Student Research Academy
About the Student Research Academy
If you’re a BYU junior or senior in the College of Family, Home, and Social Sciences and are a member of a group that is typically under-represented in graduate school (e.g., low income, first generation), we want you to apply to the FHSS Student Research Academy!
As an Academy student, you’ll work with a faculty member who is interested in building a mentoring relationship with you as you participate in their research project. You’ll also benefit from a structured Academy experience where you meet regularly with other Academy students and faculty for additional support as you prepare for graduate school and a career in academia or research. We believe participating in the FHSS Student Research Academy will provide experiences to help you make educated decisions about your future and put your best foot forward when applying for graduate school.
Benefits of the Student Research Academy:
- Receive a total of $1,000 scholarship ($500 in Fall semester and $500 in Winter semester)
- Be hired as a paid research assistant to work with a faculty member (on average 5–10 hours per week at $14.25 per hour in the Fall and $14.50 in the Winter semester)
- As part of this paid position, participate in the research process and gain valuable experience in data collection, analysis, and visualization as you work with a faculty mentor
- Prepare for graduate school as you attend a 1-credit Academy class in Fall and a poster presentation at the Mary Lou Fulton Mentored Student Research Conference in Winter semester
— you’ll connect with resources for GRE prep, for resume or CV creation, and for applying to and preparing for graduate programs
— you will learn how to prepare presenting a research project at the Mary Lou Fulton Mentored Student Research Conference - Add to your resume or CV as you present your research in a poster at the Mary Lou Fulton Mentored Student Research Conference in April
- Enjoy an annual banquet to celebrate Academy students and highlight their research presentations
- Meet the Graduate program selection committee members from various departments at BYU
It’s easy to apply — here’s how:
- Identify research you want to be involved in or a professor you would like to work with. Carefully consider which projects listed below might best fit your interests. If you are already working with a faculty member on research, that’s great — you may still apply, just specify that you’d like to continue to work with that faculty member while in the program. If you need help connecting to a faculty member or research project, see below for a list of available faculty and research by department.
- Fill out and submit the application by May 31, noting at least two faculty members with whom you would be interested in working.
- Once accepted, enroll in the 1-credit FHSS Student Research Academy course (FHSS 251R in Fall and Winter semesters). Times of available Academy classes are found in the application.
Application Deadline: June 1
Professors who have partnered with the Student Research Academy
Anthropology
Economics
Family Life
Geography
History
Political Science
Psychology
Social Work
Sociology
James Allison
| Research Interests: | Requirements: |
| Archaeology in the western U.S.; Computer modeling in archaeology | None |
Greg Thompson
| Research Interests: | Requirements: |
| Language and education, esp. with underserved/disadvantaged populations in the U.S.; Korean culture; Political polarization in the U.S.; Latinx language practices vis a vis schooling | None |
Elizabeth Bingham Thomas
| Research Interests: | Requirements: |
| My lab studies the intersections of health, gender, migration, and religion. Currently we have projects (looking for student researchers!) examining religious gender roles and mental health, how cancer patients experience God in their lives, the experience of Hispanic Latter-day Saints in the new Spanish-speaking stakes here in Utah, online religious social support during the COVID-19 pandemic, and how families navigate celiac disease. The methods we are using for these projects range from qualitative interview and ethnography to biomarkers, such as taking hair samples and extracting hormones like cortisol in a wet lab. New and experienced researchers alike are welcome! | None |
Paul Stavast
| Research Interests: | Requirements: |
| Museum collections (archaeological and cultural); representation in museums; the history of museums (LDS, Utah, and BYU); museum policy and legal issues; museum exhibition techniques | None |
Lars Lefgren
