2026 BEACoN Research Projects

Integrated OMICs Approaches to improve female Fertility traits in Dairy Cattle

Mohammed Abo-Ismail (he/him/his)

Animal Science

maboisma@calpoly.edu

Research Project Description

Infertility has significantly contributed to economic losses in the dairy business; consequently, dairy cow fertility has declined over the previous 50 years with slight improvement in the last decade. Cows exhibiting suboptimal fertility incur an annual net loss of $259 per cow, relative to those with excellent fertility. Losses arise from diminished milk yield, non-pregnant cows, and squandered expenses associated with artificial insemination (AI) and management. Therefore, the main objective of this project is to evaluate female fertility and utilizing OMICs approaches to improve female fertility in dairy cattle and to identify molecular mechanisms and pathways that control the inflammatory diseases and how these mechanisms affect fertility traits such as age at first calving, days open and calving performance.

Specific objectives: 

1. Reviewing and summarizing existing literature on female fertility traits 
2. Estimate the genetic parameters for female fertility traits for Jersey and Holstien cows 
3. Perform GWAS and Metabolomic analyses to identify genes and pathways as well as biomarkers associated embryonic development and fertility 
4. Propose list of biomarkers and genetic variants that can be used in the industry as a selection tool 

Research Scholar's role in the Project

The student will work on:  

• conducting a comprehensive review of literature into the concepts of embryonic development and fertility, OMICs analyses (i.e.metabolomics and genomics analyses), Genomic-based Animal Models;  
• identify the problem of female fertility in the dairy cattle industry and formulate a hypothesis and research objectives;  
• data collection and sampling biological samples such as blood milk and other samples for OMIcs analyses  
• participating in designing and conducting experiments and data modeling 
• handling OMICs data, as well as interpreting and discussing the research results,  
• disseminating the project outcomes through conference and peer-reviewed journals publication. 

Skills the Research Scholar will Gain

By the end of this research activities, the EACoN Research Scholar will be able to: 

• write a review of literature using the scientific writing approach, identifying a gap in the literature and formulate an idea that can be tested by fitting a ppropriate hypothesis;  
• handle big-data sets and master related bioinformatic tools and databases. 
• model OMICs data using various methods of Data Analytics to solve real problems in the dairy cattle industry;  
• gain experience in interpreting and graphical representation of the results using different tools such R , PLINK, GCTA, ASReml software and other bioinformatics piplelines , and  
• sharpen their problem solving, critical thinking, presentation and communication skills through writing and presenting research papers. 

Required Courses/Experience

A student majoring in Science, Technology, Engineering, and Math (STEM)

Preferred Courses/Experience

Prior experience in data analytics and applied bioinformatics tools

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Navigating just transitions: Indigenous environmental justice across US renewable energy projects

Yu Cao (she/her/hers)

Natural Resources Management & Environmental Sciences

ycao12@calpoly.edu

Research Project Description

Renewable energy projects, such as wind farms, solar arrays, and hydroelectric dams, are rapidly expanding to address climate change. Indigenous communities are increasingly at the forefront of environmental justice conflicts tied to the renewable energy transitions. Over half of the global renewable energy conflicts resulted in unresolved injustice, with common drivers including the displacement of Indigenous communities and exclusion of local people from decision-making. Disputes over lands, resources, and rights highlight the need for an equitable approach to sustainable energy development.

This research uses a mixed-method approach to investigate renewable energy conflicts involving Indigenous communities in the U.S. Our research questions are: How do renewable energy projects affect environmental injustice among the Indigenous population in the U.S.? Why? We will leverage the Environmental Justice Atlas (EJAtlas), an interactive global database of environmental justice conflicts, as a starting point for data collection. The study will build a comprehensive dataset of U.S. renewable energy conflict cases and compare patterns across different project types (wind, solar, geothermal, hydro, etc.). We will run statistical analysis through identifying key variables that cause environmental injustice, such as land use, displacement, environmental impacts, and Indigenous decision-making frameworks. We will then conduct a comparative case study to explore in-depth the reasons for environmental injustice and the role of Indigenous sovereignty in each case. Using both qualitative and quantitative methods, the research will identify factors that influence conflict outcomes. The results will provide data-driven insights for policymakers and advocates to promote a renewable energy transition grounded in environmental justice and respect for Indigenous rights.
 

