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Wellstar College of Health and Human Services 2022-2023 Projects

Click here to return to the main project listings page.  Questions: Email our@kennesaw.edu.

    • Soccer in the Streets is a non-profit organization for the metro Atlanta area’s recreational and community soccer programs. The Soccer in the Streets’ one notable program is StationSoccer. In this program, participants play soccer on the mini-fields built inside or near MARTA stations. The “world’s first transit soccer league” enables metro Atlanta kids and adults to participate in sport activities and adopt healthy lifestyles. In 2020, approximately 1,700 youths and 200 adults participated in this program.

      They are currently running four soccer villages—East Point, Five Points, Lindbergh, and West End—and have plans to build more. Doing so promotes using MARTA rides which supports reducing vehicle emissions and gasoline consumption. Given Soccer in the Streets’ unique and innovative campaigns, especially their installing of soccer fields on and around MARTA stations, it seems worth wondering how the venue’s proximity to trains and Atlanta’s urban setting affect the participants’ perceived benefits and positive experiences of sport participation.   

      Atlanta’s air pollution level is, by and large, more than acceptable. In early 2019, for example, prior to COVID-19 lessening vehicle traffic and industry operation, Atlanta’s annual air quality index was a “good” level. Nonetheless, an emerging challenge for Soccer in the Streets—and urban populations more generally—is air pollution, especially particulate matter. Soccer players might be exposed to local air pollutants produced by passing trains and heavy traffic in the metro Atlanta area. We believe that this environmental factor could affect Soccer in the Streets in terms of its capacity to provide their programs to community stakeholders not to mention the participants’ health, especially their well-being.

      The project assesses air quality and understands its impact on participants. The project’s expected impact is assessible in two aspects. First, the proposed research will reveal the dynamics of how sport participants’ well-being is affected by ambient air quality. The results should facilitate urban policymakers, developers, and public health practitioners to consider sport facilities and programs in their policy implementations. Second, the project will educate program participants to assess the value of a suitable environment for their community and the importance of community programs that help improve the quality of an environment. This assessment would lead them to realize and advocate for environmental justice and community health.

    • Students will be directly participating in the entire research process. On-site data collection using an air quality measure and survey will be essential for students' research experience. Participating students expect the following outcomes.

      Content-based outcomes:

      • Define the terminology associated with physical activity, subjective well-being, mental health, community health, environmental health and justice, air quality, and urban policy.
      • Explain survey research and data analytic techniques

      Skill-based outcomes:

      • Locate relevant literature and data
      • Write an IRB and become IRB certificated
      • Collect data for a research study
      • Analyze, synthesize, organize, and interpret data from their research study
      • Work effectively as part of a team
      • Present research to an audience

      Professional socialization outcomes:

      • Articulate what it means to be a scholar in students' academic field
      • Articulate the ways in which students' research participation helps prepare them for graduate school and a career
      • Describe appropriate professional conduct

      Self-identity / Improvement outcomes:

      • Time management
      • Self-confidence
      • Independent thinking
      • Problem-solving
      • Organizational skills
      • Leadership skills
      • Persistence on tasks 

    • The participating students will read articles and brainstorm the research design. For data collection, the students will visit several soccer fields in Atlanta and survey soccer players in the venue. Also, the students will measure the venue’s air quality using a device. The students will then code the collected data into a statistical program and analyze descriptive statistics. After interpreting the data, the students will organize the results for presentations.

      Except for data collection activities, most meetings can occur online, minimizing project members’ time and resource conflict. In addition, the mentoring faculty will customize the work according to each student’s specific needs and goals; therefore, students will complete an enjoyable amount of work for this project every week.

    • Hybrid

    • Dr. Kyu-soo Chung, kchung2@kennesaw.edu 

    • Rationale. High intensity functional training (HIFT, e.g., CrossFit®) workouts challenge athletes and trainees to complete as much work as possible within a given or expected duration. Greater success is thought to be the result of maintaining a faster, consistent pace throughout the workout. However, this is dependent on energy availability, which may be improved from training and nutritional supplementation. Though several studies have investigated the benefits of various, individual nutrients, no study has examined the acute impact of any multi-ingredient pre-workout formulation on HIFT performance. Therefore, the purpose of this proposed study will be to examine the acute effect of a pre-workout supplement comprised of ingredients known to affect energy availability on HIFT performance.