| Research Interests: | Requirements: |
| Education, crime, and statistical methods | B average in econ classes and concurrent enrollment in (or completed) Econ 388 |
Christian vom Lehn
| Research Interests: | Requirements: |
| Macroeconomics and Labor Economics | Mentees must have completed Econ 378, Econ 380, Econ 381, and Econ 388 with a B- or better. I have a strong preference for completing Econ 398 as well (most of my current/past RAs have completed this course as well). |
Emily Leslie
| Research Interests: | Requirements: |
| Criminal justice | Econ 388 (or Python experience) preferred |
C. Arden Pope, III
| Research Interests: | Requirements: |
| Air pollution and health | None |
Jaren Pope
| Research Interests: | Requirements: |
| Environmental Economics, Urban Economics, Behavioral Economics | No prerequisits, but bi-weekly meetings and written report of work done in advance |
Joe Price
| Research Interests: | Requirements: |
| Economic History + Machine Learning | Econ 388 (or Python experience) preferred |
Olga Stoddard
| Research Interests: | Requirements: |
| Gender and racial discrimination, labor economics | Prefer if they have had Econ 388 |
Riley Wilson
| Research Interests: | Requirements: |
| Economics of the family, safety net programs, migration, labor markets. | Prefer if have Econ 388 or currently enrolled in Econ 388 |
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Brennan Platt
| Research Interests | Requirements |
| Foster Care, Markets with Imperfect information | None |
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Eric Lewis
| Research Interests: | Requirements: |
| Environmental and Energy Policy | An interest in learning to code in R and/or Python with a focus on data analysis. Prior experience in computer science, statistics, economics, and/or math classes is a plus. |
Tanner Eastmond
| Research Interests: | Requirements: |
| Economics of Labor, Job Search, AI's impact on jobs | Prefer that they have completed ECON 388 and have some experience in programming in Python and Stata. |
Scott Condie
| Research Interests: | Requirements: |
| Finance, development, asset pricing, social dynamics and finance, liquidity, mathematical modeling |
Roy Bean
| Research Interests: | Requirements: |
| Evaluation of research quality/quantity focusing on ethnic/racial minorities | They should be grad school bound or at least open to the idea |
Andrea Kinghorn Busby
| Research Interests: | Requirements: |
| Research interests: parenting, multiracial children and young adults, economic inequality, racial inequality, neighborhoods/geographic data | None, but recommended to take a statistics and research methods class before or during your FHSS academy experience (e.g., SFL 290, SFL 305 or equivalent classes in your major) |
Dean Busby
| Research Interests: | Requirements: |
| Sexuality, Couple Relationships | None |
Sarah Coyne
| Research Interests: | Requirements: |
| Media; Child Development; Gender; Body image; Mental health; public policy | No prerequisites, but expected to attend a weekly meeting, usually Mondays at 4pm. |
Jeff Dew
| Research Interests: | Requirements: |
| Money and family life. Marital deception. Any interesting marriage-related question really. | None |
Ashley Fraser
| Research Interests: | Requirements: |
| Hope, empathy, prosocial behavior, race and racism, economic inequality | None |
Ashley Larsen Gibby
| Research Interests: | Requirements: |
| Adoption; gender attitudes | None |
Alex Jensen
| Research Interests: | Requirements: |
| Sibling relationships; autism | None |
Chelom Leavitt
| Research Interests: | Requirements: |
| Sexuality, mindfulness | Some stats knowledge would be helpful |
Ashley LeBaron-Black
| Research Interests: | Requirements: |
| Money management in couple relationships; teaching kids about money | It would be helpful but is not required to have taken a research methods class, an upper-level writing class, and a statistics class |
Nathan Leonhardt
| Research Interests: | Requirements: |
| Marriage; Sexuality; Religion; Virtues | Preferably have taken a basic statistics and research methods course, but not required |
Larry Nelson
| Research Interests: | Requirements: |
| Parenting, shyness, and social withdrawal in childhood, adolescence, and emerging adulthood, and flourishing and floundering in the transition to adulthood. | None |
Peter Reschke
| Research Interests: | Requirements: |
| My research focuses on how young children learn about emotions and how to respond to them. Such emotion competence is vital for healthy social adjustment and functioning. | None |