Research Scholar's role in the Project

The BEACoN Research Scholar will be responsible for collecting and coding case data from EJAtlas on renewable energy projects involving Indigenous communities. The student will help build and maintain the project dataset (e.g., in spreadsheets or databases), ensuring data quality and consistency.

They will analyze the data for patterns, applying qualitative methods to identify common themes across cases and using quantitative techniques (such as running statistical analysis) to examine relationships between variables (for example, comparing conflict outcomes by project type or location). The scholar will also contribute to creating visualizations (maps or charts) to illustrate findings and assist in writing up results for a research report or presentation. Additionally, the student will conduct background literature research on environmental justice, Indigenous sovereignty, and renewable energy policy.

Skills the Research Scholar will Gain

The BEACoN research scholar will gain a diverse set of skills and experiences relevant to environmental policy and justice, Indigenous studies and Indigenous research methods, data management, and sustainable resource management. Some key skills they may acquire are:

1. Qualitative Research: Develop proficiency in qualitative research methods, including extracting information from peer-reviewed articles, policy papers or case studies.
2. Quantitative Analysis: Gain experience performing statistical analyses (e.g. conducting ordinary least squares regression) to explore data relationships and test hypotheses about factors influencing conflict outcomes.
3. Data Management: Learn how to build and manage a structured research dataset, improving skills in data organization, cleaning, and documentation to ensure accuracy and transparency.
4. Environmental Justice & Policy Insight: Deepen understanding of environmental justice principles, Indigenous rights and sovereignty, and the policy/legal frameworks surrounding renewable energy projects.
5. Communication & Visualization: Practice translating complex data into clear visualizations (maps, graphs) and written summaries.
    

Required Courses/Experience

Strong interest in environmental justice and Indigenous issues; Knowledge of excel; Comfortable with data management.

Preferred Courses/Experience

Experience in environmental policy/resource management or a related field is a plus. Prior experience with data analysis tools or coding, familiarity with Excel functions or statistical software can be useful; Statistics course such as STAT 301/302, and STAT 330 or 331.

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Automated Harvesting System for Table Grapes: Enhancing Efficiency and Reducing Labor Dependence

Bo Liu 

BioResource and Agricultural Engineering

bliu17@calpoly.edu

Research Project Description

The development of an automated table grape harvester aims to address labor shortages and improve harvest efficiency. This project will design, prototype, and test an autonomous harvesting system specifically tailored for table grapes, a key California specialty crop. The harvester will utilize advanced computer vision, robotics, and artificial intelligence to identify and pick ripe grapes while minimizing damage to the fruit.

The goals include reducing reliance on manual labor, increasing harvest speed, and ensuring consistent product quality. Outreach efforts will involve demonstrations to local grape growers and collaboration with industry stakeholders to optimize the technology for commercial adoption. Success will be measured by a reduction in harvest costs, improved yield quality, and feedback from industry trials. 

Research Scholar's role in the Project

Student 1 – Gripper Design and Testing: This student will focus on developing a gentle yet efficient robotic gripper optimized for table grape harvesting. They will design, prototype, and test various soft-material and mechanical configurations to ensure reliable grape detachment with less than 2% fruit damage. Their work will involve iterative testing, integration with vision-guided end-effectors, and performance validation in both lab and vineyard environments. 

Student 2 – Custom Robotic Arm Design: This student will lead the design and fabrication of a custom lightweight robotic arm tailored for selective grape harvesting. The role includes developing kinematic models, selecting actuators, and optimizing reach, speed, and stability for operation in vineyard trellis systems. The student will collaborate with the gripper and control teams to ensure seamless integration, precision motion control, and efficient cluster-cutting performance.

