Spanish Subjunctive: Instructional approach to better linking form-meaning connections during online comprehension.

Processing Instruction, Subjuntive acquisition English speakers, form-menaing connection issue

Research Mentor: Ms Adriana Barahona, She/Her/Hers
Department, College, Affiliation: Modern Languages Department, Arts and Sciences
Contact Email: agordillobarahona@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: Major in spanish
Major in Lingusitic studies
Stadistics
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 4 to 6 , Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Tuesday, September 5 through Friday. 11:30 to 1:30 pm

Zoom Link:

Join Zoom Meeting
https://fsu.zoom.us/j/91689559700

Meeting ID: 916 8955 9700
Passcode: UROP

Project Description

To answer the question about what can be done to facilitate acquisition, and in concordance with the lack of linking between form-meaning connections, the main purpose of this study is to investigate which in-context use (text versus images) has more sensitivity in L2 learners, and which one facilitate better interpretation of meaning when processing Spanish subjunctive mood in referential tasks. From previous literature, most of Spanish subjunctive studies have presented to learners a context that offer: 1. separate sentences, 2. specific trigger words that concentrate in the subordinate clauses, these experiments have been beneficial for learners because they acknowledge the use of subjunctive sooner, thus, they use the correct morphological form. Nonetheless, these studies have not solved the issue of linking form-meaning.

The present study offers an alternative and reach to determine which (images or texts) in-context has more acceptability and accuracy in L2 learners. This study will provide two types of samples, some in texts, others in images, and will test to which these two options students have more sensitivity, accuracy and acceptability when identifying the Spanish subjunctive use. Hypothesis from this investigation anticipates learners to have a bigger accuracy, and acceptability judgment from images than text. Following VanPatten (1996) who stated how images facilitate communicative content at no cost of attention, thanks to images learners target more semantic meaning than form. Also, Collentine (1998, 2010) discussed how images might provide a better communicative content. At the end, this research assists to innovate new instruction methodologies in classrooms and gives attention to explore more ways to create form-meaning connections in inflectional morphology cases to L2 Spanish learners.

To this end, the research questions and hypothesis that guided the present study are threefold:

Research question 1. Do L2 Spanish learners exhibit online sensitivity during online L2 interpretation of Spanish subjunctive mood, when doing acceptability (reading times) and accuracy (comprehension) referential activities with images and text (independent variables) in-context use?

Research question 2. To which in-context use do students show more sensitivity, texts, or images (independent variables), when processing Spanish subjunctive during online comprehension?

Research question 3. Can the processing of images facilitate the process of linking form-meaning connections during Spanish Subjunctive interpretation?

Research Tasks: Condition 2: in-context use text
Condition two will have a very similar procedure to condition one. The big change here is that instead of an image shown in-context use, there is going to be provided just text. Aims mentioned before in condition one, in this condition will remain ‘meaning’ is the primary target. Underneath, there is a sample of how this trial will be given and organized.
1. There is going to be a sentence provided before learners read the text, this short information prepares learners for the information contained next:
- Instruction: Consider this question when you read the text
What is the customer’s final goal?

2. After focusing attention on learners, a text will be provided:
A man goes to buy car. The seller says:
a) -Seller: Este carro es menos de quinientos dólares (This car is less than five hundred dollars).
b) -Customer: Lo sé. Vine precisamente a comprar éste (I know, I precisely came to buy this one)
3. Subsequently, the sentence provided at the the first part of the experiment will be shown again to learners: - what is the customer’s final goal?

4. After, there will be two sentences that are going to be shown to learners, first sentences use an indicative verb, the second one uses subjunctive verb, as follows:
a) Quiere un coche que cuesta menos de quinientos dólares.
[He wants a car that *costs-IND less than five hundred dollars]
‘He wants a car that costs less than five hundred dollars.’

c) Quiere un coche que cueste menos de quinientos dólares.
[He wants a car that *costs-SUB less than five hundred dollars]
‘He wants a car that costs less than five hundred dollars.’

Same than in condition one, self-pace reading will help to study the reading times of learners in each trial. Reading times will provide the acceptability measure. The idea in these samples is to provide an in-use context, that carries information about what is the situation like. This sample used is the same as condition one, samples between images and texts are going to be different in the study, however here, in furtherance of explaining the experiment, it been chosen the same sample.