Daye Son
| Research Interests: | Requirements: |
| Parent-Child Relationships; | No requirements |
Jocelyn Wikle
| Research Interests: | Requirements: |
| Family policy | Successfully completed a college-level writing course. Would need to commit to at least 5 hours each week. |
Jeremy Yorgason
| Research Interests: | Requirements: |
| I'm currently conducting a study examining couple marriage processes when one spouse has type one diabetes. | Students interested in health technology, and bio behavioral health connections. |
Mallory Millet
| Research Interests: | Requirements: |
| Shyness, social withdrawal, peer relations (friendship, popularity, bullying, etc.), social relationships in emerging adulthood (shyness, loneliness, dating, social goals, solitude, popularity/social influence) | None, though some stats knowledge is helpful |
Bonnie Young
| Research Interests: | Requirements: |
| Gender, Power, Relational Dynamics, OCD, and Religion | None, though some stats knowledge is helpful |
Chelom Leavitt
| Research Interests: | Requirements: |
| Sex within committed relationship. Specifically, all the positives that sex brings to a relationship and what contributes to meaningful sex such as sexual mindfulness. Sexual response patterns of woman and men and orgasm | None, I will teach them. |
Mat Bekker
| Research Interests: | Requirements: |
| My research focuses on growth rings and wood anatomy in relation to environmental variables in Sub-Saharan Africa (Zambia, Botswana, Zimbabwe, Mozambique), and in the western U.S. | No previous research experience necessary |
Dave Simpson
| Research Interests: | Requirements: |
| Current funded research includes an examination of the role dogs play in college student anxiety, stress, and depression. Other topics: Animal Assisted Interventions (AAI) including canine and equine therapy; hazards and disasters in Utah; and Planning approaches to regional issues | Willingness to complete HIPPA and IRB training modules |
Grayson Morgan
| Research Interests: | Requirements: |
Ruth Kerry
| Research Interests: | Requirements: |
| GEO 222 and 212 are preferable |
Sam Otterstrom
| Research Interests: | Requirements: |
|
Jay Buckley
| Research Interests: | Requirements: |
| I am researching topics related to the American West: Mexican and Latino sheepherders in Utah; Africans and Indigenous fur trappers and traders; etc. | Seeking motivated students willing to work. |
David-James Gonzales
| Research Interests: | Requirements: |
| Latino (a/x/e) history, politics, and social movements; US immigration history, policy, and race | None |
Leslie Hadfield
| Research Interests: | Requirements: |
| African history, oral history, family history, creating educational materials for teaching about pioneers in the Church of Jesus Christ of Latter-day Saints in different countries | None |
Jeff Hardy
| Research Interests: | Requirements: |
| Prisons globally from 1919 to 1939 | Strong preference for history or sociology majors |
Amy Harris
| Research Interests: | Requirements: |
| Early 19th century British labor and household structures. History of genealogical practices in 18th century England. Specifically looking at how the poor and the wealthy often had different reasons for remembering/recording their family history, but there are places where they used them in similar ways. | Ability to read 19th and late 18th century handwriting. Or at least the willingness to learn |
Christopher Jones
| Research Interests: | Requirements: |
| Early American History, Family History and Genealogy, History of Religion in America, History of Slavery and the Slave Trade, Latter-day Saint History | None |
Kirk Larsen
| Research Interests: | Requirements: |
| East Asian foreign relations; history; imperialism | None |
Matthew Mason
| Research Interests: | Requirements: |
| The politics of slavery in 18th- and 19th-century Britain and the United States | I would be more interested in mentoring them in their own research, as is the norm in History, than having them help with mine |
Aaron Skabelund
| Research Interests: | Requirements: |
| Modern Japanese history generally, hunting in the Japanese empire specifically, and memory of the colonization of Hokkaido and of the WWII Japanese American Topaz incarceration camp | None |
Joseph Stuart
| Research Interests: | Requirements: |
| African American Studies; Religion; DNA; Family History; Civil Rights; Teaching Religion | None |
Diana Duan
| Research Interests: | Requirements: |