      Study Design. All participants will report to the Human Performance Laboratory (HPL) on five separate occasions. Participants will complete an initial baseline visit to complete body composition (via 4-compartment model) and performance testing (vertical jump, thruster strength, and 2K rowing). They will return to the HPL for the remaining four visits on the same day (Monday) on 4 consecutive weeks to complete each experimental visit. Experimental visits will begin with pre-exercise measures of energy expenditure, muscle size (via ultrasound), blood lactate, and subjective feelings of effort and fatigue. Participants will then consume either the supplement (S) or placebo (PL) approximately 40 minutes before initiating a standard warm-up and then completing either a short (5 minutes) or long (15 minutes) HIFT workout. Both workouts will involve the same circuit of rowing (men: 9 calories; women: 7 calories), 6 x barbell thrusters (i.e., front squat into overhead press; men: 95 lbs.; women: 65 lbs.), and 3 box jumps (men: 24 in; women: 20 in). Each time, they will be asked to complete ‘as many repetitions as possible (AMRAP) within 5 or 15 minutes. Their performance will be defined by the repetitions they complete, as well as expressed kinetics (i.e., rowing power, thruster barbell velocity, and vertical jump power). All pre-exercise assessments will be repeated immediately following each workout.

      We seek to enroll 12 men and 12 women, ages 18 – 45 years, with HIFT experience (≥ 2 years), from local CrossFit® affiliates. All participants will be healthy and free of any injury that would impact HIFT performance. Data collection will begin this fall (2022) and conclude by February/March 2023. 

    • At the end of the project, students should be able to:

      • Define the terminology associated with research and theory in their field
      • Articulate how their research study contributes to their academic field
      • Collect data for a research study
      • Analyze, synthesize, organize, and interpret data from their research study
      • Work effectively as part of a team
      • Present their research/creative activity to an audience (e.g., poster, oral presentation, performance, display)
      • Articulate the ways in which their research participation helps prepare them for graduate school and/or a career
      • Describe appropriate professional conduct (e.g., at conferences, when interacting with professionals in the field)
      • Reflect on their research project, including strengths, weaknesses, and things they would do differently in another research context
      • Time management
      • Self-confidence/self-esteem
      • Organizational skills
      • Persistence on tasks

    • As a first-year undergraduate researcher, you will be asked to support the existing research team (older undergraduate students, graduate students, and faculty researchers). These will mainly include assisting existing research team members with setting up and calibrating equipment, recording information on data collection sheets, and guiding participants through baseline and experimental visits (e.g., taking them through the warm-up, reminding which assessments are next, confirming subsequent visits, etc.). As you demonstrate comfort with study operations, you will be given opportunities to assume a more active role (e.g., operate study equipment). Once the study begins, all experimental visits will occur on the same day each week on 4 consecutive weeks. We are targeting Mondays but may need to use Sundays or Tuesday (early morning) to accommodate the schedule of some participants. The initial baseline visits will typically be scheduled on Wednesdays, Thursdays (early morning), Fridays, and each participant will only need to complete this visit once during the study. Outside of baseline or experimental visits, you will assist by digitally recording hand-written data collection sheets and organizing participant data folders (physical and electronic). You may complete these duties whenever your schedule permits and we are not actively collecting participant data.

    • Hybrid. Your involvement will include face-to-face interaction with participants for data collection and online for data entry tasks.

    • Dr. Gerald T. Mangine, gmangine@kennesaw.edu 

    • The students will assist Dr. Lyons in developing a theoretical model to understand the biological, psychological, social, and economic conditions that contribute to the intergenerational transmission of health disparities. Work will include reviewing scientific literature, developing scientific theories, and scientific writing. Pending data access, work may also include introductory training in quantitative methods. 

    • Students will receive introductory training in reading health science and social science articles (as well as ways of sourcing those articles through the University Library). They will also receive introductory training in the development of theoretical models in health promotion and behavioral science. Students will also be introduced to quantitative methods in health science and statistical programming in SAS. 

