Â鶹´«Ã½ÉçÇø

This action research will pair Â鶹´«Ã½ÉçÇø undergraduate and graduate students with autism together with a research student who will act as a liaison and resource for supports. Student researchers will address behavioral and social issues for college students, acting as a liaison between peers or professors due to miscommunication, mentor executive functioning skills, and keep tabs on socialization and balanced living. If these skills/issues are not addressed, it will lead to mental health issues, early dropout, and under/unemployment. Protocols for single-case research design with pre- and post-interaction will be used and an article for publication will be prepared and/or presented at a national conference. Student researchers will also be fully trained by the principal investigator, who is a board certified behavior analyst, and receive certification as a registered behavior technician.        

Excellent candidates, but not limited, will have interested in special education, experience in peer mentoring, and lots of patience.

Dr. Michael Ota, mota1@kennesaw.edu 

Anna Mittal, amittal2@students.kennesaw.edu 

Graduate school is often seen as the pathway to advanced knowledge and future career opportunities. Yet, many graduate students across the country face challenges that make it difficult to complete their degrees. While financial pressures and heavy workloads are commonly discussed, one area that often goes unnoticed is the impact of grief and loss. Graduate students, like many others, experience major life changes—such as the death of loved ones, caregiving responsibilities, or health struggles—that can disrupt their studies and even cause them to leave school altogether.

This project seeks to explore how grief and loss affect graduate students’ ability to stay enrolled and succeed in their programs. We want to better understand the experiences of students who have faced these challenges, learn about the resources and support currently available to them, and identify areas where additional help is needed. By doing this, we hope to highlight how universities can respond more effectively to students during times of personal crisis.

To accomplish this, we will use two main approaches. First, we will talk directly with graduate students who have experienced grief or loss during their studies. These conversations will give us important insights into how personal struggles shape academic life and decision-making. Second, we will take a close look at the resources colleges and universities currently provide—such as counseling services, leave of absence policies, and faculty support—and compare them with practices at other schools to see what is working and what could be improved.

The ultimate goal of this project is to provide recommendations that will help universities create more supportive and understanding environments for graduate students. By focusing on wellness and engagement, we believe institutions can improve retention and help students reach graduation, even when they are dealing with some of life’s most difficult moments.

For first-year students interested in joining this project, you will have the chance to be part of meaningful research that connects personal well-being with academic success. You may assist with gathering information, analyzing themes from student interviews, or helping to map out existing resources. This is an opportunity to learn about the realities of graduate education, contribute to important conversations about mental health and wellness, and gain valuable research experience that can prepare you for your own academic journey.

Students who participate in this project will gain hands-on experience with the research process while developing valuable academic and professional skills. As part of the team, students will learn how to:

• Students will gain training in how to prepare questions, listen actively, and collect data ethically and respectfully.
• Students will learn how to identify themes and patterns in real-world stories, using coding techniques to organize and interpret findings.
• By examining existing institutional supports for graduate students, students will strengthen their ability to evaluate policies, programs, and services.
• Students will explore how different universities approach student support, learning how to compare and synthesize information across multiple sources.
• Students will develop skills in writing summaries, creating visual displays of data, and presenting information clearly to both academic and non-academic audiences.

In addition to these technical skills, students will build important transferable skills such as teamwork, critical thinking, and problem-solving. They will practice working collaboratively with faculty and peers, managing responsibilities, and contributing meaningfully to a research project.

Because this project focuses on grief and wellness in higher education, students will also gain a deeper understanding of the role mental health and life challenges play in academic success. This awareness can shape their own approaches to resilience and self-care during their college journey.

Overall, students will leave this project with a strong foundation in qualitative research methods, an enhanced ability to communicate effectively, and practical insights into how universities can better support student well-being and retention. These skills will prepare them for future research, graduate studies, and professional opportunities.

Each week, students working on this project will take part in hands-on activities that introduce them to the process of academic research while contributing to the overall goals of the study. Duties will vary by week depending on the stage of the project, but may include:

• Students will meet regularly with the faculty mentor, graduate research assistant, and research team to review progress, ask questions, and receive guidance. These meetings will help students stay on track and build confidence in their research skills.
• Students will assist with reviewing articles, policies, and resources related to graduate student success, grief, and wellness. This may include summarizing key ideas in simple language and sharing them with the team.
• Students will help prepare materials for interviews and focus groups, such as drafting questions or creating schedules. When appropriate, they may observe or take notes during these sessions to better understand how data is collected.
• Students will learn how to organize information from interviews and documents, coding themes and patterns under faculty supervision. 
• Students will participate in identifying and reviewing existing university support services and comparing them with practices at other institutions.
• Students will help prepare short reports, presentations, or visual materials that explain the project’s progress in a clear and accessible way.