5. After reading each sentence, learners will need to decide which verb is more appropriate. The explanation about cuesta and cueste, as match and mismatch has been given in condition one. Following the same procedure, at the last part of the trial, there is going to be displayed a comprehension question, to examinate learners’ accuracy judgment when carrying information needed to decide between indicative or subjunctive mood. Beneath, there is a sample of the question:
Did the man know the cost of the car?
c) Yes
d) No


Skills that research assistant(s) may need: Microdoft word, excel, basic computer skills, I will train assistance in using super Lab. If possible knowledege in data analysis.

Parent daily affect study

mothers, emotion, daily diary

Research Mentor: Dr. Joanna Wu, she/her
Department, College, Affiliation: Human Development and Family Science, Health and Human Sciences
Contact Email: qwu3@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
Number of Research Assistants: 1
Relevant Majors: Psychology, pre-med
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Not participating in the Roundtable

Project Description

The study project collected data on interviews of parents of their mental health, as well as some data on their emotions from day to day.

Research Tasks: The research mentee will help watch videos and interveiws and determine parents' mental health status.

Skills that research assistant(s) may need: Required: Microsoft Office
Recommended: being detail-oriented

Peeking into planetary interiors using spectroscopy

Planets; Spectroscopy; High-pressure; Diamonds

Research Mentor: Abhisek Basu,
Department, College, Affiliation: Earth, Ocean, and Atmospheric Science, Arts and Sciences
Contact Email: abasu@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 STEM majors.
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
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

The chemical composition and possible reactions within the deep interiors of the planets are of vital importance and can provide us with an understanding of their physical, thermal, and magnetic properties. However, the planetary interiors are inaccessible to mankind and the only way to understand the processes is to perform laboratory-based experiments. In our laboratory, we are interested in probing the depths of the planets by measuring geologically important mineral properties at various pressures [P], and temperatures [T]. To generate P corresponding to planetary interiors we use diamond anvil cells (DAC), where the sample is compressed between two diamond anvils. Additionally, the compressed sample within the DAC is heated resistively to simulate the T conditions found inside planets. The sample at this P, T conditions inside the DAC is then probed using various light scattering studies like X-ray diffraction and Raman spectroscopy. In this project, the student will be trained in using DAC and an in-house Raman and Infrared spectrometer. Additionally, the student will get exposure to advanced research by performing a detailed literature review.

Research Tasks: Literature review; experimental design; data collection and curation; data analysis; report writing.

Skills that research assistant(s) may need: Required: Curiosity to explore research problems; eagerness to learn new techniques
Recommended: analytical skills; good writing skills;

How Collective Deliberation Affects Democratic Outcomes

Behavioral Political Economy, Game Theory, Laboratory Experiments

Research Mentor: Dr. Kai Ou,
Department, College, Affiliation: Department of Political Science, Social Sciences and Public Policy
Contact Email: kou@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
Number of Research Assistants: 2
Relevant Majors: Political Science Majors, Policy Majors, Business Majors, Economics Majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: Approximately 5 hours, During business hours
Roundtable Times and Zoom Link: Not participating in the Roundtable

Project Description

A critical feature of democratic processes is deliberation through representative voices. In the committee context, members often deliberate before voting. On the one hand, collective deliberation facilitates information aggregation and coordinates voting among committee members. In scenarios in which every committee member is sufficiently informed, deliberation may increase the likelihood that the committee collectively chooses the welfare-maximizing policy. On the other hand, collective deliberation affects the committee members’ willingness to be informed in the first place, following a logic of backward induction. Relative to scenarios in which there is no communication, the following hypotheses may hold: First, collective deliberation improves the committee’s likelihood of collectively choosing the welfare-maximizing policy when the average level of information expertise is sufficiently high but undermines this likelihood when most members are uninformed. Second, under unanimity voting where every member can effectively veto, or in scenarios in which there are veto players who can reject the choice of the majority, collective deliberation either undermines or has no effect on the likelihood of choosing the welfare-maximizing policy when at least one veto player is uninformed. However, when all veto players are informed, regardless of the average level of information expertise of non-veto players who cannot veto, collective deliberation improves the committee’s voting outcomes.