Student 3 – Mobile Robot Control and Integration: This student will be responsible for developing and implementing the control architecture of the mobile robotic platform. Their tasks include integrating navigation sensors, coordinating arm and gripper operations, and enabling autonomous movement through vineyard rows. They will ensure reliable system communication and real-time AI-driven decision-making, culminating in a fully integrated and field-tested automated grape harvesting system. 

Skills the Research Scholar will Gain

The BEACoN Research Scholars will gain a diverse set of interdisciplinary skills combining mechanical design, robotics, and artificial intelligence for agricultural automation. They will learn mechanical design methods such as CAD modeling, and rapid prototyping for robotic components including grippers and arms. Students will apply experimental testing and data acquisition techniques to evaluate system performance, measuring parameters like grip force, fruit damage rates, and motion precision.

They will also gain experience in robotics control and systems integration, including actuator control, sensor fusion, and path planning. Using platforms such as ROS (Robot Operating System) and Python-based control frameworks, students will implement and tune motion control algorithms to coordinate the robotic arm, gripper, and mobile base. Additionally, they will engage in data management and analysis, handling field test datasets that include mechanical performance metrics, AI-based ripeness detection results, and environmental conditions, using tools like MATLAB, Excel, and Python for statistical evaluation. 

Finally, students will develop collaborative research and communication skills by documenting technical progress, preparing research manuscripts, and presenting findings to both engineering and agricultural audiences. Through these activities, they will gain a well-rounded understanding of applied robotics, experimental design, and quantitative data interpretation within a real-world agricultural context. 

Required Courses/Experience

SolidWorks, Python programming, electronics design, mechatronics, deep learning

Preferred Courses/Experience

SolidWorks, Python programming, electronics design. 

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Aura Farming in Spanish- Evaluating the Experiences of Latinx Students on Digital Media Productions in Agriculture

Moses Mike

Agricultural Education and Communications

mmike@calpoly.edu

Research Project Description

Have you ever wondered what it takes to run a live production—and how it feels to create something that truly represents your community? This project invites student researchers to explore the power of experiential learning through the lens of Latinx students who helped produce the second iteration of the Spanish-language live broadcast for the California FFA in 2026. Together, we’ll study how this hands-on, high-impact experience shaped students’ communication skills, teamwork, leadership, and sense of cultural pride.

As part of the research team, students will gain experience in qualitative research methods—conducting interviews, collecting and analyzing reflections, and documenting the production process. More importantly, they’ll help tell the story of how culturally relevant learning opportunities can empower underrepresented voices in agricultural education and media. This project is perfect for students interested in education, communications, DEI, or storytelling who want to make a real impact while developing valuable research and leadership skills. By studying how inclusive, community-centered experiences transform learning, we’ll work together to create a model that future programs can use to support diverse student success across agriculture and beyond.

Research Scholar's role in the Project

On the research side, the scholar will help conduct a targeted literature scan (experiential learning, project-based learning, Latinx student success), co-design data-collection instruments (semi-structured interview guides, brief surveys, reflection prompts), and assist with pilot testing. They will help gather data (interviews, surveys, reflections), manage transcripts, and participate in qualitative analysis using a co-coding model with the faculty mentor to develop a shared codebook, write analytic memos, and establish interrater reliability (e.g., Cohen’s κ). As findings emerge, the student will help create visual summaries and contribute to dissemination—co-authoring a poster/abstract and drafting sections of a manuscript (methods, results, APA formatting, cover letter strategy). The mentor will provide ongoing, structured feedback via weekly check-ins and clear milestones (e.g., approved instruments, finalized codebook, interim memo, conference-ready poster), ensuring the scholar leaves with tangible products, marketable skills, and authorship/credit where merited.

The BEACoN Research Scholar will also work closely with the faculty mentor from day one, joining pre-production planning meetings for the live California FFA broadcast and getting a sense of the people in the production. The scholar will assist. Throughout production, they will contribute to culturally responsive practices (e.g., bilingual materials when appropriate) and ensure participant dignity, confidentiality, and accessibility.

