*This list may not be exhaustive. If you are interested in working with a specific faculty member/project not listed here, contact the individual faculty member to discuss any opportunities!
Research has shown that people of Hispanic heritage living in the U.S. are at a heightened risk of obesity and obesity-related health threats. Therefore, a need for affordable, practical interventions exists. This project, seeks to develop an effective, low-cost obesity prevention program (available in both Spanish and English) that can be disseminated by educators and community agencies across the U.S. Ultimately, the project’s six-week community-based program will significantly increase basic knowledge of nutrition and dietary health with the immediate beneficiaries being Hispanic-heritage children ages 6- to 18-years-old.
The Abriendo Caminos Project seeks undergraduate research assistants (RAs) that are motivated and excited to serve Hispanic families and are interested in health promotion. Students will learn hands-on research skills in both qualitative and quantitative methods. Students will learn how to manage large data sets, run analyses, be committed to promoting health among Hispanic families, and collect data. RAs must be at least sophomore standing. Commitment to the RA position for two semesters is strongly preferred. This is an opportunity to learn valuable research methods and prepare posters and presentations. Students will register for 1-3 credit hours of HDFS 294. To apply, please contact Elizabeth Villegas and/or Dr. Margarita Teran. (Available Summer 2017, Fall 2017, and Spring 2018).
Sophomores or juniors interested in culture, globalization, and the well-being of youth/families across countries are invited to apply to join our international research lab as a Research Assistant (RA). RAs in the CFL lab need to be energetic, self-organized and reliable, with the ability to follow detailed instructions. No prior research experience is required, but a willingness to learn and work hard is crucial. A commitment to the RA position for a full academic year is preferred. RAs can choose to volunteer or register for HDFS 294 initially (Research Internship), with the possibility of HDFS 295 (Independent Study or Research) in the second semester.
Responsibilities and Benefits: RAs are assigned to one main research project in the lab. They participate in lab meetings and events; conduct literature reviews/annotations; enter/code data; prepare handouts, posters, and presentations from study findings; maintain lab website; and possibly assist in developing and executing a new research study. RAs gain research skills and experience needed for graduate school applications; learn more about globalization and families; develop a strong mentorship relationship with Dr. Ferguson and PhD students; have a self-directed and flexible work schedule; and present a research poster at 2016 UIUC Undergrad Research Symposium (for those with HDFS 295 option).
Interested in research or outreach on families and nature? This project explores how exposure to natural environments impact family interactions and relationships. Specifically, we are interested in if short-term individual outcomes achieved from nature transmit to family interactions as well as how ritualized experiences in nature influence families. Students will be trained to assist in multiple aspects of the analysis process, as well as in developing outreach and education programs. Students can volunteer or earn 2 hours of HDFS 294 course credit (project involves 6 hours of work per week; with a flexible schedule). To apply, contact Dr. Aaron Ebata. (available Summer 2017, Fall 2017, and Spring 2018)
We are seeking undergraduate research assistants (RAs) for a project on divorce and intimate partner violence (IPV). The project broadly focuses on how decisions about custody and visitation are made in family courts when divorcing parents have a history of IPV. We are especially interested in how decisions may differ between parents with and without a history of IPV. The project involves collecting data from public administrative records (e.g., divorce, protective order, criminal) for over 600 divorce cases.
We are seeking highly motivated, responsible, and dependable undergraduate students to join our research team. Minimum 3.4 GPA. RAs will be trained in the coding of administrative records and must be willing to collect data off campus at the Champaign County courthouse (transportation from other student RAs can be provided). RAs will gain valuable research skills and experience working in a collaborative team environment. Commitment to the RA position for more than one semester is strongly preferred. Students who remain on the project for at least two semesters will have the opportunity to prepare posters and presentations. For James Scholars, opportunities are available to fulfill the independent research project/presentation requirement. Students will register for HDFS 294 for 2 credit hours (6 hours of work per week).
Why do some relationships succeed when others fail? How do dating couples transition in and out of relationships? How do couples manage conflict, and other relationship threats? The Healthy Experiences Across Relationship Transitions (HEART) lab is looking for undergraduate research assistants to help answer questions like these. Qualified students will take part in various activities including, but not limited to, data management, coding, analysis, literature review, and lab meetings. We are accepting undergraduates with any level of research experience. Interested students should send an email to Dr. Brian Ogolsky, briefly explaining their background and interest in the project. (available Fall 2017 and Spring 2018)
A small team of grads and undergrads will develop and disseminate multimedia products through online platforms. These will include 1) research-based messages to promote healthy development and positive relationships; 2) profiles of current HDFS students, faculty, and alumni to promote the program; 3) previews or reviews of HDFS-related events; 4) responses to breaking news. Students will develop skills in translating and applying theory and research by writing for lay audiences, developing short audio and video productions, using online platforms and tools for communication, and developing and implementing social media strategies. Students will register for HDFS 294 for 2-3 credit hours.
Requirements include Junior or Senior standing in HDFS by Fall 2017; minimum 3.0 GPA; self-starting, able to take initiative; able to work independently AND in teams; not afraid to take responsibility for independent learning; able to meet deadlines; not afraid of technology/proud of geeky side. Preference will be given to those with previous experience with at least one of the following: audio recording and/or editing, video recording and/or editing, blogging, digital photography AND editing, non-academic writing. For more information or to apply, contact Dr. Aaron Ebata. (available Summer 2017, Fall 2017, and Spring 2018)
United States is one of four countries around the globe that do not offer paid maternity leave (the others are Lesotho, Swaziland and Papua New Guinea), and the only developed country that do not offer paid paternal leave. Still, some employees in the United States and recently workers at California, New Jersey and Rhode Island are entitled to paid parental leave. In this study I explore the outcomes of paid parental leave, when offered, on children, couple, family, and work and career outcomes. As a result of taking part in this research opportunity, you will: (1) Develop an understanding of quantitative and qualitative research methods; (2) Become familiar with the topic of paid parental leave in the United States and other countries; (3) Gain knowledge in family, sociology, and economics theories; and (4) Gain experience in writing a review paper.
Expectations: Students and I will collaboratively develop a research question related to a joint area of interest that relate to the broad research topic (2-3 weeks). Following the development of the research question students will identify 20 (4 credits) or 10 research papers (2 credits) and will write a review of the current literature, identify gaps and limitations of the current research, and identify future research directions. Students will meet with me weekly and will send a draft of their paper as it progresses every week. Prerequisites: Students must be juniors, seniors or graduate students who completed a research methods class.
Interested students should email Dr. Karen Kramer. (available Summer 2017, Fall 2017, and Spring 2018)
This project explores how preschools, elementary schools, and families facilitate low-income, African American and Latino preschoolers’ transition to kindergarten. The project is based on qualitative interviews with preschool teachers, kindergarten teachers, and parents, neighborhood observations, and photographs from African American and Latino parents on daily family life. Students will work in our ethnographic research lab with data that have already been collected. Students will have an opportunity to become familiar with the literatures on family resilience, parenting practices and schooling, and family-school collaborations and to learn qualitative data analysis skills. Developing data analysis skills will entail coding interviews and photo documents. As part of the project activities, we will work on developing a parenting curriculum that facilitates greater parental engagement with schools and communities. The project provides an excellent opportunity to work as part of a research team with other undergraduate and graduate students. Students will register for 1-3 hours of HDFS 294. Interested students should contact Dr. Robin Jarrett. (available Summer 2017, Fall 2017, and Spring 2018)
The STRONG Kids 2 Protective Parents Subproject is a transdisciplinary research program lead by Dr. Kelly Bost in the department of Human Development and Family Studies, and is designed to learn about the environmental, relational, biological, and behavioral characteristics related to child and family health in the first two years of life. The home visits subproject aims to learn about 18-24 month old children's temperament and self-regulation, parent-child relationships, and routines around family mealtimes. Undergraduates interested in participating as research assistants should plan to spend about 6-10 hours per week in various duties, and must register for Research Internship course credit through HDFS 294 for at least 2 credit hours (corresponds to about 6 hours per week of work). Duties include (but are not limited to): article summarization, data entry, coding observational data, presenting at group meetings, etc.
Requirements: Sophomore standing or above, availability on Fridays from 3-4pm for bimonthly group lab meetings, commitment to 1 full academic year of work with the lab, excellent communication and social skills, patience, ability to work in teams, and willingness to ask for help when needed.
Please send a resume to Jaclyn Saltzman if you are interested in this opportunity. (available Summer 2017 and Fall 2017)
This course will provide students with experience in working at The Autism Program by staffing the information and outreach center on autism spectrum disorders (ASD) for families and professionals who work with families, and to participate in programs that provide supports or services related to ASDs to families and professionals. Coursework will enable students to qualify for certification as a Registered Behavioral Technician.
Requirements: The internship is open to students in the social and behavioral sciences, with priority given to students in HDFS, SPED, or SHS. This opportunity is limited to Juniors, Seniors, and Grad Students. Students are required to complete an application and interview with The Autism Program staff.
The Adolescent Development and Parenting during Transitions (ADAPT) Lab is seeking undergraduate research assistants (RAs) for a project on the transition to middle school. The project broadly focuses on (1) the social and academic challenges that children encounter as they make the transition to middle school, and (2) the ways in which parents may help children navigate these challenges. The project involves collecting observational and physiological (e.g., heart rate, breathing, skin conductance) data during mother-child discussions about social and academic challenges, as well as survey data.
The ADAPT Lab is seeking highly motivated students who are interested in parenting, peer relationships, academic achievement, or physiology (e.g., stress response system, emotion regulation). RAs must be at least sophomore standing. Commitment to the RA position for one academic year is strongly preferred (Fall-Spring). Students have opportunities to gain valuable research experience. RAs will be trained to collect and enter data, code observational data, and transcribe video recordings. RAs will also participate in lab meetings and may prepare posters and presentations for the project. Students will register for 2-3 credits (3 hours per 1 credit hour) of HDFS 294. To apply, please contact Dr. Kelly Tu. (available Summer 2017, Fall 2017, and Spring 2018)
The Toddler Development Project seeks undergraduate research assistants. Students will participate in weekly team meetings, assist with mother-toddler research visits at the Early Child Development Laboratory, and participate in coding maternal and child behaviors during a variety of observational tasks. We seek motivated students who are interested in learning about young children's social and emotional development while gaining valuable research experience. To apply, please contact Dr. Nancy McElwain. (available Summer 2017, Fall 2017, and Spring 2018)