麻豆传媒社区

For almost all babies, life's first 鈥渟teps鈥� are taken while crawling. It's a baby's first mobility, and it opens up their world to exploration and discovery. Pediatricians and physical therapists believe that crawling is an important part of infant development, and researchers are beginning to investigate the possibility that crawling represents an opportunity for early detection of conditions like cerebral palsy. 

Despite its importance, the CDC recently removed crawling from the list of infant developmental milestones, in part because of a lack of solid data on the biomechanics of infant crawling development. That's where we step in. With a grant from the Gerber Foundation, we're collecting the world's largest quantified data set on infant crawling. Using a pressure transducer array, we're capturing kinetic and spatiotemporal outcomes in three groups of infants: typically developing kids, infants with limb loss or limb difference, and crawlers with cerebral palsy. 

First-year scholars on this project will join a team of other undergraduate researchers, Master's students, and high school interns to collect, process, and analyzed these important data. 

Students will learn:

• Protocols for laboratory-based research involving human subjects
• Data processing using PKMAS4 software
• The basic patterns of typical infant crawling
• Video coding of crawling trials
• Development of conference abstracts
• Development and delivery of a scientific presentation

Duties vary from week to week but typically include data collection sessions in the Baby Lab, located in the Social Science Lab Complex on the 麻豆传媒社区 campus and data processing in the lab.

Later duties will focus on data analysis and preparation for conference presentations.

• Students will learn appropriate laboratory safety procedures including proper CITI human subjects and biosafety trainings relevant to the study.
• Students will become proficient in calibrating a metabolic cart.
• Students will become skilled in conducting VO2 max tests.
• Students will become skilled in assessing hydration status through multiple measures.
• Students will become skilled in assessing cardiovascular changes using a technique known as reactive hyperemia.
• Students will learn, with supervision, how to process serum blood samples via centrifugation and aliquoting.

• Assist with set-up/calibrate laboratory equipment.
• Conducting testing visits with supervision from PI or senior laboratory personnel.
• Assist with cleaning up after completion of daily testing.
• Entering and organizing data from laboratory visits.

Dr. Mitchell Zaplatosch, mzaplato@kennesaw.edu 

Dr. Daphney Carter, dcart165@kennesaw.edu 

Resistance training is widely recommended to promote health and improve athletic performance. This type of exercise typically involves movements that engage the major muscle groups in the body to improve muscle strength, size, power, and endurance. The American College of Sports Medicine recommends training with external loads that range from moderate to maximal for those seeking to improve these muscular components. Despite efforts to boost participation, a 2020 report noted only 24.2% of adults met the 2018 guidelines for muscle-strengthening activities. This low participation rate may partly be due to moderate to maximal exercises being unsuitable for certain populations, like the elderly or those with injuries, along with commonly reported barriers to exercise, such as time and access to facilities and equipment.

Thus, the purpose of this study is to compare the muscular and cardiovascular responses from three different exercises. We plan to compare the current recommendations for resistance exercise and two other exercises that do not include external loads. This information will help provide an alternative exercise method that may encourage individuals to engage in resistance exercise.

Initially, students will help with study design and literature review. This step will aid the understanding of the measurements collected and the background of flow-mediated dilation and cardiovascular research. For the project, students will help with on-campus participant recruitment, laboratory setup, and data collection.  Students will also become familiar with proper methods of data collection and storage. Following the conclusion of the project, students will be able to disseminate the major findings of the project through oral presentation.

The following are planned student outcomes that students will have following the completion of their first-year:

1. Be able to conduct a primary search of scholarly literature
2. Assist in the development of an institutional review board application
3. Understand major concepts of exercise physiology
4. Be able to analyze data with statistical software
5. Create and revise a scholarly abstract
6. Develop confidence in oral presentations

1. Weekly meetings reserved for research article discussion, overview of upcoming tasks/events, and progress on goals
2. Develop a plan of action to accomplish tasks in a timely and efficient manner
3. Every other week review a research article pertaining to the project and write a brief reflection on the article
4. Aid with participant recruitment during the research project
5. Assist with data collection and laboratory setup

Dr. Daphney Carter, dcart165@kennesaw.edu 

Carson Ryan, bryan13@students.kennesaw.edu 

Breast cancer is often thought of as a women鈥檚 disease, but men can also develop it. Although male breast cancer accounts for less than one percent of all breast cancer cases, the emotional and social experiences of men living with the disease are rarely discussed or researched. Because of its rarity, male breast cancer is frequently misunderstood, and men diagnosed with it often experience feelings of isolation, embarrassment, or stigma. Many face delays in diagnosis, limited access to gender-appropriate support, and a lack of public awareness. This study aims to understand the personal and emotional journey of men living with breast cancer, focusing on how they interpret and cope with their experience.