Skills the Research Scholar will Gain

The BEACoN Research Scholar will gain a comprehensive and transferable set of research and professional skills through this project. They will develop qualitative research methods expertise, including designing interview and survey instruments, conducting structured interviews, collecting participant reflections, and performing qualitative coding and thematic analysis using tools such as NVivo or Dedoose. As part of the co-coding process, the student will learn to build and refine codebooks, write analytic memos, and establish interrater reliability—skills that strengthen critical thinking, attention to detail, and interpretive accuracy. They will also gain experience in data management, learning secure handling of transcripts and consent forms in accordance with IRB and ethical research standards.

Beyond methods training, the scholar will gain valuable exposure to project planning and production management, participating in the logistical and technical aspects of a live broadcast event. They will practice teamwork, leadership, and cross-cultural communication while engaging with diverse collaborators and communities. The student will also receive guided instruction in research dissemination, learning how to write results sections, format references, and prepare materials for conference posters or journal submission. By the end of the project, the BEACoN Scholar will have developed a solid foundation in applied research, qualitative analysis, and academic communication—skills that will prepare them for graduate studies, teaching, or leadership roles in communication, education, or agricultural sciences. 

Required Courses/Experience

Specific course requirements are not necessary.

Preferred Courses/Experience

The ideal BEACoN Research Scholar for this project should have a foundational understanding of communication, education, or agricultural sciences, though a strong interest in experiential learning, diversity, and storytelling is equally important. Students who have completed coursework in agricultural communications, journalism, media production, qualitative research methods, or social science research design will be well prepared for the analytical and reflective components of the project. Experience with live event production, photography, videography, or digital media is helpful but not required—training and mentorship will be provided.

Beyond formal coursework, the most essential qualifications are curiosity, reliability, and a willingness to engage thoughtfully with underrepresented student experiences. Students should be open to learning research ethics (e.g., completing IRB/CITI training), conducting interviews, and working collaboratively in a creative, hands-on environment.

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Splash of Natural Colors: Algae Pigments for Food Applications 

Milena M. Ramírez-Rodrigues (she/her/hers)

Food Science and Nutrition

mrami217@calpoly.edu

Research Project Description

This project aims to explore the extraction of natural pigments from algae, characterize the bioactive compounds responsible for this color, and test suitable applications in the food and beverage industry. To achieve the project’s aim, we will select algae species that represent a variety of color hues. Extraction and concentration of algae pigments will be done using rotavapor and water-ethanol mixtures. Liquid pigment extracts will be applied to food and beverage products, and the color stability of these products will be assessed.

The research project will be divided into three parts. The first stage of the project involves selecting algae species that represent a variety of color hues, including green (chlorophylls), blue and red (phycobilins), and orange (carotenoids). Water-ethanol mixtures will be used to extract the pigments. In the second stage, spectrophotometry and liquid chromatography will be used to identify and quantify the compounds responsible for the algae’s color. Finally, liquid-form algae pigments will be applied to food and beverage products. Possible applications include drinkable yogurt, gummies, carbonated drinks, and sports beverages. Color stability and sensitivity to light and temperature of color pigments in the food/beverage will be assessed. 

Research Scholar's role in the Project

This project will include one BEACoN Research Scholar. The role of the BEACoN Research Scholars in this project is to actively engage in the selection of a variety of color hues from algae pigments, participate in the experimental design, and conduct experiments to create liquid-form pigment extracts using water-ethanol mixtures. Finally, join in the application process and measurement of color stability and sensitivity to light and temperature applied to food and beverages.

The scholar, in collaboration with the faculty mentors, will aid in the creation of academic abstracts for research conference submission and prepare research posters for conference presentation.

Skills the Research Scholar will Gain

The BEACoN Research Scholar will gain experience in conducting a research study in the field of food science. This includes conducting a literature review, participating in experimental design planning, performing the actual experiments to collect quantitative data, analyzing the data, and presenting the results. Preparing materials for conference submission and presenting at a research conference will also be part of the research scholar experience.