    • Students' activities will vary from week to week, but will generally consist in searching for and reviewing scientific articles related to health disparities, the intergenerational transmission of social and economic advantage, and the intergenerational transmission of health outcomes. Students will be asked to summarize the current findings in the field to contribute to the development of a theoretical manuscript. If quantitative data are available, an empirical manuscript may also be available to work on. 

    • This project will require a mix of face-to-face and online interaction, but at least half of the tasks can be completed asynchronously and remotely. 

    • Dr. Matthew Lyons, mlyons30@kennesaw.edu 

    • Across the United States, young people are at risk for unintended pregnancy and sexually transmitted infections, including HIV. In Georgia, the teen pregnancy rate is ranked the 12th highest in the United States.  The rate of HIV diagnoses among young people ages 13 to 24 is more than double the national rate for this age group.  Georgia also has some of the highest rates of sexually transmitted infections among young people compared to the rest of the United States.

      KSU is working with the Georgia Department of Public Health (DPH) to research and evaluate their adolescent health and youth development program and services.  State-funded adolescent health and youth development programs and services are available at no cost throughout the state at participating local health departments.  These programs are based on the positive youth development approach as recommended by the CDC.  It utilizes and recognizes young people’s strengths and promotes positive outcomes for young people by providing opportunities encouraging positive relationships and providing the support needed to build on their strengths.

      DPH forms critical relationships between district and county health departments as well as after school programs and county and community agencies, holding workshops with parents, faith-based institutions, and public health leaders to foster collaborations around key adolescent health and youth development issues.

      These programs require the implementation of evidence-based risk reduction strategies addressing HIV/AIDs prevention and teen pregnancy prevention including skill building around communication, goal setting, decision making, and avoiding risky behaviors in order to foster building healthy behaviors, developing life stills and promoting positive youth development.

      The purpose of this specific project is to work with DPH to collect and analyze data from throughout the state to assess the effectiveness of their adolescent health programs and services and develop recommendations for improvements and next steps.  This is a very interdisciplinary research project, and students across all majors are encouraged to apply, particularly those interested in medicine, public health, health education, adolescent/school health, youth development, behavioral health, health equity, health policy, reproductive/sexual health, program evaluation, social science research, quantitative research and statistics, qualitative research, etc.  

    • By participating in this research project, students will:

      • Describe the state of adolescent health in Georgia.
      • Articulate the current gaps and opportunities in adolescent health programs and services in Georgia. 
      • Design data collection tools to evaluate the effectiveness of adolescent health programs and services in Georgia. 
      • Collect, analyze, and interpret data that will be used in a final report to DPH as well as related presentations and publications.
      • Work effectively as a team.
      • Present their research to an audience.
      • State the ways in which their research participation helps them prepare for graduate school and/or a career.
      • Reflect on their research project, including strengths, weaknesses, and things they would do differently in another research context.
      • Practice time-management, self-confidence, critical thinking, leadership skills, and professional conduct.  

    • Since this is a brand-new project starting this fall 2022, student will be involved with every aspect.  First, students to delve into the literature about where Georgia stands in adolescent health outcomes.  Next, they will help develop data collection tools and work with DPH and the rest of the research team to collect and analyze these data.  This will result in a formal report to DPH summarizing the data and developing recommendations for improvement.  Students will also participate in weekly research team meetings, with the rest of the research team, DPH, and data collection sites.  In addition to the formal DPH report, students will also be able to present on their findings and work on peer-reviewed publications.  

    • This project will consist of a hybrid format, including tasks that can be done virtually (data analysis, writing, etc.) and in person (regular research team meetings, data collection, etc.).

    • Dr. Evelina Sterling, esterlin@kennesaw.edu 

    • Georgia has the second-highest maternal mortality rate in the U.S., with the postpartum period as the time of highest risk when often unpredictable life-threatening complications can occur. Mothers usually receive information on the warning signs of postpartum complications right after childbirth during the hospital discharge process. The team will measure women's state of mind associated with stress, arousal, and high mental effort during this time to understand how these factors may contribute to the women's comprehension and long-term retention of this critical postpartum knowledge. 

