\nAcademic School<\/span><\/th>\n | \n\n \n \n School of Business<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nTitle \nProject 1<\/span><\/th>\n | Environmental Regulations and Eco-Innovations<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | Environmental regulations are a critical instrument in mitigating the negative impacts of economic activities on the environment. These regulations aim to ensure that industries and businesses operate in a manner that is environmentally sustainable. In recent years, eco-innovations have emerged as a significant strategy for reducing the negative impact of economic activities on the environment. Eco-innovations refer to new products, processes, and technologies that have a lower environmental impact than their predecessors. The project aims to investigate the effectiveness of environmental regulations in promoting eco-innovations and identifying the key factors that influence the adoption of eco-innovations in developing and developed countries. The research fellow\u2019s role is twofold: \n1. He\/she\/they will identify and collect data on the adoption of eco-innovations, the level of compliance with environmental regulations, and the factors that influence the adoption of eco-innovations. \n2. He\/she\/they will help finalizing the economic model and analyzing the results. \nThe ideal candidate for this fellowship must have excellent attention to detail. They should be able to meticulously collect and analyze data. The candidate must also have strong research skills, be self-motivated, and have a keen interest in environmental policy and eco-innovations.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | Assessing Winery Tourism in the United States<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | Objective: This summer research fellowship aims to investigate the evolving landscape of winery business models in the United States, particularly focusing on the growing emphasis on tasting rooms and tourism experiences. By conducting surveys among wineries across various US wine regions, this study intends to evaluate the performance and competitiveness of these business models. The research will delve into the drivers behind this strategic shift, such as changing consumer preferences, regulatory dynamics, and the desire for enhanced brand engagement. Furthermore, the project will explore the challenges and opportunities associated with this transformation, providing valuable insights for wineries seeking to strengthen their market position in an increasingly competitive environment. \nRoles and Responsibilities: The fellow will assist in conducting a comprehensive literature review to understand existing research on winery business models and tourism trends. They will also play an active role in designing and implementing surveys to gather data from wineries across different regions in the United States.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | abenabde@marymount.edu<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nPROJECT 1: ESG REPUTATION AND BANKRUPTCY \nPROJECT 2: POLITICAL MISMATCH AND TENSION BETWEEN ANALYSTS AND MANAGERS IN CONFERENCE CALLS \nPROJECT 3: THE RELATIONSHIP BETWEEN ESG AND COMPANY REVIEWS ON GLASSDOOR<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Business practices; Business Values; Environmental regulations-ESG- in Business<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Noor Hashim<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Technology and Innovation<\/td>\n<\/tr>\n | \nTitle \nProject 1<\/span><\/th>\n | ESG Reputation and Bankruptcy<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | Environmental, social and governance (ESG) reporting is important to demonstrate how companies create and support long-term values. ESG reporting can also strengthen corporate reputations and trust with investors. The project will explore the relationship between ESG reputation risk and incidents of corporate bankruptcy. The aim of the project is to improve our understanding of the impact of ESG risks on companies’ resilience. The tasks required to complete the summer project involve: 1. sampling companies with ESG data available. 2. collecting data on companies with history of bankruptcy. 3. conducting literature review on ESG and bankruptcy. 4. performing regression analysis to test the research hypotheses.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | Political mismatch and tension between analysts and managers in conference calls<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | \n\n \n \n The project is interested in the political dissimilarity between equity analysts and the firms they follow. The project examines whether the political dissimilarity between equity analysts and the firms they follow affects: a) analysts’ tone in conference calls, b) analysts’ opportunities to speak in conference calls. The project is particularly interested in understanding whether analysts’ tend to be more negative when speaking to managers who are dissimilar to them in their political affiliations. Moreover, the project is interested in examining whether politically dissimilar analysts are being discriminated against (e.g. if managers dismiss their questions or do not give them the chance to participate). This project requires textual analysis skills and the ability to process large amount of text data. Prior experience with text-analysis is required.