Required Courses/Experience

Candidates should be proficient in conducting laboratory work and possess strong skills in reading, writing, speaking, and organization.

Preferred Courses/Experience

Experience or interest in working with bioactive compounds (spectrophotometric or chromatographic methods) and statistical analysis.

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Fostering Inclusive Well-Being: Integrating Immersive Technology, Nature, and Psycho-Social Strategies to Support Underrepresented and Neurodivergent Students

Keri Schwab (she/her/hers)

Experience Industry Management

keschwab@calpoly.edu

Sandy Shen (she/her/hers)

Experience Industry Management

yeshen@calpoly.edu

Research Project Description

This interdisciplinary project investigates how exposure to real and virtual nature, paired with brief psycho-social activities such as gratitude letter writing or personal-choice activity or reflection, can enhance college students’ mental health and attention, mood, and memory. Grounded in Attention Restoration Theory, the study tests whether immersive, technology-driven interventions (such as VR) can reduce stress and improve cognitive and emotional functioning. Using a mixed-methods design, Cal Poly students (including underrepresented and neurodivergent) will experience one of several short interventions in real nature on campus, via 360° video, or in a simple indoor setting while physiological data are collected through Shimmer GSR sensors along with psychological measures of well-being. The Shimmer gathers real time skin conductance data and is a new technology for understanding at which point in an experience a person feels more or less aroused. Coupled with surveys and interviews, this data provides clear insight into how and why students might find more or less psychological or emotional arousal in different settings.

Findings will advance understanding of how expressive technologies and nature-based experiences support well-being, mental health, attention and resilience. Expected outcomes include scholarly publications and conference presentations, as well as practical resources and toolkits for Cal Poly wellness offices, counseling centers, and community partners that translate research insights into accessible, scalable mental health supports.

Research Scholar's role in the Project

The BEACoN Research Scholars will play an important role in the project. We hope to have 2 BEACoN students, and they will assist in all phases of the research process and gain hands-on experience in study design, data collection, analysis, and dissemination.

Key responsibilities include:

• Background research and writing the literature review for the project foundation.
• Training: Learn research protocols, psychological testing tools, and physiological data collection using Shimmer3 GSR devices.
• Recruitment and Study Coordination: Help recruit and schedule participants, manage consent forms, and organize experimental sessions.
• Experiment Facilitation: Assist in administering interventions across six conditions (real nature, 360° video, or classroom; gratitude letter writing or free-choice task).
• Data Collection and Management: Record and clean physiological and survey data and maintain accurate documentation.
• Qualitative Research: Conduct brief participant interviews about emotional and attentional changes after the intervention.
• Data Analysis: Support data analysis in R, and contribute to interpretation of findings.
• Dissemination: Collaborate on report writing, conference presentations, and sharing results with community partners and Cal Poly wellness programs.

Through this experience, the students will develop advanced skills in experimental research, digital storytelling, and inclusive innovation.

Skills the Research Scholar will Gain

Through this project, the BEACoN Research Scholar will gain a comprehensive set of research, analytical, and professional skills that prepare them for advanced study and applied research in psychology, experience design, and related disciplines. Specifically, the scholar will gain the following:

• Research Methods: Learn to conduct background research, write a literature review, and build a strong conceptual foundation for a research study.
• Experimental Design & Coordination: Gain hands-on experience designing and coordinating an experiment, including recruiting participants, managing consent procedures, scheduling sessions, and facilitating interventions across multiple experimental conditions.
• Data Collection & Management: Develop technical expertise using psychological testing tools and Shimmer3 GSR devices to collect physiological data. Learn to clean, organize, and manage both quantitative and qualitative datasets following best research practices.
• Statistical Analysis: Strengthen data analysis skills by conducting descriptive and inferential statistics using R and interpreting results to draw meaningful conclusions.
• Qualitative Research Skills: Practice conducting and analyzing participant interviews to explore emotional and attentional changes, including transcription, thematic analysis, and reporting of qualitative findings.
• Scientific Communication: Build communication skills by writing research reports, contributing to conference presentations, and translating findings for community partners and wellness programs.
• Professional Development: Enhance collaboration, project coordination, and interdisciplinary teamwork skills in a supportive research environment.