Students will gain experience in research, writing, teamwork, and communication while actively helping move the project forward.

This research project investigates the impact of peer observation and feedback on the pedagogical growth of pre-service teachers. The study, designed to understand how collaborative learning environments enhance instructional practices, centers on two pre-service teachers observing each other teach mathematics.

The project's methodology is multifaceted, incorporating three key components: peer observation, written feedback, and peer feedback sessions. First, pre-service teachers engaged in structured peer observations, watching their colleagues deliver mathematics lessons that were previously videotaped. These observations were not merely passive; participants were given a specific observation protocol to guide their focus on key elements of effective math instruction, such as student engagement, use of manipulatives, questioning techniques, and differentiation strategies.

Following the observations, participants were tasked with writing detailed, constructive feedback for their peers. This written feedback component encouraged participants to reflect deeply on the observed lesson, identifying both strengths and areas for improvement. The focus was on providing actionable advice, grounded in pedagogical theory, rather than simple praise or criticism. The written feedback served as a foundational tool for the subsequent in-person discussions.

The third and most crucial component of the project was the peer feedback sessions. During these sessions, participants came together to discuss the lessons they observed and the written feedback they provided. These sessions were facilitated to ensure they were a safe space for open, honest dialogue. Participants shared insights, asked clarifying questions, and collectively problem-solved pedagogical challenges. This collaborative discussion was vital for fostering a sense of shared learning and mutual support.

The primary research question this project seeks to answer is: How does peer observation and feedback contribute to the development of pre-service teachers' instructional skills in mathematics? Data collection includes the written feedback forms, transcripts of the peer feedback sessions, and reflective journals from each participant. The analysis will focus on identifying recurring themes in the feedback, tracking changes in teaching practices over the course of the study, and examining participants' self-reported growth. Ultimately, this research aims to provide a model for incorporating effective peer mentoring into teacher preparation programs, highlighting its potential to cultivate a community of reflective and skilled mathematics educators.

Undergraduate students working on this project will become familiar with research and the Hopscotch model including. This includes

1. understanding who they are as researchers;
2. understanding and being familiar with the research question, and the data collection process that took place, this
3. also includes ethical issues related to data collection;
4. learn about literature reviews in connection to the project;
5. how to analyze data and ensure that there is evidence to support result claims;
6. learn to craft conference abstracts based on the results and conclusions arrived through analysis 

Weeks 1 through 3: students become familiar with Hopscotch model and undergraduate research in general (readings will be assigned)

Weeks 4 through 6: students will become familiar with the current project and the data collected. Students will organize this data, which is already transcribed. 

weeks 7 through 11: students will work on literature reviews on peer mentorship and mathematics education, specially focusing on pre-service teachers

weeks 12 through 15: students will start analyzing data

weeks 16 through 19: students continue to analyze data, and start working on drafting abstract conferences

weeks 20 through 25: students continue to analyze data, craft conference abstracts, and refine results

weeks 25 through 30: students prepare conference presentations

*data analysis and conference abstract preparation will likely be worked before the stated timeline for conferences that happen during Fall 2025. The schedule will be flexible to accommodate this. Yet students will continue to dig deeper in the data, improve analysis and results by following the set schedule. In doing so, at the end of the year, students may be ready to, under guidance of faculty, start preparing a paper for publication. 

What are the relationships between education, imperialism, and colonialism in the United States? How can we analyze those relationships to move education away from colonial and imperial models and instead toward education for liberation?

In this project, we will form a study group to explore answers to these questions, reading anti-colonial and anti-imperialist scholars from around the world and learning from experts in the field. Taking an interdisciplinary approach, we will study theory and learn how to apply that theory to 21st century education in the U.S., with the goal of offering K-12 students the means to deal critically and creatively with their reality so education may be used for transformation.

• Participate in a study group and work effectively as a member of a team
• Demonstrate a beginning understanding of anti-imperialist and decolonial theories
• Articulate an awareness and knowledge of the political economy and its relation to the education system
• Apply theory to current educational problems and situations in U.S. schools
• Demonstrate an understanding of the role of schools in society and the possibilities and limitations of using education as a vehicle for social change
• Write short papers that synthesize what we are learning, possibly turning these into social media slides and/or infographics
• Choose a relevant topic that interests them
• Co-author an entry-level conference proposal
• Draft an initial literature review 
• Conduct a research analysis of a school problem using anti-imperialist and decolonial theories
• Present their research to an audience at a conference
• Reflect on their research project, including strengths, weaknesses, and things they would do differently 
• Develop self-confidence and problem solving skills

The first semester will include more reading and learning in the form of a study group. In the second semester, we will start applying the theories we are learning to specific educational contexts in schools and start to develop ideas for our research projects.