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nProject Title 3<\/span><\/th>\n | The relationship between ESG and company reviews on Glassdoor<\/td>\n<\/tr>\n | \nDescription Project 3<\/span><\/th>\n | The project is interested in understanding whether companies that practice good Environmental, Social, Governance (ESG) also receive good reviews from their employees. Employees’ reviews of companies are available from Glassdoor. The tasks required for this summer project involve: \n1. conducting the literature review, \n2. preparing the data to be ready for analysis (e.g. data cleaning and data matching) and \n3. analyzing the data using regression analysis to test the research hypotheses<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | \nnhashim@marymount.edu<\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nIMPLICATIONS OF CEO ESG-LINKED COMPENSATION<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Business Practices; Environmental, Social, Governance -ESG- Practices<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Youree Kim<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Business<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nDescription \n<\/span><\/th>\n | Corporate initiatives on environmental, social, and governance (ESG) and\/or corporate social responsibility (CSR) are viewed as important strategies as they are likely to be linked to firms\u2019 long-term success. Along with this view, many firms have been trying to connect CEO compensation to their ESG outcomes. An emerging stream of literature examines causes and consequences of ESG-linked CEO compensation contracts. For example, Yang (2023) examines compensation committee\u2019s CSR-related expertise and finds that this specific expertise is positively associated with the firm\u2019s CSR contracting quality. In another example, using Swedish data, Homroy, Mavruk, and Nguyen (2023) find that well-governed firms and generalist CEOs are more likely to have ESG-linked compensation. The current project aims to explore various implications of CEO ESG-compensation contracts. The goals of this project include: 1) gathering data from proxy statements\u2019 disclosure of CEO compensation of S&P 500 firms for the recent 10-15 years (Excel will be used for data collection), 2) identifying the characteristics of ESG-linked compensation contracts, and 3) analyzing the impact of ESG-linked compensation on firm decisions and on internal\/external stakeholders. Conference presentations will be pursued for the paper(s) developed from this project.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | ykim@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nEDUCATION RELATED<\/h1>\nPROJECT 1: TEACHERPRENEURS: REDEFINING LEADERSHIP IN EDUCATION AND BUSINESS \nPROJECT 2: \u201cI GOT THE IDEA FROM INSTAGRAM\u201d: SOCIAL MEDIA\u2019S ROLE IN TEACHERS\u2019 PROFESSIONAL DEVELOPMENT<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Business Entrepreneurship<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Paula Cristina R. Azevedo<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Education<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nTitle \nProject 1<\/span><\/th>\n | Teacherpreneurs: Redefining Leadership in Education and Business<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | Our image of entrepreneurs and industry leaders is either someone in a business suit about to make a million-dollar deal or the Silicon Valley tech genius innovating in a basement. But, what if entrepreneurs and leaders can emerge from unexpected places, such as school buildings? Teacherpreneurs are PK-12 classroom teachers who are entrepreneurs publishing education material. We\u2019ll be analyzing survey responses and interviews of teacherpreneurs. The goal of the research is to better understand teacherpreneurs\u2019 motivations, their business strategies (including marketing), and their perspective on teacher leadership. This project is perfect for a student who is curious, eager to learn, and detail-oriented.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | \u201cI got the idea from Instagram\u201d: Social media\u2019s role in teachers\u2019 professional development<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | Do you love scrolling through your social media feeds to get the latest updates and interesting ideas from your favorite influencers? Then this is the project for you! The goal of the research project is to understand how PK-12 pre-service teachers and in-service teachers view social media as it relates to their professional development and the improvement of their teaching practices. In this project, you\u2019ll support the development of the survey and analyze survey data. This project is perfect for a student who is creative, curious and loves to learn.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | pazevedo@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nEXPLICIT PHONEMIC AWARENESS INSTRUCTION IN PRE-K<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Pre-K education, Literacy Education<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Courtneay Kelly<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Health and Education<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nDescription \n<\/span><\/th>\n | With the opening of the Early Learning Academy on the Marymount campus comes much opportunity for embedded, hands-on research for our students. The study I am proposing is linked to the new Virginia Literacy Act, which is rooted in the Science of Reading pillars. The first Science of Reading pillar is phonemic awareness. My specific research question is, “After being pre-assessed on phonemic awareness, what impact will 15 minutes of explicit phonemic awareness instruction three times a week have on students’ post-assessment scores?” I would work with a student research intern and would train them in the administration of the Phonological Awareness Screening Test (PAST), then guide them through the assessments. We would analyze the data together then design targeted specific phonemic awareness mini-lessons. After five weeks of instruction, we will re-administer the PAST to determine if any difference was made due to the explicit skill teaching.