Current Research Projects with LBC Faculty
Here at Briggs we value undergraduate research experiences, as we know they set our students up for success as scientists. Each year, many of our faculty have projects for which they need student assistants. Below, find opportunities to work with LBC faculty members on research in Summer 2025.
Application Form:
To apply for these positions, please complete the Qualtrics application form by March 14, 2025, at 5:00 p.m., and refer to the Research Support webpage for further details.
Summer 2025 Projects
Project 1: Transfer Sense of Belonging - Connecting Sense of Belonging to Transfer Student Experiences
Faculty Mentor: Dr. Vashti Sawtelle (LBC and MSU Department of Physics and Astronomy), Frank Dachille (MSU Department of Physics; Physics Education Research Lab)
Terms: Summer 2025
Maximum number of research positions: 2
Expected hours/week: 10-20 hours per week for 10 weeks
Location: Either remote or in person is acceptable
Overview
Sense of Belonging is a common metric to analyze in research on student success. However, there has been little focus on sense of belonging research in connecting with the experiences of transfer students. This is important because 42% of two-year college (e.g. community college) attendees identify with a racially/ethnically marginalized group1 and that for underrepresented students of color, the opportunity and ability to transfer is a social justice tool in the pursuit of upward mobility2. A transfer student peer mentoring program at Michigan State University, TEMPO, is hypothesized to be one of the spaces where participants develop a transfer-specific sense of belonging. In this project, we explore the connections between sense of belonging and transfer student experiences as recorded in qualitative interviews. Responsibilities for this project includes analyzing qualitative data and aligning literature on sense of belonging with the experiences of transfer students themselves.
Project-specific qualifications or preferences:
Qualifications that would make a candidate a particularly good fit for this position:
- Interest in supporting Michigan State University in reflecting on ways that we can best support transfer students from various backgrounds.
- Experience in co-designing and/or co-leading educational programs
- Background in psychology or education (e.g. classes, past research experience, etc.)
- Interest or experience in qualitative research (e.g. examining interview or open-ended text responses for patterns)
[1] U.S. Department of Education, Enrollment and Employees in Postsecondary Institutions, Fall 2017; (US Department of Education, 2019).
[2] L. I. Rendon, Eyes on the Prize: Students of Color and the Bachelor’s Degree, Transfer: The National Center for Academic Achievement and Transfer Working Papers 3, (1992).
Project 2: Understanding the Quality of Chemistry Educational Videos on YouTube
Faculty Mentor: Dr. Ryan Sweeder
Maximum number of research positions: 2
Expected hours/week: 5-8 hours per week May 12–June 30
Location: Remote
Overview
The advent of websites like YouTube has provided a way for learners to get additional just-in-time instructional help outside of the classroom. This is good as it has the potential to help meet the unique and diverse needs of students. However, the instructional quality of chemistry videos available on sites like YouTube varies greatly. Thus, learners or instructors looking for quality videos frequently need to spend considerable time to find what they seek. This project will evaluate the instructional quality of frequently watched chemistry videos using a set of measures that have been shown to positively affect learning, and then use these data to create a curated database of videos for several core chemistry concepts. To support conceptual chemistry learning, instructional videos should include a focus on things such as connecting the various levels of chemistry instruction (macroscopic, particulate, and symbolic), three-dimensional learning, causal mechanistic reasoning, and active engagement of students in the learning process, all characteristics which research has shown to support deep conceptual learning of core chemistry concepts. The student selected for this project will gain familiarity with the expected criteria for quality chemistry educational videos and then work to catalog frequently viewed or the top results for relevant general chemistry topics. The result will be that the researcher helps identify appropriate videos for analysis and contribute to building the curated database of videos that will then be disseminated broadly to support both students and instructors of general chemistry.
Project-specific qualifications or preferences: Students must have completed general chemistry or an equivalent course. Students must be avail for a research meeting (time TBD) and a full day kick off research meeting (TBD).
Project 3: Strategies for maintaining student voice in AI-assisted writing
Faculty Mentor: Dr. Michele Jackson
Term: Summer 2025
Maximum number of research positions: 5+
Expected hours/week: 8 hrs/wk for 4 weeks: May 15–June 15. two
Location: Remote only
Overview
How could college students use generative AI to: (1) become better writers and (2) avoid unethical academic conduct? Students will join me as co-researchers on a study to identify potential strategies and test them on major chatbots. The research will take place 5/15-6/15 with approximately two weeks of manuscript preparation as needed throughout the rest of the summer.
Project-specific qualifications or preferences: Must have reliable access to internet during the period of the study.