The goal of this research is to give voice to men affected by breast cancer and to explore how the illness impacts their identities, relationships, mental health, and daily lives. By listening to their stories, we hope to shed light on the silent struggles they face and identify ways the healthcare system and society can better support them.

This study will use a qualitative research approach called hermeneutic phenomenology, guided by the work of scholar Max van Manen. This method is particularly well suited for exploring deeply personal human experiences. We will conduct in-depth interviews with men diagnosed with breast cancer, inviting them to share their journey from diagnosis through treatment and beyond. These conversations will be recorded, transcribed, and analyzed to identify common themes and meaningful insights. Throughout the process, we will focus on understanding what it truly means to live with breast cancer as a man.

Students who participate in this project will gain hands-on experience in qualitative research, including ethical research practices, interviewing techniques, transcription, and data analysis. They will also contribute to important work that aims to improve awareness and support for an underserved group of cancer patients.

By the end of the project, we expect to develop a deeper understanding of how men experience breast cancer and to share our findings through presentations, publications, and educational materials. Ultimately, the study seeks to inform more inclusive healthcare practices and public health messages that recognize and respond to the needs of all people living with cancer.

Students involved in this project will develop a strong foundation in qualitative research, with specific emphasis on human-centered inquiry in health and illness. They will gain practical experience in research design, data collection, analysis, and academic communication, all within a mentored and collaborative environment.

One of the primary skills students will acquire is interviewing. They will learn how to conduct in-depth, semi-structured interviews with sensitivity and professionalism, particularly when working with individuals who may be discussing emotional or stigmatized health experiences. Students will also develop skills in active listening, empathetic communication, and maintaining ethical standards when handling personal health narratives.

Another critical skill students will gain is transcription and qualitative data management. They will be trained to transcribe interview recordings accurately and organize data in preparation for analysis. Using a hermeneutic phenomenological approach, students will learn how to identify themes, reflect deeply on meaning, and engage in interpretive analysis following the work of Max van Manen.

Throughout the project, students will also enhance their academic writing and critical thinking skills. They will contribute to developing abstracts, reports, and potentially co-author publications or presentations. They will learn how to communicate research findings to both academic and non-academic audiences in a clear and impactful manner.

Additionally, students will strengthen professional competencies such as teamwork, time management, attention to detail, and adherence to ethical research practices, including informed consent and data confidentiality.

By the end of the project, students will have a well-rounded understanding of the research process and its real-world application in healthcare and social science contexts. These skills will prepare them for graduate study, health professions, or future research opportunities, while deepening their awareness of patient-centered care and gender-inclusive health issues.

Students participating in this project will engage in a variety of structured activities each week that support the research process and contribute to their learning and skill development.

In the early weeks, students will attend orientation sessions and research training focused on qualitative methods, research ethics, and human subjects protection. They will review relevant literature, participate in guided discussions about male breast cancer, and learn about the principles of hermeneutic phenomenology.

As the study progresses, students will assist with the development and refinement of interview guides and consent forms. They will participate in mock interviews to practice effective communication, build interviewing confidence, and enhance listening skills. Once data collection begins, students may observe or help facilitate interviews with participants, under the close supervision of the faculty mentor.

Each week, students will also engage in transcription of interview audio recordings and initial coding of transcripts. They will take part in team-based discussions to identify emerging themes, compare interpretations, and reflect on the deeper meaning of participants鈥� experiences.

Students will be expected to maintain a research journal to document their observations, insights, and reflections throughout the project. This exercise supports critical thinking and helps develop interpretive skills aligned with the project鈥檚 phenomenological approach.

Weekly responsibilities may also include contributing to literature synthesis, drafting sections of reports or presentations, and preparing materials for conferences or publication. Students will attend regular team meetings to share progress, receive feedback, and plan next steps.

Throughout the project, students will be supported in balancing independent tasks with collaborative efforts, and they will have opportunities to engage with the ethical, emotional, and humanistic dimensions of qualitative health research. Weekly activities are designed to be meaningful, manageable, and directly connected to the project鈥檚 scholarly goals.

This qualitative research study seeks to identify and establish expert consensus on strategies to address the ongoing shortage of clinical preceptors for Nurse Practitioner (NP) students in the southeastern United States. The shortage of preceptors presents a significant barrier to the timely and effective clinical training of NP students, with consequences including delayed program completion, elevated student stress, and reduced clinical preparedness. These challenges are especially pronounced in rural and underserved areas, where geographic and institutional limitations further restrict access to clinical education.

The study utilizes the Delphi method to engage NP leaders in a structured, multi-round survey process. In Round 1, participants will respond to open-ended questions identifying perceived barriers to preceptorship and suggesting potential solutions. Thematic analysis of these responses will generate key statements to be evaluated in Round 2. Participants will then rate the level of agreement with each statement using a Likert scale. In Round 3, participants will review a summary of collective responses and re-evaluate their ratings to move toward consensus.