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | No<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | ckelly@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nEMPOWERING EDUCATORS: ENHANCING CLASSROOM MANAGEMENT AND DIFFERENTIATED INSTRUCTION AT AN ORPHANAGE IN GHANA<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Teacher Training, Low-Resourced Countries<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Nicci Dowd<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Education<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nDescription<\/span><\/th>\n | \n Background: Teachers at the orphanage in Ghana face challenges due to limited resources and training in effective classroom management and differentiated instruction. With 14 teachers and 93 students, there is a pressing need to support teachers in addressing the diverse needs of their students.<\/p>\n Purpose: This study aims to develop tailored professional development mini-lessons to enhance teachers\u2019 classroom management techniques and implementation of differentiated instruction strategies at the orphanage.<\/p>\n Specific Research Problem: Given the resource constraints and diverse student population, how can professional development programs be designed and implemented effectively to support teachers in improving classroom management and implementing differentiated instruction strategies in the context of the orphanage in Ghana, Africa?<\/p>\n Dissemination: Create digital resources such as instructional videos, webinars, or e-books that can be accessed by teachers globally. These resources can be hosted on educational platforms, websites, or social media channels. Presentation with an accompanying visual (PPT, Google Slides\/CANVA\/Youtube). This information can also be shared at the Student Research Conference.<\/p>\n<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | ndowd@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nRELATIONAL DEPTH: MOVING FROM EBP\u2019S TO RELATIONSHIP SKILLS & DELIBERATE PRACTICE IN INTERNSHIP<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Mental Health Counselor Education<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. John Duggan<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Counseling<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nDescription \n<\/span><\/th>\n | This pilot study addresses gaps in counselor education by integrating Evidence-Based Relationship Factors with Deliberate Practice (Sommers-Flanagan, 2015; Budesa & Barrio Minton, 2022). Investigators critique the narrow focus on Evidence-Based Practices, advocating for greater andragogy and educational innovation. Investigators aim to enhance relational skills via video simulations and supervision, to advance counseling skills and deepen professional counselor identity among participants. \n1. Evaluate Outcomes of Pilot: Analyze an eleven-week study to innovate teaching in counselor education. \n2. Andragogy Strategies: Implement adult learning strategies to boost student skills and identity. \n3.Evidence Based Relationship Factors and Deliberate Practice: Assess the impact of relationship factors and practice in the study. \n4. Educational Innovations: Propose changes to reduce reliance on evidence-based practices. \n5. Review Methodologies: Compare current and integrated education models based on the study.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | jduggan@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nUNVEILING MALWARE TACTICS: LEVERAGING COGNITIVE SCIENCE AND MITRE ATTACK FOR ENHANCED ANALYSIS OF CODING STYLES<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Educational Approaches in Data Science<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Alex Mbaziira<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Technology and Innovation<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nDescription \n<\/span><\/th>\n | Malware remains a persistent and evolving threat within the expanding landscape of software vulnerabilities. This research proposal aims to explore the adaptation of cognitive science principles to malware analysis, with a focus on understanding how coding styles influence attack behavior. By leveraging cognitive architectures, this study seeks to simulate the underlying cognitive processes associated with various coding styles prevalent in malware development.<\/p>\n The primary objective of this research is to investigate how cognitive architectures can assist malware analysts in comprehending the tactics, techniques, and procedures (TTPs) employed by threat actors. By utilizing cognitive modeling techniques, analysts can discern behavioral patterns and signatures unique to specific adversaries or threat actor groups. Through this analysis, insights can be gained into the decision-making processes behind coding choices in malware design.<\/p>\n Furthermore, this study aims to map identified behavioral patterns to the MITRE ATT&CK framework. By aligning these patterns with specific ATT&CK techniques, analysts can deepen their understanding of how coding styles contribute to different stages of the attack lifecycle, spanning from initial access to data exfiltration. This integrated approach promises to enhance the effectiveness of malware analysis and strengthen defenses against evolving cyber threats.