| China, Southeast Asia, borderlands, migration, colonialism, and social, economic, and cultural history; Taiwanese LDS women oral history. | None |
Sarah Guerrero
| Research Interests: | Requirements: |
| Late medieval Europe, especially Italy; poverty and charity in the past; rural, women's, and religious history | No requirements, just a love of history! |
Sarah Reed
| Research Interests: | Requirements: |
| Immigration history, European history (German and Scandinavian), family history, women’s history | None |
Casey Farnsworth
| Research Interests: | Requirements: |
| Spanish and Portuguese conquistadors. | Proficiency in speaking/reading Spanish and/or Portuguese. |
Jeff Nokes
| Research Interests: | Requirements: |
| Classroom research related to the best methods of teaching history. Currently working on a public history project, developing online, inquiry-based teaching resources for Utah History teachers. | None |
Lisa Argyle
| Research Interests: | Requirements: |
| Political Discussion, Political Psychology, Public Opinion | Some background in quantitative data, surveys, or experiments would be useful, but is not required |
Celeste Beesley
| Research Interests: | Requirements: |
| Political effects of insecurity (economic, cultural, and national security) and particularly their effects on families/parents; Ukraine; | Must have taken POLI 200 and POLI 150 or 170 |
Ethan Busby
| Research Interests: | Requirements: |
| Extremism, political psychology, AI as a tool to improve democracy | Research writing course (like POLI 200) and statistical experience is helpful |
Adam Dynes
| Research Interests: | Requirements: |
| I like to study how elected officials in the US represent their constituents and what factors influence how they do this. A lot of my work (including most of the projects I have right now) on these topics focus on politicians in cities and towns, but I've done research on this topic on Congress, state legislatures, and (with a project in process) K-12 school boards. Several of my recent and ongoing projects examine how electoral institutions (like whether a city has nonpartisan elections or holds them at weird times of the year) impact how well elected officials line up with their constituents in terms of their partisanship, policy views, gender, and/or race/ethnicity. | For political science majors, I need them to have at least taken POLI 200. I would prefer if they have also taken POLI 328, but it's okay if they haven't but will be taking it in the fall. For non political science majors, they need to have taken a course on research design and one on statistical analyses. |
Darren Hawkins
| Research Interests: | Requirements: |
| Public support for democracy and improving government decision-making in development, especially in Latin America | Poli 200 and an interest in statistics and my topics |
Kirk Hawkins
| Research Interests: | Requirements: |
| Polarization, Populism | They should have taken POLI 150 or POLI 110 |
Chris Krewson
| Research Interests: | Requirements: |
| I am interested in how people think about judges and judging, including how political events shape people's views of the judiciary. I am working on a project that analyzes the extent to which the public has been socialized into accepting judicial norms that may conflict with other political values, including support for judicial independence, respect for past decisions, and the like. | Skilled in R and text analysis |
David Romney
| Research Interests: | Requirements: |
| Conspiracy theories and state media in the Arab Middle East |
|
Darin Self
| Research Interests: | Requirements: |
| Democracy and Authoritarianism | None |
Quin Monson
| Research Interests: | Requirements: |
| Public opinion; campaigns and elections; survey research methods; and religion and politics | Student RAs should have completed Poli 200. Ideally, they have also completed Poli 300, but a commitment to enroll in the next semester is sufficient. Most of my projects need some quantitative interest and skill. Expertise with using R is not required, but a strong desire to obtain this expertise is very helpful. |
Wendy Birmingham
| Research Interests: | Requirements: |
| Health Psychology | None |
Kara Duraccio
| Research Interests: | Requirements: |
| I have focused my research efforts on (a) uncovering risk factors for insufficient sleep in youth, (b) understanding the mental, behavioral, and physical health consequences of obtaining insufficient sleep, (c) developing innovative methods for measuring and manipulating diet, physical activity, and sleep outcomes, and (d) creating effective pediatric obesity interventions. | I prefer they have taken a research-design class |