    • The student will

      1. Describe past research studies in their field of study
      2. Evaluate research studies they see in the media or encounter in literature
      3. Write papers and research reports
      4. Develop problem-solving skills
      5. Present their research activity to an audience.
      6. Assist with basic study design conceptualization.
      7. Help collect data in a hospital setting
      8. Describe ethical research practices and apply those practices to a research study
      9. Complete Citi training and become IRB certified
      10. Analyze, synthesize, organize, and interpret data from their research study

    • Student weekly activities will vary from week to week but will involve the following activities:

      • Conduct literature review
      • Get Citi certified (IRB)
      • Recruit participants
      • Collect data from patients
      • Analyze data
      • Attend research meetings
      • Contribute to discussions
    • Students are required to work 90% face-to-face and 10 % online.

    • Dr. Mary Ukuku, aukuku@kennesaw.edu  

    • Crawling is an important part of motor development in children. For 93% of children, some form of crawling is used for mobility prior to walking, and research has shown that crawling can relay information about infant development and potential health-related conditions. Not only do some neuromotor conditions only become apparent at the onset of crawling, there is also disagreement among clinicians about crawling-related therapies in these populations. However, crawling is more difficult to study than walking.

      We have developed a non-invasive, simple method to collect quantitative data on several important characteristics of infant crawling using a pressure-sensing mat. We will collect data on both typically-developing infants and infants with limb loss and measure outcomes like crawling speed, symmetry, and dynamic balance for multiple types of crawling. 

      The data we collect will provide new insights and future studies on how infants organize and optimize the potentially competing goals of crawling: biomechanical efficiency for mobility, and neuromotor optimization for development of walking. Clinicians will have improved understanding of typical crawling development and tools for reference in characterizing atypical crawling development. In the long term, we expect this research to improve early-stage rehabilitation for ambulatory children with movement disorders. The foundations of this objective lie in our work with young children with limb loss but extend to other conditions including cerebral palsy, torticollis, and brachial plexus injury.

      Our understanding of crawling in both typically and atypically developing infants cannot progress without objective, quantitative data that describes how a child moves within and between various stages of development. This project will provide the largest sample to date, made freely available to clinicians and researchers worldwide.

    • At the end of this project, student should be able to: define common motor patterns of crawling and biomechanical outcomes associated with them; describe past research on infant crawling development; collect and process quadrupedal data using a Protokinetics pressure mat; write and present a research paper. 

    • Initially, work will be focused on learning about past research in infant crawling and about safe conduct of research involving human subjects. Once data collection begins, the focus will shift to data collection sessions and the processing of crawling data files. Finally, work will focus on analysis of results and presentations at spring symposia. 

    • Hybrid, 60% face-to-face, 40% online
    • Dr. Mark Geil, mgeil@kennesaw.edu 

    • The quality of dementia care education received by prelicensure nursing students has the potential to positively impact the quality of care received by persons living with dementia from graduate nurses in the future. This multi-site research study will investigate the combined effect of an e-learning module with a Virtual Dementia Tour® on the knowledge and attitudes of prelicensure nursing students toward person-centered dementia care. We will expose recruited /consented participants from three public universities to an e-learning module and Virtual Dementia Tour in two different sequences. We will then collect qualitative and quantitative data on the participants' dementia care knowledge and skills at baseline, post-e-learning module, and post-virtual simulation. Statistical tests and thematic analysis will be applied to quantitative and qualitative data analyses respectively. The findings from this study could contribute to a better understanding of teaching/learning approaches for building a high-quality, person-centered dementia care nursing workforce.

    • Student Learning Outcomes:

      1. Synthesize a research question for quantitative and qualitative research studies.
      2. Utilize appropriate databases to search for an existing relevant body of published literature.
      3. Describe appropriate research methodologies and methods based on the research question study.
      4. Utilize relevant data collection skills for quantitative and qualitative designed studies.
      5. Analyze and interpret basic statistical data, such as descriptive statistics, using Statistical Package for the Social Sciences software. 
      6. Analyze qualitative data using thematic approach. 
      7. Utilize constructive communication and problem-solving skills associated with a social science research process.
      8. Discuss a research study’s process and findings at a conference either as a poster or podium presentation.
      9. Describe their research experience with identifying personal strengths and opportunities for growth in social science research related to their academic and career future.