Weekly duties may include the following:

• Reading articles or book chapters
• Listening to podcasts and/or watching videos
• Attending lectures and presentations by the PI as well as guest speakers
• Field trips to events in the Atlanta metro area (transportation will be provided as needed)
• Analyzing specific school situations through case studies
• Looking up information about school policies and practices
• Applying an anti-imperialist analysis to school policy and developing solutions
• Writing short papers demonstrating learning
• Writing drafts of literature reviews that synthesize what we have learned
• Creating infographics and other visual data displays
• Co-authoring sections of a conference proposal
• Preparing for a final conference
• Reflecting on the project: what went well, lessons learned

How do teachers feel about their ability to teach reading to all children—and what support do they need to make it happen? This project explores teachers’ confidence in using the Science of Reading, a body of research that guides effective reading instruction, with a special focus on students from underserved backgrounds and multilingual learners.

Across the country, schools are adopting Science of Reading practices to help every child become a strong reader. While much attention has been placed on teaching strategies and programs, less is known about how confident teachers feel in putting these methods into practice with diverse groups of students. For example, do teachers feel prepared to adapt phonics and vocabulary lessons for children who are learning English as an additional language? Do they have access to the right materials and coaching to make instruction equitable? Understanding teachers’ perspectives is a key step toward ensuring that all students, regardless of background, receive high-quality literacy instruction.

As a student researcher, you will work alongside faculty to develop and carry out a teacher survey that looks at teacher confidence, available resources, and barriers to implementation. You may be involved in survey design, reviewing existing research on the Science of Reading, organizing responses, and helping analyze results. You will also help translate findings into accessible materials that can inform teacher education programs and school supports.

This project is ideal for students who are curious about education, literacy, psychology, or equity in schools. No prior experience is needed—just an interest in learning about how teachers teach reading and how research can improve educational practice. You will gain hands-on experience with research methods, data analysis, and communicating findings to both professional and public audiences.

By participating, you will contribute to a timely and important effort: identifying how to better prepare and support teachers so that all children—including those from multilingual and underserved communities—can become confident, successful readers.

Each week, students will participate in activities that give them hands-on experience with the research process while working closely with faculty mentors. Early in the semester, students will spend time reading and discussing research articles to build their understanding of the Science of Reading and how it applies to diverse student populations. They will learn how to take notes, summarize findings, and identify gaps in the existing research.

As the project develops, students will help design and refine a teacher survey, paying attention to how questions are written and organized. Weekly duties may include brainstorming possible survey items, reviewing drafts with the team, and offering feedback on clarity and accessibility. Once the survey is distributed, students will assist in collecting and organizing teacher responses.

Later in the project, students will be involved in coding and analyzing the survey data. This may include entering data into spreadsheets, identifying patterns or themes in responses, and working with faculty to interpret what the results mean. Students will also help prepare materials to share findings, such as brief reports, summaries, or presentation slides.

Throughout the semester, students will meet weekly with the research team to review progress, set goals, and reflect on what they are learning. These meetings are designed to be collaborative and supportive, giving students the opportunity to ask questions, practice presenting their ideas, and contribute their perspectives. By engaging in these activities, students will gain a realistic sense of how educational research is conducted and have the opportunity to make meaningful contributions to the study.

The rapid development of artificial intelligence (AI) and its growing applications in education have sparked important conversations about how these technologies can be integrated into teaching and learning. With AI tools such as ChatGPT and Claude becoming increasingly popular, understanding how future educators perceive the role of AI in classrooms is essential. Pre-service teachers (PSTs), in particular, are at a pivotal stage of shaping their professional identities, making their perceptions of AI especially significant for the future of K–12 education. 

This project is guided by two central research questions: 

1. What are pre-service teachers’ perceptions of AI in education? 
2. How do these perceptions influence their attitudes toward AI in education? 

Research on teacher beliefs has shown that educators hold complex and deeply rooted ideas about pedagogy, student learning, and instructional practices. Teachers' beliefs play a direct role in shaping their instructional decisions and classroom practices. When teachers perceive a subject such as AI as valuable, they are more likely to create engaging and innovative learning opportunities that foster higher-order thinking and problem-solving skills. Conversely, limited or skeptical perceptions of AI may reduce its meaningful integration into classroom practice. 