The project is grounded in Rogers鈥� Diffusion of Innovations theory, which offers a framework for understanding how proposed strategies鈥攕uch as financial incentives, academic recognition, or workload accommodations鈥攎ay be adopted based on their perceived advantages, compatibility with existing systems, and feasibility.

The research questions guiding this project are:

1. What do NP leaders identify as the primary barriers to securing clinical preceptors for NP students?
2. What strategies do NP leaders recommend to alleviate the preceptor shortage?
3. What forms of incentive or support are considered most effective in recruiting and retaining NP preceptors?

Data collection will be conducted electronically using a secure online platform. Eligible participants must hold a leadership role as a NP (in education or practice) and have at least five years of relevant experience. Efforts will be made to ensure a diverse panel across geographic locations and institutional types.

The anticipated outcomes include a ranked set of consensus-based recommendations to inform academic institutions, healthcare systems, and policymakers. Findings will contribute to a deeper understanding of preceptorship challenges and support the development of sustainable, evidence-informed interventions to strengthen clinical education for the NP workforce.

While working on this project, students will develop a range of valuable research, analytical, and professional skills applicable across disciplines.

Research Methodology:
Students will be introduced to the principles of qualitative research, with a focus on the Delphi method. They will learn how to assist in designing and administering online surveys, collecting data from expert participants, and understanding the iterative process used to build consensus in research.

Data Analysis:
Students will gain hands-on experience with thematic coding and content analysis of qualitative data, as well as basic statistical techniques used to assess consensus in later survey rounds. They will also learn to use digital tools such as Qualtrics and Microsoft Excel for organizing and interpreting data.

Literature Review and Scholarly Writing:
Students will develop skills in conducting literature searches, evaluating scholarly sources, and synthesizing findings to inform the study framework. They will contribute to drafting written materials, such as summaries of findings, research posters, and potentially peer-reviewed manuscripts.

Professional Communication and Ethics:
Students will practice writing professional correspondence, maintaining confidentiality, and following ethical research procedures, including data privacy and responsible conduct in human subjects research. If applicable, they may complete required research ethics training (e.g., CITI).

Critical Thinking and Problem Solving:
Throughout the project, students will be encouraged to engage critically with the research questions, interpret findings in context, and contribute to refining the study鈥檚 direction. This experience will enhance their ability to ask meaningful questions, evaluate evidence, and apply insights to real-world problems.

These outcomes will prepare students for future research opportunities, graduate studies, or careers in healthcare, education, or the social sciences by providing a foundation in evidence-based inquiry and collaborative scholarship.

Students participating in this FYS project will engage in consistent and varied activities designed to build their research competencies over time. Weekly duties will include a combination of individual work, collaborative tasks, and regular meetings with the faculty mentor.

Literature Review and Background Research:
Students will identify, read, and summarize peer-reviewed articles related to nurse practitioner education and the clinical preceptor shortage. They will create annotated bibliographies and contribute to literature synthesis used in survey design and dissemination.

Research Meetings and Mentorship:
Students will participate in regular meetings with the faculty mentor to receive guidance, discuss project milestones, develop research skills, and reflect on progress. These sessions will include instruction on research ethics, scholarly writing, and qualitative methods.

Survey Development and Instrumentation:
Students will assist in drafting and refining survey questions based on the literature and research objectives. They will help test and format surveys using an online platform (e.g., Qualtrics), ensuring usability and clarity.

Participant Communication and Data Management:
Students will support recruitment efforts by preparing outreach materials and monitoring survey responses. They will help maintain organized, secure records of participant data, while adhering to ethical guidelines for privacy and confidentiality.

Qualitative and Quantitative Data Analysis:
Students will assist in coding and thematically analyzing open-ended survey responses, as well as interpreting consensus data using basic descriptive statistics. Training and supervision will be provided throughout the analysis process.

Preparation for Dissemination:
Students may contribute to the development of research posters, presentations, or manuscripts. This includes creating visual data displays, drafting content, and preparing materials for submission to conferences or journals.

Additionally, students will maintain a research journal to document their experiences and reflect on skills acquired during the project. Responsibilities may evolve as the project progresses, allowing students to take on more advanced roles over time.

Adolescent mental health challenges, particularly depression, anxiety, and suicidal ideation, have risen significantly in the past decade, becoming a critical public health concern. The Centers for Disease Control and Prevention鈥檚 Youth Risk Behavior Surveillance System (YRBSS) provides national data on high school students鈥� health behaviors, including detailed measures of mental health and suicide-related outcomes. This project offers a first-year scholar the opportunity to engage in a mentored research experience analyzing YRBSS data to explore trends, disparities, and patterns in adolescent mental health and suicide risk.