Required Courses/Experience

No experience/courses are required. BEACoN Research Scholars will be expected to have an interest in student mental health and well-being, technology and nature-based solutions and interventions, have a desire to learn about the use of cutting-edge technology (e.g., Shimmer3 GSR device and VR), and have a passion for providing a virtual environment to provide a more inclusive environment.

Preferred Courses/Experience

If the BEACoN Research Scholar has experience in writing literature reviews, conducting surveys and interviews, and maintaining detailed records, that would be preferred. However, these are not the required skills, and we can provide training and instruction.

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Characterizing the Ecological Effects of Utility-Scale Solar Energy arrays on Fallowed Farmland: Optimizing Synergies in Clean Energy Generation and Conservation Goals

Seeta Sistla (she/her/hers)

Natural Resources Management & Environmental Sciences

ssistla@calpoly.edu

Research Project Description

As the rate and scale of utility-scale solar energy (USSE) grows, uncertainty about the ecological outcomes of this land use change involving the potential to synergistically benefit (or negatively impact) ecosystem services such as land carbon sequestration remains. Regular spacing between USSE panel rows creates heterogeneous environmental conditions that may promote the formation of a unique resource gradient within the array footprints. Expanding USSE arrays without a firm understanding of the ecological implications of this technology limits our ability to maximize positive ecological impacts while reducing negative externalities. Understanding the ecological consequences of the novel patchy habitat created by USSE arrays represents a knowledge gap that challenges our ability to optimally guide this significant energy development. This research will help address a critical question in solar array development -- can arrays promote soil carbon pool increases in fallowed farmland? In this study, we will characterize the soil carbon pools within and outside of array footprints that have been in place for several years to over a decade. 

Research Scholar's role in the Project

The BEACoN scholar will work with Professor Sistla and MS student Gracie Harada to characterize soil carbon pools in two focal utility-scale solar arrays on the CA Central Coast. This research will include help with sample collection in the field and lab processing, as well as data analysis. The field work will include several field days (4-6) in Winter 2026 and lab work/data analysis from Winter - Spring 2026 (~ 10 hours/week). 

Skills the Research Scholar will Gain

The BEACoN Scholar will learn environmental science research design, field work and laboratory protocols in the area of soil carbon cycling and renewable energy development. The Scholar will also learn skills in sample management, data collection and analysis strategies, and gain an introduction to R (open source project for statistical computing). They will also connect with other stakeholders in this research field, including industry partners and other academic researchers. 

Required Courses/Experience

Curiosity to learn new skills in environmental science. Positive attitude and patience with field and lab work.  

Preferred Courses/Experience

Introductory environmental science/soil science/biology coursework preferred. 

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Prototyping Sustainable Waste-Management System for Developing College Campus in Tanzania Africa 

Thomas Fowler (he/him/his)

Architecture

tfowler@calpoly.edu

David Kempken (he/him/his)

