning partnership. I believe that mentoring is a collaborative exchange where I learn as much from my mentees as they learn from me. This reciprocal relationship enriches both perspectives and creates a foundation for genuine professional growth.
At the heart of my approach is a student-centered philosophy that prioritizes each mentee's unique needs, aspirations, and learning style. I recognize that effective mentoring requires adapting my guidance to align with individual goals rather than imposing a standardized approach. Every mentee brings distinct experiences and objectives that deserve personalized attention and support.
Open, honest communication forms the cornerstone of successful mentoring relationships. I foster an environment where questions are welcomed, feedback flows freely in both directions, and difficult conversations are approached with empathy and respect. Regular check-ins and transparent dialogue ensure that expectations remain clear and relationships stay productive.
Growth and goal orientation drive every mentoring interaction. Together, we establish concrete, measurable objectives that align with both immediate needs and long-term career aspirations. I help mentees develop actionable plans while celebrating milestones along their journey toward professional development.
Finally, I emphasize teamwork and collaboration, recognizing that success rarely occurs in isolation. I encourage mentees to build networks, seek diverse perspectives, and contribute meaningfully to their professional communities. Through this collaborative mindset, mentees develop not only individual competencies but also the interpersonal skills essential for leadership and sustained career success.

Additional Information

The three roles are for three different RAs/students.

Link to Publications

https://scholar.google.com/citations?hl=en&user=-1EVeEoAAAAJ&view_op=list_works&sortby=pubdate

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Family of Origin, Attachment, Intergenerational Influence, Narrative Analysis, Qualitative Research

Research Mentor: Yinan Li,
Department, College, Affiliation: Human Development & Family Science - Marriage & Family Therapy, Education, Health, and Human Sciences
Contact Email: yl24a@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: Communication, Psychology, Human Development & Family Studies, Social Work, Sociology, or related fields, 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,
Roundtable Times and Zoom Link:

Day: Tuesday, September 2
Start Time: 4:30
End Time: 5:00
Zoom Link: https://fsu.zoom.us/j/94353753928
Day: Tuesday, September 2
Start Time: 5:00
End Time: 5:30
Zoom Link: https://fsu.zoom.us/j/94353753928

Project Description

Are you curious about how our childhood experiences shape who we are today? Have you ever heard of terms like intergenerational influence, attachment, or family of origin (FOO)? Family-of-origin experiences have been studied in clinical settings for decades, but those spaces can be emotionally and financially challenging to access. Our study aims to explore more accessible and meaningful ways for people to reflect on and grow from their early life experiences.

This is a qualitative project that analyzes several in-depth narratives shared by adults from China. These interviews were conducted by trained professionals and are filled with personal reflections, emotional insights, and the journey of their growth.
Topics explored in this project include:
- How relationships with primary caregivers shaped one’s adulthood
- Core childhood memories and their long-term impact
- How childhood thoughts and emotions transformed into adulthood
- The role of early attachment in adult romantic and parent-child relationships
- How reflecting on the past can lead to healing and moving forward

In the later phase of this project, we also aim to promote the awareness of exploring FOO experiences among young adults. So you could help with designing interviews and focus groups to support yourself and your peers in processing your FOO stories. Or you can help with preparing quantitative projects on the relationship between early experiences and young adults' well-being.

Research Tasks: - Help analyze data using qualitative data analysis software (like NVivo, we will learn this together!)
- Assist in identifying key themes and patterns in interviews
- Contribute to the design of interviews and focus groups
- Explore ways to help young adults reflect on their own FOO experiences
- Support the development of future quantitative studies on FOO and well-being

Skills that research assistant(s) may need: - Self-motivation: Find the part of the project that sparks your curiosity
- Patience & attention to detail: Especially when working with qualitative data
- Willingness to learn: We’ll explore new tools and ideas together
- Fluent in Mandarin (preferred, but not required): since all interviews are in Mandarin

Mentoring Philosophy

As a second-year PhD student, I’m still early in my research journey and not far from where you are now. Because of that, I remember what it feels like to step into research with curiosity, uncertainty, and excitement to make a contribution. My goal is to offer mentorship that is collaborative, transparent, and person-centered.