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | \nambaziir@marymount.edu<\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nPROJECT 1: DEVELOPING SCIENCE CASE STUDIES \nPROJECT 2: DEVELOPING PEDAGOGICAL CHEMISTRY TOOLS (PHYSICAL CARD GAME) \nPROJECT 3: DEVELOPING PEDAGOGICAL CHEMISTRY TOOLS (VIRTUAL CARD GAME AND SMART APPLICATION)<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Chemistry Education<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Deana Jaber<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Science, Mathematics, & Engineering<\/td>\n<\/tr>\n | \nTitle \nProject 1<\/span><\/th>\n | Developing Science Case Studies<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | Have you ever taken a STEM course and wished the material you learned was connected to everyday experiences? Do you enjoy writing fictional stories based on real-world examples? If the answer is yes, then this project might be of interest to you! STEM is a difficult topic for students to learn and creates challenges for educators to teach. When real-world connections are introduced, students become more engaged. Our research group contributes to these efforts by developing case studies that can be used in the STEM classroom. Case studies are stories that offer real-world narratives with a pedagogical message and guided inquiry. The purpose of the narrative is to help students practically apply theoretical information to solve real-world problems. Our research group is interested in developing case studies that allow students to associate STEM with real-world applications. The student researcher will pick a topic of interest that is generally taught in an abstract way. We will work together to develop that topic into a case study that has real-world connections. We will write a fictional story featuring a real-world example to help students better understand the material. The case study will be used in a STEM course and will be evaluated for its effectiveness on student\u2019s learning of the topic at hand.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | Developing Pedagogical Chemistry Tools (Physical Card Game)<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | \n\n \n \n Game-based instructional design is well established in the literature as a creative teaching supplement. Games have been used for teaching purposes and have yielded successful pedagogical results. In this research project, the student researcher will design a card game for a chemistry concept that students struggle to understand. The student researcher will also collect data to analyze the effectiveness of the tool they designed on student learning of the subject matter. Our research group has developed two card games that have been published in the Journal of Chemical Education in 2017 and 2019. This project would be a perfect fit for a student looking to work on a research project where chemistry and education intersect. We plan to present this work at regional and national conferences as my research students have done previously as well as publish our findings in leading academic journals.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nProject Title 3<\/span><\/th>\n | Developing Pedagogical Chemistry Tools (Virtual Card Game and Smart Application)<\/td>\n<\/tr>\n | \nDescription Project 3<\/span><\/th>\n | Gamification has emerged as an excellent tool for improving educational outcomes. At the turn of the 21st century, online teaching became increasingly popular in higher education. Unsurprisingly, the continuing advancement of technology is an important reason why online teaching continues to expand in higher education. Although the growing presence of online teaching is telling of its significance, the 2019 (COVID-19) pandemic has solidified its importance. To address the academic concerns that emerged during the ongoing health crisis, educators sought pedagogical tools that could potentially enhance the online teaching experience to ultimately foster a more engaging and socially connected online learning environment. To that effect, we want to develop an online version of the card games we have created to allow educators to use these tools in an online environment as well as test the effectiveness of these virtual tools on student learning. Our research group develops pedagogical tools for chemistry education in different formats: physical, virtual, and smart applications. To enable learning processes to occur inside and outside the classroom, we would like to convert these educational tools to a smart application to allow for learning to occur via mobile applications. This research project will be focused on converting physical and virtual games to a smart application that students can access anytime and anywhere from the devices they spend the most time using. We will also test the effectiveness of these smart applications on student learning.