Research Tasks: Literature review, data collection

Skills that research assistant(s) may need: Required:
Native in English communication, professional in English writing, knowledgeable about American Politics and Policy
Recommended:
Knowledgeable about game theory and mathematical models, familiar with research designs

MAP-R Morphological Analysis Pathway to Reading

tech enhanced instruction, language learning, children, multilingual learners, disabilities

Research Mentor: Dr. Carla Wood, She/her
Department, College, Affiliation: School of Communication Science and Disorders, Communication and Information
Contact Email: carla.wood@cci.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: 6
Relevant Majors: Communication Science and Disorders
Instruction Media
Computer Sciences
Special Education
Education
Graphic Design
Spanish/ Modern Languages
Teaching English as a Foreign Language

Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10 hours a week, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Tuesday September 5th 12:30-1:00 https://fsu.zoom.us/j/97260477522
Wednesday September 6th 12:00-12:30 https://fsu.zoom.us/j/94324856308
Thursday September 7th 11:00-11:30 https://fsu.zoom.us/j/99564047803

Project Description

The proposed project aims to improve elementary school age children's academic language skills and reading comprehension through development of explicit instruction in word knowledge using an e-learning platform for delivery in rural, remote, and urban settings.
• Purpose: This project will develop and refine a vocabulary intervention to address significant gaps in language and literacy achievement for multilingual learners with and at risk for disabilities. Academic language knowledge is a source of persistent gaps in achievement for Multilingual Learners (MLs) with or at risk for disabilities. The existing literature supports leveraging morphological knowledge for deducing meanings of novel academic words as a strategy to accelerate word learning for MLs. This project will develop and deploy a multi-component vocabulary intervention that can be implemented reliably and effectively using a digital e-learning platform to improve students’ vocabulary and morphological knowledge to enhance students’ comprehension of academic texts.


Research Tasks: Project Activities: In the fall semester, we will work as a team to develop 15-20 minute lessons for 3rd - 5th grade students, specifically tailored for children whose first language is Spanish or ASL. In the spring semester there will be opportunities for beta testing the supplemental instruction in school and clinical settings depending on your availability, interest, and transportation to community sites in Tallahassee and the surrounding area.
Specific tasks will depend on your interests, talents and expertise but may include:
*Development of materials to be used for vocabulary instruction with school age children
*Creative innovation of gamified language learning activities and/or Canva skills
*Creative writing of short story passages intended for children in 3rd - 5th grade
*Making word map (visuals) and word sum examples to support word learning
*Identifying cognates in Spanish (applicable for Spanish speaking team members)
*Collaborating in interdisciplinary teams online to develop engaging materials
* Administering supplemental technology enhanced instruction to school age children in the community.


Skills that research assistant(s) may need: Knowledge of Spanish or ASL is an asset; however knowledge of a second language is not required for participation. An iterative development process will be employed to improve the likelihood of effectiveness on vocabulary outcomes of young children. Knowledge of instructional technology supports such as Cava and Synthesia are advantageous but not necessary to independently learn their use. In the spring semester there will be opportunities for beta testing the supplemental instruction in school and clinical settings depending on your availability, interest, and transportation to community sites in Tallahassee and the surrounding area.

Investigating the Role of Sleep in the Consolidation of Episodic Memory

memory, sleep, rat, behavior

Research Mentor: Carmen Varela,
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: c.varela@fsu.edu
Research Assistant Supervisor (if different from mentor): Zoe Atherton, Annie da Costa Souza
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
Number of Research Assistants: 3
Relevant Majors: Psychology, Biology
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
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

When we go to sleep, memories that we formed during the day are reinforced and processed so they can become stable and accessible for a long period of time. This process of memory consolidation requires the interaction of networks of cells in different parts of the brain. Our goal is to understand how sleep helps animals learn, and what parts of the brain are critical for memory consolidation. To do this, we train rodents to explore objects, and examine how their memory performance changes following sleep.
We are looking for students that are interested in the cellular mechanisms of memory and sleep. As part of this project, you will learn about behavioral training in rodents and histological methods, and you will be able to assist in rodent surgeries. If you have a strong interest in neuroscience and the mechanisms of behavior and cognition this could be a great fit.


Research Tasks: literature review, data collection, data analysis, handling and training of rodents (rats).

Skills that research assistant(s) may need: Required: We are looking for students that are dedicated, interactive, and love to learn.
Recommended: Experience handling rodents is a plus, as well as experience with microscope use or histological methods.

Which consumer products contain PFAS – contaminants of emerging concern?