I’m also a marriage and family therapist in training, and those values naturally shape how I mentor. I believe in meeting you where you are, supporting your growth, and encouraging you to discover what genuinely moves you in this work. I hope you'll approach this experience with a growth mindset, open to learning both about research and about yourself. That being said, this project may also invite personal reflection, so I encourage you to be open and courageous in those moments, and I’ll be here to support you in the best way I can.

As someone who grew up in China and is now navigating academia as an international student, I value humility, open-mindedness, and cultural awareness. I’m excited to learn with and from you, and I hope to help you connect your interests with meaningful research, and I wish to inspire you to come up with your own research project.

Additional Information

Link to Publications

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Robotics, prosthetics, exoskeletons, human robot interaction, motor learning, mechatronics

Research Mentor: Dr. Taylor Higgins, She/her
Department, College, Affiliation: Florida State University, FAMU-FSU College of Engineering
Contact Email: th22u@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: Computer science, mechanical engineering, electrical engineering, (programming experience required)
Project Location: AME Building (2003 Levy Ave. Tallahasse, FL)
Research Assistant Transportation Required: Yes
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10 (negotiable),
Roundtable Times and Zoom Link:

Project Description

Robotic lower-limb prostheses need to be able to determine what action the amputee is trying to accomplish in order to help them to achieve that goal. For instance, if the user is trying to sit down, the robotic knee joint must bend at just the right time to allow the sit action. This problem is called ‘intent recognition’. This project aims to leverage computer vision and human motion capture to improve intent recognition for these types of robots. In this case, we are collecting data as individuals go through normal activities of daily living so that we can then develop algorithms to recognize objects in the environment that the user is likely to interact with, and then reason about what these objects and their proximity tell us about the user’s intended actions.

Research Tasks: Programming, data collection, data analysis.

Skills that research assistant(s) may need: Skills required: Matlab programming experience. Other languages of programming, such as Python and/or C++ are welcome, but not necessary. Human subject research.

Skills to learn: In order to be a researcher in the human subject experiment (data collection), you will need to complete CITI Human Subject training through the FSU Office for Human Subject Protection. You will learn how human subject research is done, how to interact with subjects, and will likely interact with equipment like the Intel Realsense depth camera, the XSens IMU motion capture suit, among other technologies.

Mentoring Philosophy

As a mentor, I work best with students who are inquisitive, pro-active, and problem solvers. I do not like to micro-manage. I see my job as being a resource to my research students, helping to solve problems when stuck, providing overall vision, and occasionally giving nudges in the right direction. I see my students as the expert in their given project, and I expect students to go learn skills, find possible solutions, try many things that may or may not work, and ultimately to come to research meetings ready to teach me all the cool things they’ve learned, tried, and developed. I aim to creating a safe environment in which mentees feel that it is acceptable to fail and learn from their mistakes. I do expect mentees to take ownership of their work and have accountability for their effort in the project. Overall, I want to do fun engineering work that makes a difference in human lives, and I want my students to feel empowered to do difficult things and solve challenging problems.

Additional Information

Link to Publications

https://rthmlab.wixsite.com/taylorgambon

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Policies, Parental Leave, STEM

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: Yes
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10 (negotiable),
Roundtable Times and Zoom Link:

Project Description

As a female in academia who recently had a baby, I am curious about what current maternity leave policies are for universities around the United States and understanding how the FAMU-FSU policy compares. Eventually I would like to make strategic efforts to ensure that FAMU-FSU is a welcoming place for young female scientists to work. To prepare for this effort, I need to know what our policies are, what other university policies are, how our current policies are received by young female academics, and how our current policies could affect our ability to recruit and retain strong female faculty candidates in STEM. As a researcher on this project, you will help me to collect data along these lines, create/distribute surveys for women in STEM to voice their opinions, analyze results, and write a report and/or presentation for us to share our findings with members of the community/administration/etc. This is a project that I am personally very passionate about and that I hope will be a very rewarding project with tangible benefits for women and families in academia.