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | djaber@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nASSESSING THE IMPACT OF A HIGH-IMPACT GLOBAL ENGAGEMENT PROGRAM IN GUATEMALA<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Intercultural Education<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Jennifer Crystle<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Education<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nDescription \n<\/span><\/th>\n | High-impact practices (HIPs) in higher education, such as global community engagement programs, are associated with desirable student, program, and institutional outcomes, and higher civic engagement among graduates. The Marymount University Doctor of Physical Therapy (DPT) global community engagement program is a high-impact practice that began in Central America in Spring 2010. Experiential learning theory is used in-country, influencing students in their future professional practice and facilitating health care advances in Central America. However, the curriculum used in this program and the resultant intercultural development outcomes have not been formally evaluated. The purpose of this mixed-method study is to assess the impact of the DPT program in Guatemala, as well as accompanying curricular components, on student intercultural development. The study uses the Intercultural Development Inventory (IDI) to quantitatively measure intercultural development, and qualitative analysis will involve thematic coding of student reflections. The role of the research fellow will include transcription, coding, and thematic analysis of student journal reflections. The results of this study will be shared within Marymount University and in academic journal publications and professional conferences. Findings of a 2023 pilot study are pending publication in the Journal of Global Education and Research.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | jcrystle@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nENCHANTING THE CITY: POSITIVE IMAGES OF CITIES IN PICTURE BOOKS<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Education, Literature, Psychology<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Katie Peebles<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \u00a0School of Interdisciplinary Studies<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | Many picture books are set in beautiful countryside or idyllic small towns. In contrast, urban settings seem crowded and dirty. Recently, however, more books are imagining city neighborhoods that are magical in themselves. This kind of reframing goes beyond the theme of finding nature within the city. Instead, it imagines an urban landscape that is beautiful because of its distinctive characteristics. This approach also lends itself to place-based education and helping children find magic in their surroundings, knowing that adults value them, too. While not dismissing the real difficulties and inequities many children encounter, these new books emphasize beauty and hope. The student researcher will investigate the social and historical context of picture books with positive images of cities, analyze the interconnections of text, images, and culture, seek out more examples of urban picture books, and\/or improve and add to the project website. This project will contribute to an article and an online database of picture books with positive depictions of cities.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | kpeebles@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nHEALTH RELATED<\/h1>\nTHE LIVED EXPERIENCE OF NURSE LEADERS OF ACUTE, IN-PATIENT FACILITIES DURING THE COVID PANDEMIC MARCH 12, 2020 \u2013 MARCH 31, 2021<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Health-Related, Nursing, Social and Behavioral Sciences<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Judith Fruiterman<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | Malek School of Health Professions<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | The purpose of this study utilizing Gadamer\u2019s hermeneutic, phenomenological construct, is to consider the shared perceptions, feelings, and common lived experiences of nurses who served in nurse leader positions in inpatient facilities during the Covid epidemic, March 12.2020 to March 31.2021. Awareness and understanding of the validity of the nurse leader\u2019s own reaction as well as essential role challenges during this unprecedented and historic public health crisis are important as it bears influence on nurse leader practice, education, and research. This study will explore (a) the perception of vulnerability experienced by these nurse leaders; (b) the common immediate and lingering components of the lived experience of these nurse leaders; (c) these nurses leaders\u2019 perceptions of their professional and personal readiness for such an experience; (d) the preparation nurse leaders need to be able to practice in similar future situations; and (e) the personal and professional attributes that enhance a nurse leader\u2019s ability to perform under such difficult circumstances.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | jrogers@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nSENSORY CHANGES: USING BIM AND VR TO RESEARCH OPTIMAL INTERIOR MATERIALS FOR OUR AGING COMMUNITY<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Health-Related, Interior Design<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Moira Denson<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Art & Design<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | \n In collaboration with a local interior designer\/ MU alum, Interior Design Industry partners, and MU faculty, you will have the opportunity to research optimal interior design living spaces and their material properties. This project will build on past research publications and the 2023 presentations by MU faculty and the 2023 Research Fellow to get the message out about healthy interior spaces for the aging adult, but now with the use of BIM and VR. The work will continue to be shared through community-focused publications and as references in the MU Interior Architecture + Design Classrooms.