CAED Shop Manager and Instructor

dkempken@calpoly.edu

Research Project Description

This issue of a lack of a waste management system and not having ways of disposing or recycling of debris, of course, is not unique to the developing country of Tanzania, Africa, but an issue that plagues a number of developing countries. This is a research project that focuses on developing a prototype waste management system for a college campus in a city called Same (saa – may) Tanzania, located in the northern Kilimanjaro region. Since 2014, an interdisciplinary team of Cal Poly faculty, staff and students have partnered with the Mbesese Initiative for Sustainable Development (MISD) https://www.mbesese.org for the design and construction of this campus on an 80-acre site. Annual trips to Tanzania have been made by our interdisciplinary team, to work with the local community on this project. One of the unforeseen outcomes of our work over the years during our 4-week summer build stays, has been in the surprise creation, with our small infusion cash, of a micro economy for the city of Same, since we have been able to hire local laborers from the community to assist us in the annual construction of project along with purchasing needed building supplies from local hardware stores and have tripled during this period. As a result, given the trust and appreciation of our work over the years by the community, this waste-management research project provides an opportunity to develop the best practices for this system and sharing the health benefits via a developed educational program. One of the many articles found on the waste disposal issues for Tanzania (Abel’s 2024 Tanzania’s Solid Waste Management Dilemma) mentions that the waste that does not make it to designated disposal sites are buried, burned (typically done on the side of the roads) or dumped into open spaces and water ways. Diseases associated with the lack of waste management containment include issues with water/vector/food borne health issues along with unhealthy exposures to skin infections. In the decade plus period that we have been developing this college campus, the small town has become a tourist destination, with the recent popularity of the MKomazi National Safari Park https://www.mkomazi.info with its new Black Rhino and Wild Dogs preservation projects. And, as a result there has been a noticeable increase in the visible debris dumped into open spaces and water ways and being burned on the side of the roads. 

Research Scholar's role in the Project

The student's tasks include conducting literature searches to locate peer-reviewed journal articles about case studies on the factors contributing to developing country waste disposal problems & solutions along with focused articles on Tanzania. They will also gather spatial data and contribute to developing methods for conducting GIS analysis to map patterns for where waste is being dumbed and health hazards connected to this in Same and of course around the developing college campus site. They will create visual representations to communicate the various types of potential waste management system for the 80-acre college campus site but also look at the city of Same to map where the accumulation of waste is. Ultimately, students will develop an interactive GIS Story Map to share their findings with the public.

Additionally, interfacing with several resources: Cal Poly's Global Waste Research Institute (GWRI) https://gwri.calpoly.edu/, a group with a small grant to prototype an incinerator for this college campus, and with a member of the MSID Board of Directors, Dr. Norbert Mchomvu, who is a Public Health Doctor in Same, Tanzania and of course the Co PIs for this project. 

Skills the Research Scholar will Gain

The student researcher(s) will acquire skills in conducting literature searches and performing critical and quantitative data analyses. They will be coached in using geoprocessing tools and techniques for creating maps and data visualization. Additionally, they will practice approaching design with a focus on DEI and learn how to measure the tangible results of design solutions in addition to working effectively with interdisciplinary teams / resources.

Required Courses/Experience

Third, fourth-year students. Should be proficient in using Adobe Illustrator, Photoshop, and 3D modeling software. Should have excellent critical thinking, analytical skills, communication skills and an interest in learning about waste management systems and the injustice issues that may impact them.

Preferred Courses/Experience

Architecture, landscape architecture or city and regional planning student are preferred, however, students from other majors will be considered. It is preferred that student have successfully completed courses in GIS and digital graphic communication, but if no to limited course work then evidence of use of these tools will be required.

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Bridging generations: Exploring mentorship impacts on first-generation underrepresented students and their educational aspirations for future generations

Jason Miller (he/him/his)

Construction Management

jmill289@calpoly.edu

Research Project Description

This project will explore how mentorship influences the academic success and confidence of first-generation, underrepresented students at Cal Poly, focusing on how these supports help them navigate college challenges. In addition, the study will investigate participants’ perceptions of how their college education may positively affect the educational opportunities and motivation of their future children, examining the potential intergenerational impact of first-generation college success.

As a BEACoN researcher, you will help design and conduct surveys and interviews with student mentors and mentees. You’ll analyze how mentoring relationships support student persistence, and you’ll gain experience with mixed methods research, data collection, and qualitative analysis. This project offers a unique chance to contribute to equity-focused research that bridges immediate student success with longer-term educational equity hopes, while developing valuable research and communication skills.