Chad Jensen
| Research Interests: | Requirements: |
| Pediatric psychology including obesity, diabetes, and sleep health promotion | None |
Michael Larson
| Research Interests: | Requirements: |
| EEG and cognitive control functions | Student needs to be reliable and willing to go to the University Parkway Center (UPC) building for data collection |
Tricia Merkley
| Research Interests: | Requirements: |
| Brain injury and neuropsychology | They should be able to commit weekly to at least 10 hours/week of work for at least 1 year |
Jared Nielsen
| Research Interests: | Requirements: |
| In my lab, we are interested in answering questions about the organization of the brain and how neurological and psychiatric illnesses disrupt its organization. To answer these questions, we use a variety of analytical techniques to extract quantitative information from MRI scans. We currently have projects that investigate how the brain is affected in patients with autism, OCD, and mood and anxiety disorders. Our hope is that the information we learn as scientists will inform and improve the way clinicians diagnose and treat their patients. | Just an excitement to do research! |
Ben Ogles
| Research Interests: | Requirements: |
| Psychotherapy Research and Psychotherapy Training | Must be Psychology Major and completed 307, 308, and 310. |
Bob Ridge
| Research Interests: | Requirements: |
| Media effects on affect, behavior, and cognition | They should have taken the Psychology department methods core and Psych 350 |
Sandie Sephton
| Research Interests: | Requirements: |
| Mechanisms of the effects of mindfulness and meditation on clinical health outcomes; Human-animal interaction as an ameliorative factor for stress; Circadian disruption as a tumor promoter. | Dr. Sephton's lab welcomes self-identified minority students of diverse cultural and experiential backgrounds. This may include (but is not limited to) racial and ethnic minority students, international students, neurodiverse students, those who have experienced traumatic circumstances; sexual and gender minorities, and/or those who are not members of the Church of Jesus Christ of Latter-Day Saints. |
Patrick Steffen
| Research Interests: | Requirements: |
| Biofeedback, stress and resilience | Psych 307 and 308 |
Jared Warren
| Research Interests: | Requirements: |
| Applied Positive Psychology; current/recent projects on mindfulness, self-compassion, gratitude, purpose, awe | 1) They need to have taken or be concurrently enrolled in Psych 349: Intro to Positive Psychology, and 2) They need to be available to attend our lab meetings on Fridays at 10:00am. |
Juan Valladares
| Research Interests: | Requirements: |
| Interracial interactions, intergroup contact, prejudice, and cultural psychology. | Students must be planning to pursue a graduate program in social psychology. |
Kaylie Carbine
| Research Interests: | Requirements: |
| My research examines how neural responses to food, such as reward sensitivity and attentional biases, relate to health behaviors like diet, sleep, and physical activity. I use cognitive neuroscience methods, including electroencephalography (EEG) and event-related potentials (ERPs), to study these connections. My work bridges fundamental neural processes with practical interventions addressing real-world health challenges. | Must commit to at least six hours a week for at least two semesters and attend weekly lab meeting (determined by students schedules). Taking a previous research design or statistics course is also helpful, but not required. |
Adriane Cavallini
| Research Interests: | Requirements: |
| My research lab focuses on eating disorder and body image research. There are several projects currently going on, including evaluating symptom distress at BYU CAPS using an archival dataset, examining the impact of college intuitive eating and body acceptance interventions as a class or as a group, and completing eating disorder assessments at the Utah State Hospital. Research assistants have the opportunity to engage in self-directed learning and learn each step of the research process. Tasks are assigned based on individual interests with the aim of providing students with a solid experiential learning opportunity where they make significant gains. | None |
Elizabeth Wood
| Research Interests: | Requirements: |