PSTs perceptions are particularly important because they will directly shape how these future educators approach AI in their own classrooms. Their enthusiasm and interest can also influence whether they remain open to ongoing professional learning and how effectively they keep pace with the evolving role of AI in education. Understanding these perceptions will provide valuable insights into how teacher education programs can better prepare PSTs to engage critically and productively with AI technologies, both in integrated science courses and beyond. Through this project, students will contribute to a growing body of work examining the intersection of teacher beliefs, technology adoption, and STEM education. Findings will help inform future teacher preparation and professional development initiatives, ensuring that the next generation of teachers is equipped not only to use AI responsibly but also to help their students navigate an AI-driven world. 

• Articulate and use terminology, concepts, and theory in educational research 
• Identify appropriate research methodologies used in educational research 
• Use library and other tools to search for existing body of research relevant to the topic 
• Write a literature review for the study (entry level) 
• Familiarize with the IRB process  
• Collect and Organize data 
• Analyze, and interpret data from the research study 
• Identify and practice research ethics and responsible conduct in research  
• Develop and apply problem-solving skills  
• Work autonomously in an effective manner, setting and meeting deadlines 
• Write a conference proposal (entry level) 
• Communicate confidently and constructively with other undergraduate students and faculty as mentors 
• Explain the research to others in the field and to broader audiences through research presentations 
• Reflect on their research project, including strengths, weaknesses, and things they would do differently in another research context 
• Develop competencies that speak to career-readiness

Student will: 

• Familiarize using the library tools searching for existing body of research relevant to the topic 
• Read journal articles and collect literature sources that aligns with the project 
• Learn about compliance requirements required for research 
• Manage a calendar and schedule interviews  
• Help with interviewing undergraduate students 
• Participate in discussions/reflections on a regular basis 
• Participate in the data analysis 
• Participate in drafting conference proposals and article drafts (entry level)
• Prepare reports of the findings 
• Participate in presenting the findings of the study in conference(s)  

Students who apply to this project will have the opportunity to work with a group of international faculty from China, Iran, Russia, Spain, Taiwan, and the USA who have already been awarded a $200,000 Grand Challenge Interdisciplinary Seed Grant in 2024. This project is a collaboration between the Bagwell College of Education and the College of Computer and Software Engineering. 

 In 2023, the United Nations recognized the rapid evolution of AI technologies and their overwhelming multifaceted impact on the education system, teachers, students, and researchers (UNESCOb, 2023; Abulibdeh et al., 2024). Similarly, the Organization for Economic Co-operation and Development (OECD) stressed the importance of equipping students with skills for a technologically driven world regardless of their background (OECD, 2023). Given the accelerated adoption of AI throughout society, traditional teaching and learning methods may not prepare learners for a modern technologically driven world and as such, there is a need to embrace technologies in the educational sphere (OECD, 2023).

This project seeks to revolutionize high school Advanced Placement (AP) Research education and undergraduate research by developing a prototype of "Hopscotch 4-All" (H4-All), an open-access educational Artificial Intelligence (AI) recommender system that is equitable, accessible, and engaging. The system will support both high school and undergraduate students in learning research design, particularly benefiting students from underrepresented minority groups. By leveraging Large Language Models (LLM), H4-All will provide personalized, engaging, and adaptive learning experiences, empowering students to enhance their literacy research skills and facilitate their college, graduate school, and career readiness.

The overarching research question for this project is: To what extent does H4-All provide support for students in generating research design and conducting their AP research and undergraduate research projects? 

While this project is open to any major, it is particularly well-suited to students with a strong interest in education and/or software engineering. 

• Learn how large language models are created
• Understand the steps of the research process
• Apply knowledge of research process in mentoring of high school students
• Evaluate effectiveness of Hopscotch 4-All through beta testing
• Understand the underlying motivation for research and its impact on education
• Describe ethical research practices and apply those practices to the research project
• Organize, analyze, synthesize and interpret data from the research study
• Work effectively as part of a diverse team
• Benefit from interactions with an international postdoctoral Fulbright researcher
• Network with visiting international scholars
• Present research to an audience via conferences
• Contribute to research via publications
• Assist in the preparation of grant proposals
• Articulate how research helps prepare for college, graduate school, and/or career
• Develop self-confidence, problem-solving skills, and persistence 

• Participate in weekly meetings with the PIs, PhD graduate research assistant, and/or IRML Team 
• Assist with the creation of Large Language Models and Retrieval-Augmented Generation
• Understand tension between the two traditional ways of teaching research skills
• Understand and apply requirements of a rigorous research design, data gathering, data analysis, and reporting
• Participate in beta testing
• Complete required readings of scholarly articles
• Assist with the preparation of reports, publications, or presentations of research findings
• Gather data from research sites in the form of observations, interviews, and focus groups (transportation provided) 
• Analyze data gathered at research sites

Dr. Anete Vasquez, avasque8@kennesaw.edu 

Dr. Ivan Jorrin Abellan, ijorrina@kennesaw.edu