Research Tasks: Data collection, data analysis, writing.

Skills that research assistant(s) may need: Skills required: Good communication skills - I need someone who is particularly good at sharing our findings with the larger community in order to make a difference in future policy decisions.

Good sleuthing skills - I need someone who is good at finding information online (figuring out the current parental leave policies at other universities), and who can find literature showing the effects of various leave policies on faculty recruitment and diversity.

Mentoring Philosophy

Additional Information

Link to Publications

https://rthmlab.wixsite.com/taylorgambon

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literacy, elementary, qualitative, perspectives, SLP

Research Mentor: Ms. Hannah Hudson, She/Her
Department, College, Affiliation: Communication Science and Disorders, Communication and Information
Contact Email: hth14@fsu.edu
Research Assistant Supervisor (if different from mentor): Ms. Ashley Ippolito She/Her
Research Assistant Supervisor Email: ai24c@fsu.edu
Faculty Collaborators: Dr. Dr. Shannon Hall-Mills
Faculty Collaborators Email: shannon.hall-mills@cci.fsu.edu

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: communication science and disorders, psychology, reading education, elementary education, special education, education, sociology, social work
Project Location: On FSU Main Campus
Research Assistant Transportation Required: FSU bus
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5,
Roundtable Times and Zoom Link:

Project Description

This qualitative research project explores the barriers to effective literacy instruction as perceived by speech-language pathologists (SLPs). Through a structured survey study, we aim to capture the real-world challenges these professionals face when supporting students’ reading and language development. Particular attention will be paid to systemic obstacles, resource limitations, communication gaps between disciplines, and the needs of diverse learners. By centering the voices of those directly involved in literacy support, this study seeks to identify actionable insights that can inform more collaborative, equitable, and effective literacy practices in school settings.

Research Tasks: Pre-Interview & Recruitment Tasks:
- Assist with IRB application materials (e.g., drafting consent forms or recruitment scripts)
- Identify and compile a list of potential school contacts or participants
- Distribute recruitment emails and follow up with interested participants
- Schedule interviews and maintain a participant tracking spreadsheet

Data Collection Support:
- Prepare interview materials (e.g., protocols, consent forms, Zoom links)
- Take observational notes during interviews (if live or recorded)
- Monitor audio quality and troubleshoot tech issues (e.g., Zoom recording, mic setup)
- Help manage file storage for recordings and transcripts using secure platforms

Transcription & Data Management:
- Transcribe interview recordings accurately and anonymize data
- Clean and format transcripts for coding (e.g., removing filler words, correcting errors)
- Organize transcripts and notes in a shared qualitative analysis database (e.g., Dedoose, NVivo, Excel)
- Assign pseudonyms and remove identifiable information

Data Analysis Support:
- Conduct preliminary read-throughs to identify emerging themes or patterns
- Assist in open coding or memo writing during thematic analysis
- Organize codes into categories or themes collaboratively with the research team
- Help create visual representations of data (e.g., theme maps or matrices)

Dissemination Tasks:
- Draft summaries of key findings or quotes for conference posters or presentations
- Assist with formatting citations, references, or APA-style documents
- Help design PowerPoint slides or research posters
- Review and edit written materials for clarity and cohesion

Professional Development Add-ons:
- Attend lab meetings or debrief sessions to discuss ethical considerations, positionality, and researcher reflexivity
- Co-author conference abstracts or manuscripts (depending on level of involvement)
- Practice presenting findings in mock settings for future dissemination

Skills that research assistant(s) may need: Cognitive & Academic Skills:
- Critical thinking – to interpret responses and engage in early theme identification
- Attention to detail – for accurate transcription, data cleaning, and documentation
- Reading comprehension – to understand interview protocols, consent forms, and background literature
- Writing and summarizing – to draft memos, codebooks, or summaries of findings

Communication Skills:
- Professional email etiquette – when contacting participants or coordinating interviews
- Active listening – when observing interviews or reviewing transcripts
- Collaborative dialogue – for sharing insights in analysis discussions or team meetings