| The Gestational Research on Offspring Well-being, Temperament, and Health investigates pregnancy and perinatal health as it relates to infant development. Our research spans psychology, biology, nutrition, and immunology. Research Assistants will assist with video coding, data analysis, and paper write up, as well as prep for an upcoming study. | Be reliable and have good time-management skills. |
Blake Jones
| Research Interests: | Requirements: |
| I study daily routines that are associated with health and well-being. For example, I look at things like sleep routines, family mealtimes, physical activity, media use, parent work schedules and more to see how they impact child and adult obesity, hypertension, mental health, stress, and sleep problems. I'm also doing work to look at self-esteem and body image, as well as different types of weight loss (such as keto and carnivore diets, GLP-1 medication use, etc.). | None |
Cole Hooley
| Research Interests: | Requirements: |
| I am a mental health services researcher. Specifically, I study how we get what works to everyone who needs it rapidly, lastingly, and equitably. My current projects include: (1) evaluating the impacts of policy decisions in Utah on the behavioral health workforce, (2) determining the availability of mental health services in Utah, (3) assessing the accessibility of mental health services in Utah, (4) creating a unifying framework for scale-up. | None |
Gordon Limb
| Research Interests: | Requirements: |
| Native American children and families | Have at least basic stats and research skills |
Sherinah Saasa
| Research Interests: | Requirements: |
| Broadly focuses on exclusionary mechanisms and factors that facilitate negative socio-economic and health outcomes for African immigrants in the United States and low- income children in sub-Saharan Africa. My current projects include examining (1) COVID-19 impacts on economic, social and psychological well-being of immigrant populations in the United States and, (2) educational disparities and mental health needs of disadvantaged children in Sub-Saharan Africa. |
|
Cory Dennis
| Research Interests: | Requirements: |
Michael Cope
| Research Interests: | Requirements: |
| Community sociology, with an emphasis on understanding the unique challenges faced by rural populations. | I desire to be actively engaged in the research process. |
Eric Dahlin
| Research Interests: | Requirements: |
| Innovation, organizations, development | None |
Mikaela Dufur
| Research Interests: | Requirements: |
| Child social capital; family structure; sport | None |
Melissa S. Jones
| Research Interests: | Requirements: |
| Adverse childhood experiences, crime, health | Work on analyzing data and collecting articles for literature review |
Jane Lilly Lopez
| Research Interests: | Requirements: |
| Citizenship, migration, and belonging | None |
Hayley Pierce
| Research Interests: | Requirements: |
| Well-being of women and children | None |
Scott Sanders
| Research Interests: | Requirements: |
| International development, labor and production networks, monitoring and evaluations | None |
Melissa Alcaraz
| Research Interests: | Requirements: |
| Family, migration, and the transition to adulthood. Domestic and international research. | None |
Research Academy Frequently Asked Questions
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Toggle ItemWhat is the Student Research Academy?
The FHSS Student Research Academy is a program that combines research experience opportunities with professionalization and preparation to apply for and succeed in graduate school. The program is designed to support students from groups that are typically under-represented in graduate school and will provide you with experiences to help you make educated decisions about your future and put your best foot forward when applying for graduate school.
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Toggle ItemWho is eligible for the Student Research Academy
Students who are junior or senior and members of one or more groups that are typically under-represented in graduate school (e.g., low income, first generation) are encouraged to apply to the program. If you are not sure if you belong to such a group, please apply and share with us why you believe your background and experience qualify. In addition, only students who are majoring or minoring in a program hosted in the College of Family, Home, and Social Sciences are eligible to apply.
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Toggle ItemWhen is the application due?
Applications are due on June 4th in any given year.
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Toggle ItemCan I apply again if I was not accepted the first time I applied?