Environmental Engineering, PFAS, Instrumentation, Analytical Chemistry

Research Mentor: Dr. Youneng Tang, He/him/his
Department, College, Affiliation: Department of Civil and Environmental Engineering, FAMU-FSU College of Engineering
Contact Email: ytang@eng.famu.fsu.edu
Research Assistant Supervisor (if different from mentor): Mr. Mojtaba Nouri Goukeh He/him/his
Research Assistant Supervisor Email: mn20f@fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 1
Relevant Majors: 1) Civil and Environmental Engineering, 2) Chemistry, 3) Chemical Engineering
Project Location: FAMU-FSU College of Engineering
Research Assistant Transportation Required: Yes
Remote or In-person: In-person
Approximate Weekly Hours: 7 hours/week, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link: Not participating in the Roundtable

Project Description

Per- and polyfluoroalkyl substances (PFAS) are a group of approximately 5,000 human-derived chemicals that have attracted significant public attention due to their toxicity at even very low concentrations, widespread use in many commercial and consumer products, and recalcitrance to degradation in the environment. While there is a wealth of knowledge in the literature regarding which consumer products containing which water-soluble PFAS, it is understudied regarding which consumer products containing which volatile PFAS. The objective of this project is to fill in the knowledge gap in this understudied area. We welcome one UROP scholar to participate in this research project. Professor Tang and his graduate student will supervise the UROP scholar. The graduate student will provide most of the direct supervision. After the UROP project is completed, there may be an opportunity for the UROP scholar to further develop and optimize the method for measuring more types of PFAS through undergraduate or graduate research assistantship.




Research Tasks: The UROP scholar is expected to:
1) Complete a few lab safety training sessions.
2) Shadow the graduate student.
3) Review the literature to understand PFAS and their contamination.
4) Learn the method based on gas chromatography-mass spectrometry for measuring one type of PFAS.
5) Use the measurement method to determine which consumer products contain this type of PFAS.
6) Summarize and discuss the research results in a poster and a white paper.

Skills that research assistant(s) may need: None.

I’m 100% That Bitch with a Blank Space: The Feminism(s) and Feminist Rhetorical Strategies of Taylor Swift and Lizzo

feminist theory, feminist rhetoric, popular culture, Taylor Swift, Lizzo

Research Mentor: Ms. Brittany Barron, she/her
Department, College, Affiliation: English, Arts and Sciences
Contact Email: bbarron@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
Number of Research Assistants: 1
Relevant Majors: English
Editing, Writing, and Media
Women's Studies
Communication
Project Location: On FSU Main Campus
Research Assistant Transportation Required:
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5 hours, During business hours
Roundtable Times and Zoom Link: Wednesday, September 6, 4:00-4:30 p.m., Zoom link: https://fsu.zoom.us/j/92514158709
Zoom Recording of Wednesday's meeting: https://fsu.zoom.us/rec/share/VUD_k9GLUQWZTF4ADOccBlmIQeRPngbirW_z0iL4PFCFAe42bDtAr_cC2fNpWd2v.SMCOiJhdOUG5TVjr?startTime=1694030246000
Thursday, September 7, 2:00-2:30 p.m., Zoom link: https://fsu.zoom.us/j/93511184967

Project Description

In my dissertation, I apply C. C. Hendricks’ feminist rhetorical framework (2022)—critical subjectivity, critique of patriarchal gender roles, subversion of sexual norms, and circulation of feminist rhetorics—to Lizzo’s and Taylor Swift’s music and, in turn, music videos that are popularly considered to be feminist.

Upon looking at examples of the music videos and doing rhetorical analysis with Hendricks’ framework, I move into my argument that feminist rhetorical analysis expands our understanding of the extent to which Swift’s and Lizzo’s feminist rhetorical strategies align with or disrupt their self-proclaimed feminism. Ultimately, what makes their performances noteworthy are the signature way in which they express Swift’s “confessional ecriture feminine” and Lizzo’s “creative anger”—what I argue to be each woman’s trademark performative discourse, respectively. Swift’s “confessional ecriture feminine” and Lizzo’s “creative anger” embody the transformation of socially impermissible responses into channels for creative energy and radical change. In the words of Sara Ahmed, feminist theory—and, by extension, feminist rhetorics—is a “rope [. . .] to help you survive” (2017, 12). Just as feminisms and feminist rhetorics change and evolve with time, so do feminists’ and feminist rhetoricians’ survival strategies. One such survival strategy is Hélène Cixous’s ecriture feminine (1975), a woman’s way of writing with distinctive features that give meaning to her lived experiences—a distinct set of experiences separate from a man’s. These features offer ways for a woman to assume power and write her embodied self forward. Another strategy is Audre Lorde’s use of the erotic as power (1978). Lorde theorizes the erotic as a largely misunderstood and untapped resource and lifeforce that not only could help women find self-fulfillment, but also bring women—no matter their race, sexual orientation, or age—together. I see Swift’s “confessional ecriture feminine” and Lizzo’s “creative anger” as simultaneously expansions of Cixous’s and Lorde’s feminist strategies and one of the ways in which Swift and Lizzo practice activism through their art form and effect change.