<\/p>\n<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | mdenson@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nPROJECT 1: UNDERSTANDING THE IMAPCT OF FALLS ON OLDER ADULTS: A LARGE DATA EVALUATION \nPROJECT 2: ARLINGTON LONGITUDINAL STUDY ON OPTIMAL HEALTHY AGING (ALOHA)<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Health-Related, Data Analytics<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Patricia Heyn<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Health Science<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nTitle \nProject 1<\/span><\/th>\n | Understanding The Impact of Falls on Older Adult: A Large Data Evaluation<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | Falls among older adults constitute a significant public health concern, often leading to substantial morbidity, mortality, and healthcare costs. The Administration for Community Living (ACL) has been pivotal in implementing evidence-based falls prevention programs (EBFPPs) across the United States. This project aims to utilize the ACL\u2019s large national data to understand the falls risks and EBFPPs older adults are participating across USA. We will employ statistical methodologies to identify trends in falls risk across different demographics, including age and sex and geographical locations as well type of settings. We will add additional synthesis and review of literature methods to amplify our studies and database analysis. The findings of this study are expected to inform researchers, policymakers, healthcare providers, and community organizations about the current landscape of the EBFPPs. It included conference publications and manuscript crafting.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | Arlington Longitudinal Study on Optimal Healthy Aging (ALOHA)<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | Arlington, Virginia, has distinguished itself as a model of urban health and wellness, securing the title of ACSM’s Healthy US City for an unprecedented six years. This accolade reflects Arlington’s effective public health strategies, community engagement in physical activity, and access to health-promoting resources. The ALOHA study aims to explore how these factors contribute to optimal healthy aging among Arlington’s residents. This longitudinal research seeks to (1) identify the key components of Arlingtonians health and wellness that correlate with improved aging outcomes, (2) analyze the long-term health trajectories of Arlington’s older adult population in relation to these initiatives, and (3) assess the replicability of Arlington’s model in other urban settings.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | pheyn@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nIMPULSIVITY, ONLINE DISINHIBITION, AND CYBERBULLYING AMONG COLLEGE FRESHMEN<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Health-Related, Counseling, Psychology, Behavioral Science<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Bilal Kalkan<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Counseling<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | The purpose of this study is to explore dysfunctional online behaviors (impulsivity, online disinhibition, and cyberbullying) among freshman college students. \nThe study examines Impulsivity, Online Disinhibition, and Cyberbullying variables among a specific population, freshmen college students, and tries to answer the research question: \nAre there any relationships between Impulsivity, Online Disinhibition, and Cyberbullying among freshmen college students?<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | bkalkan@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n“C.U.I.D.A.R. LA FAMILIA LATINA CON NI\u00d1OS DISACAPACITADOS\u201d COMPRENDER, UNIR, INCLUIR, DESARROLLAR, APOYAR, Y RESPETAR<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Health-Related, Caregivers, Social and Behavioral Science<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Melissa Leisen<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | Malek School of Nursing Professions<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | In response to the 2022 National Strategy to Support Family Caregivers, the project team will elucidate the caregiving realities of Latin American family caregivers of children with intellectual and developmental disabilities (CWIDD) and advance partnerships with this underrepresented group, ultimately leading to culturally and linguistically adapted caregiver supports. We plan to do this by leveraging community partnerships and resources within and around our HSI\u2019s community. The Latin American population in Northern Virginia is unique and diverse, comprising the largest percentage of Salvadorans among major metropolitan U.S. cities.<\/p>\n In order for CWIDD to grow up to be independent and enjoy inclusion in their communities it is vital for their family caregivers to be healthy and feel supported. Therefore, the research team will adapt existing caregiver assessment tools to be linguistically and culturally applicable to Latino\/Hispanic caregivers of CWIDD. We will accomplish this by creating and revising a set of caregiver assessment tools adapted for applicability to the caregiver experience of Latino\/Hispanic family caregivers of CWIDD\u202fand engaging\u202fLatino\/Hispanic family caregivers of CWIDD in feedback on the cultural and linguistic applicability of the selected tools commonly used to assess the caregiver’s experience.\u202fBy embarking on this project, we hope to improve our understanding of the caregiving experience of Latino\/Hispanic family caregivers of CWIDD and the related ability to meet the needs of CWIDD and their caregivers in Latino\/Hispanic households.