Yes, as long as you are able to enroll in a total of 1-credit Academy class (FHSS 251R) in both Fall (0.5 credit) and Winter (0.5 credit) semesters. However, preference will be given to new applicants.
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Toggle ItemDo I have to be planning to go to graduate school to qualify for the Research Academy?
No. The Research Academy will provide you with opportunities and experiences that will be applicable in work and academic settings. However, preference will be given to those who plan to pursue post-graduate careers.
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Toggle ItemHow long does the Research Academy last?
The Research Academy lasts for fall and winter semesters of an academic year (e.g. Fall 2023 and Winter 2024). Students in the Research Academy should be enrolled in a total of 1-credit Academy class (FHSS 251R) in both Fall (0.5 credit) and Winter (0.5 credit) semesters during the year they participate in the program.
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Toggle ItemI can only participate for one semester because I am graduating. Can I apply?
No, only students who can participate for both Fall and Winter semesters are eligible to apply.
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Toggle ItemWhat if I’m studying abroad or otherwise away during Fall or Winter semester?
The Research Academy is a two-semester commitment and participants need to be on campus for both Fall and Winter semesters.
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Toggle ItemIs it better to apply to participate in the Research Academy during my junior year or my senior year?
If you are planning to apply for graduate school during your senior year, it could be beneficial to participate in the Research Academy as a junior. But all advanced undergraduates can benefit from the program, regardless of their projected graduation date.
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Toggle ItemI am a sophomore. Can I apply?
Yes, you can apply if you are getting close to your junior year.
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Toggle ItemDo I need to have research experience to qualify?
No. However, some professors may require you to complete certain classes. See the list of professors and their requirements in the section above.
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Toggle ItemDo I have to know which professor I want to work with before I apply?
No. In your application, you will indicate up to three professors listed in the section above with whom you would like to work.* You will be matched with a professor after you are accepted into the program.
*Carefully consider the projects/topics each faculty member has listed to decide which professors are the best fit for your interests. If you are already working with a faculty member on research, that’s great! You may still apply for the Research Academy, just specify in your application that you would like to continue to work with that faculty member while in the program. If you are not yet working with a faculty member, that’s great, too! All of the faculty members listed below have expressed an interest in working with Research Academy students.
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Toggle ItemDo I make arrangements with the professor I want to work with before I apply?
See previous question.
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Toggle ItemDoes the Research Academy cost money?
No.
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Toggle ItemIs the Research Academy a scholarship?
Research Academy participants receive a total of $1000 scholarship ($500 for each fall and winter semester) and are also hired as a paid research assistant to work with a faculty member (work between 5 ~10 hours per week at $13 per hour).
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Toggle ItemDo I have to be majoring in the college to qualify?
Students who are majoring or minoring in a program hosted in the College of Family, Home, and Social Sciences (FHSS) qualify for the program, though preference is given to students with declared FHSS majors.
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Toggle ItemWhat do we learn in the Research Academy 1-credit course?
In the 1-credit course, you will receive professionalization guidance (e.g. designing your resume/CV; tips on making the most of your experiences as a mentee) and tools to prepare for graduate school (e.g. resources for GRE prep and tips on applying to and preparing for graduate school) during Fall semester. During Winter semester, you will prepare to present a research project you work with your mentor at Fulton Mentored Student Research Conference.
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Toggle ItemWhat will I do as a research assistant?
Every research assistant position will differ, but you should gain hands-on experience collecting and/or analyzing original data and receive regular mentorship from your faculty advisor.
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Toggle ItemWhat questions will I be asked on the application?
Click the button below to find out.
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Toggle ItemHow many students are selected for the Research Academy?
There are openings for about 40 students to participate in the Research Academy every year.
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Toggle ItemCan the hours be worked remotely?
That depends on your mentor.
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Toggle ItemDo you have to be a full-time student to take the class?
We prefer you to be a full-time student, but part-time students can apply.