My dissertation therefore addresses the need for more explicitly intersectional thinking about celebrity and feminisms. Swift’s and Lizzo’s unique social and political positions shape their sense of self and their experiences; therefore, it’s important to study the convergences and divergences of these two artists, not just in terms of gender but also in terms of race—Swift is a white woman, and Lizzo is a Black, self-proclaimed fat woman. This difference affects the feminisms they espouse. My dissertation considers the ways we might continue to explore the ways Swift’s and Lizzo’s particular feminism and feminist rhetorical strategies align with and disrupt the feminist movement itself within their music and music videos.


Research Tasks: Locating and gathering sources; double-checking citations; proofreading

Skills that research assistant(s) may need: Required: research skills in locating primary (i.e. interviews) and secondary (i.e. peer-reviewed) sources.

Recommended: attention to detail and good communication skills. Familiarity with MLA format.

What Are They Up To? A Content Anaysis of Twitter Accounts Reinstated by Musk

content analysis, sociology, media, deplatforming, twitter

Research Mentor: Kyle Rose, he/him
Department, College, Affiliation: Sociology, Social Sciences and Public Policy
Contact Email: krrose@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: No
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: 7, During business hours
Roundtable Times and Zoom Link: Thursday, Sept 7th at 4:00 p.m. https://fsu.zoom.us/j/94615087684

Project Description

Elon Musk's acquisition of Twitter, now X Corp, has been a household topic for months now. Some early research suggests there was an increase in hate speech and that Musk's "free speech absolutist" approach served as a signal to users that previously unaccepted forms of speech would now be accepted. In this study, we will analyze the content of tweets belonging to a random sample of about 5000 accounts which were previously banned then reinstated by Musk. We will observe the political attitudes, information quality, and substantive topics in these tweets to see what the accounts reinstated by Musk are actually doing.

Research Tasks: literature review, content analysis

Skills that research assistant(s) may need: Required: basic understanding of Microsoft Excel,

Hydrogen as a sustainable fuel to address climate crisis

climate crisis, hydrogen, sustainability, engineering our energy future

Research Mentor: Dr. Sastry Pamidi, He
Department, College, Affiliation: FAMU-FSU College of Engineering and the Center for Advanced Power Systems, FAMU-FSU College of Engineering
Contact Email: pamidi@eng.famu.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: Electrical engineering, mechanical engineering, chemical engineering, physics, chemistry
Project Location: 2000 Levy Avenue, Tallahassee, FL 32310 - lose to MagLab and FAMU-FSU Engineering in Innovation Park
Research Assistant Transportation Required: FSU buss runs between the main campus and innovation park every 30 minutes
Remote or In-person: In-person
Approximate Weekly Hours: 10, During business hours
Roundtable Times and Zoom Link: Not participating in the Roundtable

Project Description

Hydrogen (H2) is a versatile energy carrier. NASA rockets and space shuttles have used H2 for a long time. Hydrogen produced from water using renewable energy sources (solar and wind energy) will be a sustainable fuel if the infrastructure is developed for production, storage, and distribution. The public and private sectors are investing heavily in hydrogen infrastructure. Hydrogen is a colorless gas. Hydrogen produced using renewable energy sources is referred to as “Green Hydrogen.”
Our research group at the Center for Advanced Power Systems (CAPS) is investigating green hydrogen as a fuel for electric aircraft, electrical power generation, and energy storage. Students joining our group will contribute to our research projects on hydrogen-fueled electric aircraft, hydrogen for sustainable energy systems, assessing the properties of liquid hydrogen, and cryogenic (low-temperature) techniques for using liquid hydrogen. Our projects involve both modeling/simulations and experimental investigations.
UROP students will be integral to a research group with faculty, research staff, postdoctoral researchers, graduate students, and undergraduates. Many UROP students who worked in our group transitioned to paid research assistant positions and graduate programs.
Knowledge of hydrogen is not essential. We will teach everything needed to be successful. Curiosity and interest in learning are required.
Please join us and help us create a green energy future!


Research Tasks: Literature review related to hydrogen
Modeling of hydrogen fuel systems
Supporting experiments at low temperatures
Data collection and analysis

Skills that research assistant(s) may need: Willing to working in group settings
Required to follow lab safety rules (training will be provided)
Basic computer skills (Excell, Word, PowerPoint)