    • The assignments will be implemented as the research process evolves:

      1. Work with the study researchers in all aspects of the quantitative research process including survey design, data collection and management, and data analysis and interpretation.
      2. Facilitate searches of the existing body of knowledge and synthesize findings through documentation of results as directed by the study researchers.
      3. Work with the study researchers in recruiting the research participants.
      4. Work with the study researchers to collect data.
      5. Work with the study researchers in data entry into SPSS and database management
      6. Work with the study researcher in computing descriptive statistics associated with the study data.
      7. Work with the study researcher in analyzing the qualitative data
      8. Work with the study researchers to derive an in-depth understanding of the data findings and drafting an abstract.
      9. Work with the study researchers in delivering the study's presentations at KSU scholar symposium, national and/or international professional conferences.
    • A mix of both (hybrid).   

    • Dr. Modupe Adewuyi, madewuy1@kennesaw.edu 

    • The purpose of this project is to continue to develop a research proposal to build a large-scale study based on a pilot study conducted with one nursing school in Vietnam. The main outcome achieved by the pilot study was a two-week online workshop between the PI and a nursing school in Vietnam to complete a needs assessment to provide preliminary data for undergraduate nursing curriculum evolution. This project aims to build a research proposal to continue the strategic partnership to support the expansion of the curriculum evolution pilot study to three nursing schools within Vietnam guided by the Center for Disease Control’s Training of Trainers Model.

      This project will develop a research proposal that has two specific aims:

      1. To implement a revised undergraduate nursing curriculum at the partner university based on the preliminary findings from a pilot study conducted in 2021.
      2. To establish a regional training model generated during a pilot study conducted in 2021 using the Centers for Disease Control and Prevention’s Training of Trainers model for three nursing schools of a similar demographic to the partner university about curriculum evolution throughout Vietnam.

    • By participating in this project, students will work with the researcher to learn how to: 

      1. Conduct and synthesize findings from a literature search.
      2. Identify and apply the components of the Institutional Review Board process.
      3. Develop a conference abstract or manuscript for submission.
      4. Collaborate with research teams within an international context.

    • Students will be required to meet online with the researcher for 1 hour per week during the semester. Student work outside of these 1-hour meetings will occur on their own time as convenient for their busy student schedules. Work load will not exceed 8 hours per week. 

      Students will be responsible for the following:

      1. Collecting and synthesizing peer reviewed journal articles for a literature review from the KSU library.
      2. Developing a research protocol with the researcher for submission to the KSU IRB.
      3. Designing a conference abstract and/or a manuscript for submission.
      4. Connecting with nursing researchers domestically within KSU and abroad in Vietnam once or twice per semester online during a video conferencing meeting to plan the future submission of a research proposal. 
    • This ongoing project is being conducted with nursing colleagues in Vietnam at one partner university online using video conferencing. There will be an opportunity for students to interact with project leaders from KSU (author of this proposal) and Vietnam via video conferencing once or twice per semester at 7 pm or 8 pm EST to accommodate the time difference between Vietnam and the U.S. This opportunity would serve to expose students to how international research planning occurs between scholars based in different countries. 
    • Dr. Miranda Hawks, mhawks2@kennesaw.edu 