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | mleisen@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nTHE METHODOLOGICAL APPROACH OF STUDYING DATA SCIENCE FOR EFFECTIVE MEMORIZING<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Mathematics, Education, Data Science<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Kateryna Nesvit<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Technology and Innovation<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | The rhythm of studying is critical for memorizing information. How to get everything by the semester’s end is no longer working productively. The breaking point is the golden ratio. It’s about 1.618 months, the best performance pick of study, and next, we can observe the decrease of activity, decrease of focus, etc.<\/p>\n Another side of effective study is handwritten notes, physical hand activity, and the thinking process. We think slower than we assume or type on the keyboard but align with writing speed by hand and thinking. This project will present a few concepts to improve the performance of studying data science subjects.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | knesvit@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nFeasibility of Remote Balance Training with Older Adults with Dementia<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Health-Related, Social and Behavioral Science<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Julie Ries<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Health Sciences<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | The purpose of the parent study is to assess the feasibility of Remote Balance Training for Older Adults with Dementia supervised by their care partners. We have completed the intervention and quantitative pre- and post-testing for this project, but are adding a qualitative component. Via interviews and focus groups, we will collect subjective data about the participant experience in the remote balance training activity and ask for suggestions and ideas that would support remote balance training as a viable, feasible, and sustainable option for ongoing exercise. The selected student researcher will work with the principle investigator to input, organize, and analyze both the quantitative and qualitative data for this study.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | jries@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nLIVED EXPERIENCES OF UNACCOMPANIED ADOLESCENTS SEEKING ASYLUM IN THE UNITED STATES<\/h3>\n\n\n\nThemes<\/span><\/th>\n | Counseling, Behavioral Science, Psychology<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Chanel Rodriguez<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Counseling<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | Literature for results of study that is current on unaccompanied youth seeking asylum in the United States. The study will be starting soon and the results will be done by the time this project starts. This work could be virtual and the person accepted will need to meet with me weekly on zoom for check ins. Person will be strongly considered with some research experience or basic knowledge.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | crodrigu@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nSCIENCE, TECHNOLOGY, ENGINEERING (STE)<\/h1>\nPROJECT 1: QUANTIFICATION OF MEMBRANE PROTEINS AND MARKERS OF MUSCLE DEVELOPMENT IN MUSCLE FIBER FORMATION FOLLOWING SIRNA KNOCKDOWN OF KEY REGULATORY GENES \nPROJECT 2: QUANTIFICATION OF GENE EXPRESSION IN MUSCLE FIBER FORMATION USING QRT-PCR FOLLOWING KNOCKDOWN OF REGULATORY PROTEINS USING SIRNA<\/h3>\n\n\n\nThemes<\/span><\/th>\n | STE, Biological, Cell Physiology<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Susan Agolini<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Science, Mathematics, & Engineering<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nTitle \nProject 1<\/span><\/th>\n | Quantification of Membrane Proteins and Markers of Muscle Development in Muscle Fiber Formation Following siRNA Knockdown of Key Regulatory Genes<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | This project is part of an ongoing effort to identify the relationship between the expression of specific membrane proteins and the stages of muscle fiber formation. We will quantify the levels of these membrane proteins at various stages from single-cell myoblasts to a multinucleated muscle fiber by Western blot analysis in C2C12 cells (a mouse skeletal muscle-like cell line) following knockdown of specific membrane protein genes using siRNA inhibition. Preliminary investigation by this lab indicates that the expression of these proteins may be correlated with myoblast fusion, a critical step in muscle development and regeneration. Aberrant myofiber formation has been implicated in sarcopenia and muscle diseases such as dystrophies. The results of this study will help form the basis of a research grant submitted in collaboration with Dr. Shama Iyer and will be disseminated at student research conferences, national conferences, and research journals.