Technical & Organizational Skills:
- Familiarity with transcription tools (e.g., Otter.ai, Express Scribe)
- Basic file management – naming, storing, and organizing files securely
- Comfort with digital tools – Zoom, Google Drive, Excel, or qualitative software (e.g., Dedoose, NVivo)
- Time management – to meet deadlines for coding, transcription, or scheduling

Research-Specific Skills:
- Understanding of research ethics and confidentiality – especially in school-based or human subjects research
- Qualitative coding basics – recognizing themes, labeling data, and developing category systems
- Reflexivity – ability to consider one’s own biases or assumptions when working with participant data
- Data visualization – helpful for supporting posters or presentations

Interpersonal & Soft Skills:
- Willingness to learn – particularly around school systems, SLP practices, or qualitative methods
- Empathy and respect – when working with sensitive narratives or professional experiences
- Flexibility and adaptability – especially when protocols evolve or data collection timelines shift

Mentoring Philosophy

Our goal is to create a welcoming, supportive space where research assistants feel valued, encouraged, and excited to learn. We believe mentorship is a team effort, while we guide students through research skills and big-picture thinking, we also learn from their insights and energy.
We meet students where they are and build from there, offering hands-on training, clear expectations, and plenty of encouragement along the way. We care deeply about ethical, inclusive research and want students to feel proud of the work they do and the voices they help amplify.
Above all, we hope this experience helps students grow into confident, compassionate professionals who feel ready to make a difference, in research, in schools, and beyond!

Additional Information

https://fcrr.org/person/ashley-ippolito-ms-cf-slp
https://x.com/hannahhuds995
https://x.com/ashippolito24

Link to Publications

https://fcrr.org/person/hannah-hudson-ms-ccc-slp

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MLab, computer vision, AI Agents, RAG

Research Mentor: Dr. Jonathan Adams,
Department, College, Affiliation: Information, Communication and Information
Contact Email: jladams@fsu.edu
Research Assistant Supervisor (if different from mentor): Mr. Benhur Ravuri
Research Assistant Supervisor Email: bravuri@fsu.edu
Faculty Collaborators: Mr Odin Moja
Faculty Collaborators Email: omoja@fsu.edu

Looking for Research Assistants: Yes
Number of Research Assistants: 3
Relevant Majors: We prefer students with some technical interest and ability or experience with coding or using a command line interface. Interest in computer systems, artificial intelligence, project planning and publishing basic research are the skills we develop in the MLab.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Yes
Remote or In-person: Partially Remote
Approximate Weekly Hours: 6-8,
Roundtable Times and Zoom Link:

Project Description

The MLab has researched and developed techniques for generating synthetic media. Our research has explored various ways to create ‘deep-fakes’ of objects that are hard to photograph or more often, are not sufficient in number to train a computer vision model. The MLab can generate images, labeled and ready for training. If you decide to apply, and ultimately participate, there are a wide variety of opportunities to explore the use of synthetic media in AI training, or for projects that focus on object classification. Research also relies upon the development of AI Agents to complete some of our work, and as the topic of research..
The lab hosts a variety of students (doctoral, master's and undergraduate) and because alumni of the MLab are welcome to continue working on research we also host some students who have decided to continue after UROP concludes. Interested students should understand that participating in the lab means you are a self-starter who works well in small groups of like-minded students, with graduate students and professors who can assist you with your chosen project.
Working knowledge of Python (or other language) programming language is preferred. One of the primary functions of the lab is to encourage research related to the use of Artificial Intelligence agents, and supporting students who desire to publish their works. Since the beginning of 2020, we have produced 8 student-led research papers that have been accepted by international conferences.
We are interested in coders, CS, Engineering, Statistics, and 3D artists who can model different subjects.

Research Tasks: Every student has the opportunity to plan a project of their choice. For example, MLab teams have written literature reviews, conducted technical studies with AI algorithms, conducted AI performance comparisons, and have sought to understand the relationship between AI tools and their impact on learning. We are looking for ideas as well, and are open to value-added ideas.

Skills that research assistant(s) may need: Required: Experience with computer languages, statistics, math, demonstrable ability to learn programming.
Recommended: Communication skills, analytic skills, willingness to take chances.