    • Pre-licensure nursing students have an important opportunity to reduce readmission rates and surgical site infections (SSIs) through targeted education of post-surgical patients during their hospital stay. Surgical site infections occur in a patient undergoing a surgical procedure. Most infections are treatable; however, SSIs are a significant cause of disability, mortality and morbidity following surgery. In fact, they are the leading cause of readmissions to the hospital. Moreover, discharge education provided at the optimal time can facilitate learning and promote favorable patient outcomes. Teaching interventions that are consistently targeted for the appropriate patient group can assist in decreasing adverse outcomes and reduce rates of readmission. The nursing student will complete (4) education/learning modules on various modes of teaching, effective patient teaching methods as well as return demonstration to develop their patient teaching skills. Two 30-minute teaching sessions will be provided for post-surgical patients within 48 hours of discharge from the healthcare facility by pre-licensure nursing students.  A variety of teaching methods will be utilized including the “teach-back” methodology, one-on-one, and return demonstration. The education will be provided utilizing pre-written materials such as pamphlets, and brochures.  Online resources as well as audiovisual information will be also utilized for discharge education. A correlational research study will be conducted to exam the quality of teaching and its impact on readmission rates and surgical site infections for selected post-surgical patients. The secondary goal is to evaluate the sustainability of educational teaching interventions for post-surgical patients. 

      1. Conduct a literature search
      2. Understand the Institutional Review Board process
      3. Develop, design, and utilize effective educational teaching methods for post-surgical patients
      4. Collect and analyze data
      5. Develop an abstract for a journal article manuscript

    • The student will meet with faculty and can work remotely for some of the activities for at least 10 to 12 hours per week . The activities are listed below:

      1. Complete (4) educational learning modules
      2. Explore effective teaching methods by gathering articles for a literature review
      3. Assist with developing appropriate teaching modalities for an IRB application.
      4. Assist with data collection, data entry, and data analysis
      5. Develop an abstract for a journal article and/or podium/poster presentation.
    • Students will work on this project utilizing both face-to-face and online formats.
    • Dr. Toni P. Johnson, tjohn562@kennesaw.edu 

    • This ongoing study is exploring the relationships between hospital unit team virtuousness scores and eight hospital unit measures. Team virtuousness refers to a team climate in which virtues and character strengths are practiced, supported, and encouraged.

      Students who work on this study will help manage implementation of an online team virtuousness questionnaire and gather hospital unit data. A statistician will analyze the data to determine any associations between hospital unit team virtuousness scores and unit measures of quality of patient care, patient satisfaction, and unit staff engagement and turnover.

      If interested, students can also participate in virtual and/or in-person meetings with nurse leaders and statisticians and help develop posters and/or PowerPoint presentations for conferences. If funding is available and students are interested, they can participate in conference presentations as well. 

      Preliminary findings from this study show team virtuousness varies significantly among nursing units and is significantly correlated with nursing unit staff engagement.2 In other words, nursing unit team members are more likely to be engaged in their work when other team members act with integrity, treat one another kindly and fairly, and can be counted on to be helpful and perform their jobs well.

      Earlier research findings suggest team virtuousness leads to team trust.  Research has repeatedly shown healthcare team trust is associated with improved patient care, improved patient outcomes, and decreased cost of care.

    • At the end of the project, students should be able to:

      • Define the terminology associated with research and theory in the nursing field
      • Articulate how the research study contributes to the nursing field
      • Explain the rationale for choosing the study’s research methodology and data analytic techniques
      • Describe ethical research practices related to the study (i.e., online questionnaire administration and archival data collection)
      • Collect data for a research study
      • Interpret data from the research study
      • Work effectively as part of a team
      • Articulate what it means to be a nursing scholar
      • Articulate the ways in which their research participation helps prepare them for graduate school and/or a nursing career
      • Describe appropriate professional conduct (e.g., at conferences, when interacting with professionals in the field)

      Literature suggests that after an undergraduate research experience, students tend to experience improvement in the following areas:

      • Time management
      • Self-confidence / self-esteem
      • Independent thinking
      • Problem-solving
      • Organizational skills
      • Leadership skills
      • Intrinsic motivation
      • Persistence on tasks

    • Students will be trained in online questionnaire preparation and administration, archival data gathering, and interpretation of data analyses as they help investigate associations between hospital unit team virtuousness and eight hospital unit measures.