The student will be mentored to identify and analyze key YRBSS mental health variables, such as mental health status, suicidal ideation, suicide planning, substance, suicide attempts, and/or substance use/misuse. The analysis will examine changes over time (e.g., 2011鈥�2023) and differences across demographic groups, including sex, grade level, race/ethnicity, and sexual identity. These findings will help illuminate population-level patterns and identify groups at greater risk, providing insights relevant to prevention and policy efforts.

This project will introduce the student to the entire research process, from developing research questions and identifying relevant variables, to conducting statistical analyses, interpreting results, and situating findings within the current literature. The student will receive training in accessing and analyzing a large national dataset, applying descriptive statistical techniques, and using data visualization tools to clearly communicate findings. In addition to building technical skills, the student will have the opportunity to strengthen critical thinking abilities by evaluating data in the context of adolescent development, social determinants of health, and evidence-based suicide prevention strategies. The project will culminate in the creation of a scholarly product, that will be suitable for a poster presentation and potentially future research endeavors (i.e., publishing opportunities).

Data Navigation & Management

Learn how to access, download, and organize large-scale public health datasets (CDC, YRBSS).

Statistical Analysis Skills

Gain experience in performing descriptive and comparative statistical analyses using software (SPSS).

Research Question Development

Develop the ability to formulate clear, data-driven research questions focused on adolescent mental health and suicide trends.

Variable Selection & Coding

Learn to identify relevant variables from a large dataset and prepare them for analysis (recoding, labeling, cleaning).

Data Interpretation

Interpret statistical results in a mental health context, including identifying patterns, disparities, and trends over time.

Literature Review Skills

Gain experience searching for, evaluating, and summarizing peer-reviewed literature to contextualize findings.

Data Visualization

Develop skills in creating graphs, charts, and infographics to effectively communicate results.

Scholarly Communication

Practice writing and presenting research findings to academic and/or public audiences through a poster, infographic, or policy brief.

Critical Thinking

Strengthen the ability to draw evidence-based conclusions and consider implications for policy, practice, and future research.

Professional Research Skills

Gain experience in collaborative work, receiving and integrating faculty feedback, and meeting project deadlines.

Each week, the student will engage in a combination of the following activities, with specific tasks depending on the current stage of the project:

Attend Weekly Mentor Meetings 

Participate in check-ins to review progress, receive guidance, and plan upcoming work.

Maintain a Research Log 

Record completed tasks, observations, and questions.

Literature Review & Notetaking 

Search for and summarize relevant research articles to contextualize findings.

Data Work 

Depending on the week, this may include accessing datasets, identifying variables, cleaning and coding data, or running analyses.

Data Visualization 

Create or refine graphs, tables, or figures to present results.

Drafting Project Components 

Work on sections of the final deliverable (poster) and incorporate mentor feedback.

Participating students will build a wide range of valuable skills, including:

• Learn how to effectively communicate complex health information in a clear, culturally sensitive way to diverse audiences.
• Gain experience working directly with underserved populations, building trust, and promoting health equity in a real-world setting.
• Develop confidence in leading group discussions and presenting health topics in an interactive, supportive environment.
• Understand the importance of tailoring health education to meet the cultural and religious needs of specific communities, such as Muslim women.
• Work alongside faculty mentors and peers to plan, organize, and deliver a meaningful community health initiative.
• Participated in the design and execution of a public health outreach event, including logistics, material preparation, and evaluation.
• Learn and teach proper techniques for self-breast examination, reinforcing your understanding of preventive health practices.

Research & Analytical Skills

• Data Collection: Assist in gathering feedback and observational data from participants to assess the impact of the program.
• Data Analysis: Learn how to organize and interpret data to identify trends, outcomes, and areas for improvement.
• Program Evaluation: Participate in evaluating the effectiveness of educational materials and session delivery.
• Presentation of Findings: Gain experience in summarizing and presenting research outcomes through reports, posters, or presentations鈥攕kills useful for academic and professional settings.

As part of this project, students will engage in a variety of meaningful tasks that build both research and community health skills:

• Complete CITI Training: Develop ethical research skills by completing the Collaborative Institutional Training Initiative (CITI) program, which covers responsible conduct in human subjects research.
• Conduct Literature Review: Explore existing research to build a strong background on breast cancer awareness, health disparities, and culturally sensitive education strategies.
• Search and Evaluate Resources: Identify and assess credible sources to support the development of educational materials and program content.
• Create Educational Materials: Design accessible, easy-to-understand health education tools tailored for women with low literacy levels in the target community.
• Data Entry & Management: Assist in organizing and inputting collected data for analysis and evaluation.
• Data Analysis & Visualization: Analyze program data and present findings using graphs, tables, and other visual formats to communicate results effectively.
• Develop Poster Presentations: Create professional posters to showcase the project鈥檚 goals, methods, and outcomes at academic or community events.