Mentoring Philosophy

Teamwork and collaboration are fundamental to our lab's success. To illustrate this, consider the Peloton - a group of professional cyclists working in perfect coordination. In this fascinating display of teamwork, cyclists take turns leading the pack, each giving their maximum effort at the front until exhaustion sets in. When the lead rider tires, they fall back to the rear of the group, while another cyclist moves forward to take the lead position.
The Peloton creates a wind vortex (draft) that benefits the entire group. As riders retreat from the lead position, they can recover while being pulled along by this draft, requiring minimal effort. This rotation continues, with each team member taking their turn at the front before falling back to recover.
This collaborative approach demonstrates why even the strongest individual cyclist cannot outperform a well-coordinated Peloton. Similarly, in the MLab, our strength lies in our collective effort. Each member contributes by alternating between leading projects and supporting others' initiatives, fostering a culture of mutual respect and collaborative achievement.
As your mentor, I'm here to guide and support your journey. The MLab provides a safe environment where trial and error are not just accepted but expected. You're encouraged to take risks, learn from mistakes, and grow through experience, knowing that guidance and assistance are always available.

Additional Information

Interviews are by appointment only. Pease use the following link to set up your time:
https://calendly.com/jladams-fsu/urop-mlab-meetings-clone
Roundtable times and Zoom links All Zoom meetings use the following:
https://fsu.zoom.us/j/92291767534
Monday (9/8) 13:00; 13:30; 14:00; 14:30; 15:00; 15:30; 16:00
Wednesday (9/10) 13:00; 13:30; 14:00; 14:30; 15:00; 15:30; 16:00
Friday (9/12) 13:00; 13:30; 14:00; 14:30; 15:00; 15:30; 16:00

Link to Publications

https://mlab.create.fsu.edu/research/

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refugee education, language, school, families, teachers

Reddick, Celia_Headshot_cropped_FINAL.jpeg

Research Mentor: Dr. Celia Reddick, she/her/hers
Department, College, Affiliation: Learning Systems Institute / Education Leadership and Policy Studies, Education, Health, and Human Sciences
Contact Email: creddick3@fsu.edu
Research Assistant Supervisor (if different from mentor): Dr. Brenda Wawire she/her/hers
Research Assistant Supervisor Email: bwawire@fsu.edu
Faculty Collaborators: Dr. Adrienne Barnes-Story; Dr. Sana Tibi
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 6
Relevant Majors: The project may be most suited to students studying Education, Social Work, Political Science, Human Rights and Social Justice, Spanish, French, and Arabic. Given that this is a multilingual project, we also welcome students who have previously studied/speak Kiswahili, Dari and Pashto.
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10 hours,
Roundtable Times and Zoom Link:

Project Description

The challenge:
In a recent conversation with a former staff member of the International Rescue Committee (IRC) in Tallahassee, Wawire learned that resettled refugee students in Tallahassee are facing challenges at school. “They feel that they just don’t fit in,” this stakeholder explained, pointing to issues of language, culture, and academic progress to explain the challenges they face. “There is also bullying, as well as issues related to financial literacy, health insurance, disabilities, and other concerns,” she continued. Refugee young people and their families in Tallahassee are struggling to find their footing in a small city that is very different from the refugee camps where they most recently lived, this staff member recounted.

Despite the pressing needs of refugee young people and their families, there is little data about this population in Tallahassee. Even identifying how many refugees live in Tallahassee has been a challenge: while one source claims that there are approximately 90 refugee families in the city (Tallahassee Refugee Connection, 2024), an informal conversation revealed that as many as 450 additional refugees were slated to arrive in Tallahassee in 2024 (Personal communication, January 25th, 2025). Neither our contacts at refugee-serving organizations nor our initial conversations with contacts at the Department of Education could help us pinpoint the total number of refugees in the city or schools, nor which schools they attend. We are in the process of identifying key personnel in the Leon School department who can provide a clear picture of the school-aged refugee population in Tallahassee. What we do know is that refugee newcomer families are supported to access housing, school, and low-wage work by organizations like the International Rescue Committee (IRC, 2025), and that community volunteers and local organizations from the city offer translation and tutoring services (Personal communication, January 19th, 2025). Nonetheless, refugee young people are facing significant headwinds to learning and belonging at school, likely made even more difficult by the knowledge that, for the time being, no further refugee families will be welcomed to the U.S. (The White House, 2025).