      Depending on the data-gathering or data-analysis stage and student’s experience on the study team, students will:

      • Set up and participate in virtual meetings with nursing leaders interested in participating in the study
      • As needed, set up and participate in on-site meetings with nursing leaders and nursing shared governance council members
      • Help manage administration of the online questionnaire (e.g., keeping track of hospitals and units that will participate, where posters should be mailed, and unit response rates during questionnaire administration)
      • Gather non-questionnaire nursing unit data (i.e., fall rates, catheter-associated urinary tract infection (CAUTI) rates, central line-associated bloodstream infection (CLABSI) rates, pressure injury rates, staff engagement scores, staff turnover rates, Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) patient overall rating of their hospital experience scores, and HCAHPS patient likeliness to refer others to the hospital scores)
      • Communicate with vendor who will print and mail posters to announce the upcoming questionnaire and track unit response rates
      • If interested, participate in virtual or in-person meetings with statistician re: analyzing and interpreting the data
      • Disseminate summaries of data findings to hospital leaders via email
      • If interested, participate in creating posters and/or PowerPoint slides
      • If funding is available and student is interested, co-present study findings at conferences
    • Students will mostly work on this project online but may occasionally participate in in-person meetings with nursing leaders and/or shared governance council nurses as well as with statisticians.
    • Dr. Lynn Varagona, lynn.varagona@kennesaw.edu  

    • The Atlanta Immigrant Crossroads Project has been in existence since 2015 under the direction of Dr. Darlene Xiomara Rodriguez (Social Work and Human Services) and Dr. Paul McDaniel (Geography). Our work, and that of our partners, is chronicled through the Georgia Immigration Research Network (GIRN). During the 2022-2023 academic year we are undertaking two major projects: 1) the completion of an edited book on new immigrant destinations in the U.S. and 2) a special issue for a journal on U.S. democracy and immigrant integration. You can read more about both projects in the embedded links above. If you are someone who wants to learn more about immigrants and immigration or want to develop technical skills in research, writing, and editing, we invite you to submit an application and join our team!

    • The research team has had a long-standing practice of supervising and mentoring undergraduate and graduate students from a variety of disciplines and backgrounds. Former student researchers have consistently stated that the level of support and new skills gained as a result of being part of one or more of the “Atlanta’s Immigrant Crossroads Project” or associated GIRN activities has helped them in their current coursework and prepared them to advance into graduate school or solidify their career goals. Collectively our team has received noteworthy awards and we recognize students for their contributions.

      Therefore, at the end of this year, student researchers will have one or more of these experiences:

      1. design a research study,
      2. search databases to identify relevant research
      3. read and evaluate the quality and significance of research articles
      4. develop a literature review matrix
      5. prepare research materials (e.g., designing questionnaires, vignettes)
      6. assist in the completion of IRB proposals
      7. complete online training in ethics
      8. facilitate data collection in the field with community stakeholders,
      9. enter/code data for analysis and perform data analyses
      10. edit and revise manuscripts
      11. assist in the reporting of results (e.g., poster presentation, manuscript development, grant proposal)

      What the student specifically will do is done in consultation with their mentor to ensure that they get the most out of this learning experience and it yields an end product they are proud of.

    • Student research tasks are organized on a two-week cycle so that one can balance out their home, school, and other work responsibilities. Hence, at the start of the mentoring process an initial interview is conducted to learn more about the student to determine where best their interests and needs align with where we are in our current project phase. As such, duties will be determined based on the student researcher's personal and professional goals as well as their current and desired knowledge, skills, and abilities.

      1. Check-ins occur on a weekly basis via email and face-to-face meetings every two weeks to coincide with when a research task is to be completed.

      2. Tasks often have a practice round, the first week, with feedback and recommendations that allow the student researcher to continue during the second week on their own.

      3. Students will be asked to complete a reflection of their experience at the midpoint and at the end of the term/year.

      4. When research team meetings are held with faculty colleagues, other student researchers, and/or community partners that may enhance the student researcher's personal or professional development, they will be invited to participate.

      5. Students who thoughtfully and thoroughly participate as part of the team will be acknowledged in work products and receive letters of support/recommendation.

      6. Those who are exceptional will be included as co-presenters or co-authors on work products.

    • Students will work primarily online and have bi-weekly check-ins via MS Teams.

      There may be an occasion where we will meet in person, but this will be scheduled at a mutually convenient and agreed up time.

    • Dr. Darlene Xiomara Rodriguez, drodri30@kennesaw.edu 











 

 

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