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | Quantification of Gene Expression in Muscle Fiber Formation Using qRT-PCR Following Knockdown of Regulatory Proteins Using siRNA<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | This project is part of an ongoing effort to identify the relationship between the level of specific gene expression (at the RNA level) and muscle fiber formation. This work will be carried out by quantifying the level of mRNA expression (qRT-PCR) of markers of muscle development in the muscle-like mouse cell line, C2C12, at various stages of differentiation from myoblast to muscle fiber following knockdown of specific membrane protein genes. Preliminary investigation by this lab indicates that the expression of these genes may be correlated with myoblast fusion which is a critical stage in muscle development and regeneration. Aberration in this process has been implicated in skeletal muscle dysfunction such as in sarcopenia and various dystrophies. The results of this study will help form the basis of a research grant submitted in collaboration with Dr. Shama Iyer and will be disseminated at student research conferences, national conferences, and research journals.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | No<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | sagolini@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nPROJECT 1: ASSISTIVE DEVICES WITH 3D PRINTING \nPROJECT 2: EXTENDED REALITY HEADSETS AS DIGITAL BIOMARKER DEVICES<\/h3>\n\n\n\nThemes<\/span><\/th>\n | STE, Health-Related, Assistive Technologies<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Dr. Eric Bubar<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Science, Mathematics, & Engineering<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \nTitle \nProject 1<\/span><\/th>\n | Assistive Devices with 3D Printing<\/td>\n<\/tr>\n | \nDescription \nProject 1 \n<\/span><\/th>\n | Students will learn 3D printing and design principles and apply them to create a variety of assistive technologies. There are 3 programs that students may opt into working on for this project. Program one will be to design, build and test a 3D printable kit to convert a manual wheelchair into a powered wheelchair using a commercially available hoverboard. Students will use 3D modeling to create adapters to attach a hoverboard to a wheelchair as well as handles to allow steering. Program two will be to design, print and test a customized partial prosthetic hand with resin 3D printing technology. Students will use 3D scanning to create a customized finger\/hand socket and use a linkage-based prosthetic finger design to power their prosthetic using finger\/wrist flexion\/extension. Program three is to test a 3D printed prosthetic foot design from partner medical providers in Nigeria. Students will 3D print feet designs and conduct engineering stress simulations and physical testing according to appropriate testing standards to assure designs are safe for clinical use. Prior experience with using 3D printers and designing in Autodesk Fusion 360 is desirable though not required.<\/td>\n<\/tr>\n | \nTitle \nProject 2<\/span><\/th>\n | Extended Reality Headsets as Digital Biomarker Devices<\/td>\n<\/tr>\n | \nDescription \nProject 2<\/span><\/th>\n | Extended reality is emerging as a future form of computing. This includes augmented reality where digital elements are overlaid onto the real-world (e.g. google glass, pokemon go, Meta Quest 3\/Pro, Apple Vision Pro etc.) and immersive virtual reality where users are entirely inside of a virtual environment (Meta Quest 2\/3\/pro, Apple Vision Pro). In this project, students will explore use cases for the variety of data that is produced by users interacting in VR devices. Data to be used includes face\/eye-tracking and kinematics from both controller movements and inside-out body tracking. Our pilot project will be to use this data to create an immersive VR\/AR pitching simulator in collaboration with MU Athletics to use VR to improve athletic performance and decrease incidence of injuries. The students working on this project will learn advanced skills in coding, machine-learning\/AI and physics engines simulations. Interest and experience with Python programming and the Unity game development engine are desirable but not required. Access to a silicon-based mac will be required for any Apple Vision Pro development.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | ebubar@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nDYNAMIC DATA VISUALIZATION IN XR<\/h3>\n\n\n\nThemes<\/span><\/th>\n | STE, Information Technology, Data Visualization<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Nathan Green<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | School of Technology and Innovation<\/td>\n<\/tr>\n | \nDescription \n<\/span><\/th>\n | This research project aims to create innovative data visualization prototypes specifically designed for Extended Reality (XR) environments with the Unity platform. The goal is to bridge the gap between traditional 2D data representation and immersive 3D visualization. We will design and develop a range of data visualization prototypes with an emphasis the transition between 2D and 3D views on demand.<\/td>\n<\/tr>\n | \nIs Remote Participation an Option?\u00a0<\/span><\/th>\n | Yes<\/span><\/td>\n<\/tr>\n\nContact Information<\/span><\/th>\n | ngreen@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nPROJECT 1: THE ROLE OF INTEGRAL MEMBRANE PROTEINS IN MECHANOTRANSDUCTION FOR SKELETAL MUSCLE RECOVERY FOLLOWING INJURY \nPROJECT 2: ESTROGEN MODULATION IN GENE AND PROTEIN EXPRESSION OF INTEGRAL MEMBRANE PROTEINS IN MYOGENESIS<\/h3>\n\n\n\nThemes<\/span><\/th>\n | STE, Biological, Bioengineering, Cell Physiology<\/td>\n<\/tr>\n | \nFaculty Member<\/span><\/th>\n | Shama Iyer<\/td>\n<\/tr>\n | \nAcademic School<\/span><\/th>\n | \n\n \n \n School of Science, Mathematics, & Engineering<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n \n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |