Every semester our faculty offer opportunities for undergraduate students to work in their labs and participate in research or practical experiences. These are perfect opportunities for students to learn useful skills that will prepare them for graduate school and jobs.
*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!
Abriendo Caminos: Clearing the Path to Hispanic Health Lab
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. Spanish is not necessary. To apply, please contact Dr. Margarita Teran. (available Summer 2019, Fall 2019, and Spring 2020).
Adolescent Development and Parenting during Transitions (ADAPT) Lab
The Adolescent Development and Parenting during Transitions (ADAPT) Lab is seeking undergraduate research assistants (at least sophomore standing). Students will participate in lab meetings and may assist with any of the following: data collection; data management and coding (e.g., entry, cleaning, analysis) of survey, interview, and observational data; literature reviews; preparation of presentations. Students may be working on either the Middle School Transition Project or the Adolescents’ Everyday Experiences Study. We are seeking highly motivated students who are interested in parenting, adolescent stress (e.g., interpersonal stress, school challenges), and/or parent-adolescent communication (with a particular interest in data transcribing and coding). Commitment to the lab for one academic year is strongly preferred (e.g., Fall-Spring, Summer-Fall). Students have opportunities to gain valuable research experience. Students will register for 2-3 credits (3 hours of work a week per 1 credit hour) of HDFS 294. To apply, please complete an application, which can be found at the Lab website and contact Dr. Kelly Tu. (available Summer 2019, Fall 2019, and Spring 2020)
African American Family (AAFam) Stress and Resiliency Lab
The African American Family Stress and Resiliency Lab is looking for undergraduate research assistants interested in understanding the connections between race-related stress, mental health, and social support within African American families. Students will have the opportunity to gain experience with multiple research-related activities including, but not limited to, literature reviews, participant recruitment, data management, data analysis, and writing. Lab members must attend biweekly lab meetings and register for 2-3 credits (3 hours of work a week per 1 credit hour) of HDFS 294. It is expected that lab members are motivated, reliable, and able to work both independently and collaboratively. Additional information can be found at the AAFam lab website. To apply to be a research assistant, please contact Dr. Shardé Smith. Limited opportunities available. (rolling availability)
Family Court Decisions About Child Custody in the Context of Intimate Partner Violence
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). To apply, contact Dr. Jennifer Hardesty or Dr. Brian Ogolsky. (available Summer 2019 and Fall 2019)
Healthy Experiences Across Relationship Transitions (HEART) Lab
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 2019)
Humans in Nature Project
The Humans in Nature project uses technology and social media to encourage individuals and families to spend time in nature as a way of: (a) maintaining physical health, (b) managing stress and restoring the ability to focus on important life tasks, and (c) fostering positive social interactions and satisfying relationships. Students will be part of a team that will develop research-based multimedia products that will include (a) visually rich web-based articles, (b) video interviews and documentary style short films, (c) audio interviews and podcast style “micro documentaries”. Students will gain experience in research by writing for lay audiences, illustrating articles with artwork or digital photography, developing short audio and video productions, using online tools for communication, and developing and implementing social media strategies. Students can volunteer or earn 2 or 3 hours of HDFS 294 course credit (6 – 9 hours of work per week; with a flexible schedule). To apply, contact Dr. Aaron Ebata. (rolling availability)
Minority Capacity in Rural Communities: Sexual and Gender Minority (SGM) Individuals and Families Experiences of Housing Instability
Sexual and gender minority (SGM) populations are uniquely vulnerable to housing instability in the U.S. as only 21 states and DC have laws that prohibit housing discrimination based on sexual orientation and only 18 states and DC prohibit discrimination on the basis of gender identity (Movement Advancement Project, 2019). Without state or federal protections, SGM populations are increasingly reliant on municipal-level protections. Given that housing instability and poverty are highly correlated and that same-sex couple families are significantly more likely to be in poverty than different-sex married couple families (Badgett et al., 2013), it is likely that impoverished SGM individuals and families face heightened levels of housing instability, and that rural SGM populations may be more vulnerable.
This study explores how rural community characteristics (e.g., legal, political) impact the lived experiences of unstably housed SGM individuals and families and how these experiences vary by social location (e.g., race, ethnicity, sexual orientation, gender, class). By focusing on the presence or absence of a local nondiscrimination policy in two rural Kentucky communities, the study addresses the a) needs and barriers of this population b) social organizational processes (e.g., informal and formal networks, social capital, community capacity c) physical and mental health outcomes and d) ways to advocate for change to for the betterment of the lives of SGM populations.
We are seeking highly motivated and dependable undergraduate students to serve as an undergraduate research assistant (RAs) for this dissertation project. Qualified students will take part in various activities including, but not limited to, interview transcription, online survey development, data management, coding, analysis, and lab meetings. Interested students should email Jasmine Routon about their interest in the project and any relevant background information. If selected, undergraduate students will register for credits with Dr. Ramona Faith Oswald (available Summer 2019 and Fall 2019).
Parental Leave and Family and Work Outcomes
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 2019, Fall 2019, and Spring 2020)
STRONG Kids Program
The STRONG Kids Program is a comprehensive and transdisciplinary approach to the study of the connections between food and family and how these relationships can contribute to child and family health. STRONG Kids accepts a team of undergraduate research assistants each spring for the following academic year (year-long commitment). Applications typically open in April and rising Sophomore-Senior students are welcome to apply. Detailed information can be found at: http://familyresiliency.illinois.edu/education/undergraduate-students.
The Autism Program (TAP)
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 Second Semester Sophomores, Juniors, Seniors, and Grad Students. Students are required to complete an application (due April 12 for Fall 2019) and interview with The Autism Program staff. Additional information and the application form can be found at the TAP website. For additional information contact Anne Hall, The Autism Program, 904 W Nevada, 217-244-1395. (available Fall 2019 and Spring 2020)