Research intervention:
Given these challenges, we seek to understand the lived and educational experiences of refugee families and their teachers in Tallahassee, as well as the experiences of their long-term resident peers. This spring, we have initiated a nested research project, conducting a landscape analysis of educational opportunities and challenges for refugee families and their teachers in Tallahassee, alongside an intervention to build bridges between refugee young people and their peers who have spent longer periods in the school system, responding to initial reports of bullying and social exclusion. The long-term objectives of our research are twofold: 1) to gather vital data about the number, place of origin, and school experiences of refugees in Tallahassee in order to enhance educational support for refugee families in the city, and 2) to pilot-test an intervention model that seek to address the social and relational needs of refugee young people and their peers. The following questions guide this research project:
● How do refugee young people and their families experience school in Tallahassee? How do these experiences vary from those of long-term resident young people attending school in Tallahassee?
o What opportunities and challenges do they each face? How, if at all, do they work to overcome these challenges?
o How can collaborative, arts-based research act on these challenges for refugees and their peers?
● How do stakeholders at the school level (e.g., teachers and principals) navigate their work with refugee learners within the mainstream system? What opportunities and challenges do they face in the context of diverse classrooms, and how do they work to overcome these?
● How do broader dynamics of refugee resettlement in Tallahassee influence children’s and teachers’ educational experiences?

Research and Intervention Methods. We have begun to undertake a comparative case study (Bartlett & Vavrus, 2017), looking across scales to examine education for refugee young people in Tallahassee. This project involves interviews at the family level, with refugee young people and their caregivers; at the school level, with principals, teachers, and peers in classrooms; and at the city level, including with DOE, IRC, and the Tallahassee Refugee Connection, among others. We have begun interviews with Kiswahili and French with families from the Democratic Republic, and in Arabic with families from Syria. We will soon begin interviews wtih Afghan families in Dari and Pashto, and with Venezuelan families in Spanish.

We will also conduct an arts-based project with refugee children and their peers. During the intervention, students will collaboratively undertake a project to examine, analyze, and share their lived experiences through one of three options: video/photography, a visual representation such as painting/mural, or a book project. The project will be implemented over 3 days this August. During the course of this project, we will collect observational data and data related to the artifacts young people create.

Research Tasks: Research tasks include:
- Conducting interviews wtih refugee families
- Transcribing interviews with refugee families
- Conducting interviews with teachers in Tallahassee schools
- Transcribing interviews with teachers in Tallahassee schools
- Conducting literature reviews about refugee resettlement and education in the US
- Conducting qualitative coding of interviews and thematic analysis
- Supporting a showcase of students' artwork

Skills that research assistant(s) may need: We welcome research assistants with any of the following spoken and/or written language skills: Arabic, Spanish, Kiswahili, Dari, Pashto, French (recommended). There is also work to be done in English, so if you do not have these language skills, you are still welcome to apply.

We welcome research assistants with the following previous experiences (recommended): conducting interviews; transcribing interviews; analysing interviews; working with children and adolescents across cultures

Mentoring Philosophy

My mentorship is rooted in the belief that trusting relationships are key to learning. To achieve the kind of trust that enables difficult conversations about inequality and injustice in education, and deep participation in research, I engage students as co-creators in our shared learning. I begin each mentorship relationship by asking students about their own goals for the work, setting regular meeting and deadline expectations, and providing scaffolding and support to encourage increasing independence. I am an educator at heart, and students’ development as scholars, thinkers, and actors motivates my work. I aspire to be a co-thinker with them as we learn together.

Additional Information

I am looking forward to getting to know you and am happy to answer any questions. Please don't hesitate to reach out!

Link to Publications

https://celiareddick.com/

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