Research Scholar's role in the Project

The BEACoN Research Scholar will play a central and active role throughout the research project. Specifically, they will:

• Assist with conducting literature reviews related to first-generation student success, mentorship, and intergenerational educational equity to ground the study in existing research.
• Assist with participant recruitment by collaborating with campus mentoring programs to identify and engage first-generation underrepresented students.
• Assist with collecting data through administering surveys and conducting semi-structured interviews, gathering both quantitative and qualitative information on mentee experiences and future educational aspirations.
• Participate in data analysis by coding qualitative data and helping analyze survey results to identify themes and patterns related to mentorship impact and intergenerational hopes.
• Contribute to research coordination, documentation, and scheduling to ensure smooth project progress.
• Support the preparation and presentation of research findings through posters, presentations, or reports, gaining skills in academic communication.
• Commit to ethical research practices, including maintaining confidentiality and sensitively working with diverse populations.

Through these experiences, the scholar will gain valuable skills in literature review, mixedmethods research, participant engagement, data analysis, and professional
communication aligned with BEACoN’s learning objectives.

Skills the Research Scholar will Gain

The BEACoN Research Scholar will gain valuable skills that span technical research methods, data management, qualitative analysis, and professional communication. Specifically, by assisting on this project, the scholar will develop proficiency in conducting literature reviews to summarize relevant studies and build a theoretical background. They will learn how to contribute to participant recruitment and data collection processes, including administering surveys and supporting qualitative interviews. This hands-on experience builds skills in gathering reliable data while ensuring ethical standards.

In data analysis, the scholar will be trained in organizing and managing both quantitative survey data and qualitative interview transcripts. They will assist with coding qualitative data to extract themes and patterns, gaining exposure to critical qualitative research methods. The scholar will also develop communication skills by helping prepare research reports, summaries, and presentations, learning how to clearly convey findings to academic and broader audiences. Additionally, the scholar will gain organizational and teamwork skills by coordinating research activities and collaborating closely with faculty mentors and the team.

Overall, this assistant role provides a comprehensive introduction to mixed-methods  research, ethical research conduct, data management, and scholarly communication— foundational skills that prepare students for future academic or professional research opportunities

Required Courses/Experience

The BEACoN Research Scholar position requires minimal prior coursework but expects critical thinking, strong observation, reading, and writing skills. Students should have a genuine enthusiasm for social scientific research and a passion for diversity, equity, and inclusion.

Critical thinking is essential for analyzing and synthesizing empirical studies and qualitative data. Strong reading skills enable understanding complex research literature, while good writing skills are necessary for summarizing findings, drafting reports, and contributing to presentations. Being organized and responsible supports efficient collaboration with faculty and team members during data collection and research activities.

Overall, the minimal requirements focus on readiness to engage rigorously with research processes—through thoughtful reading, observation, and writing—rather than extensive prior technical training, making it accessible to motivated students wanting to develop research skills

Preferred Courses/Experience

Having taken at least one course involving empirical research methods, scholarly reading, or academic writing

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Human-in-the-Loop Digital Twin for Robotic Assembly

Aditya Chivate (he/him/his)

Industrial and Manufacturing Engineering

achivate@calpoly.edu

Research Project Description

Modern manufacturing systems increasingly use digital twins, virtual models that mirror physical machines in real time, to improve efficiency and resilience. Yet most digital twins operate autonomously, without accounting for human expertise. This project will design a Human-in-the-Loop Digital Twin (HITL-DT) for a robotic assembly cell, where a human operator interacts with the twin to validate, correct, and improve robot decision-making. 

Using Cal Poly’s robotic arm testbed, students will connect live sensor data (position, vision, and force) to a virtual model that predicts assembly outcomes. When the model’s confidence is low, the system will prompt the human for feedback (“approve,” “revise,” or “abort”). This feedback updates the twin’s predictive model, creating a continuously learning, co-adaptive system. 

The project advances manufacturing research by exploring how human insight can enhance trust, safety, and adaptability in automated systems. Students will gain hands-on experience with robotics, data analysis, and human-AI collaboration while contributing to next-generation smart manufacturing frameworks. 

Research Scholar's role in the Project

The student will gain hands-on experience at the intersection of robotics, data science, and human-AI collaboration. They will learn how to connect a physical robotic arm to a digital-twin simulation, stream real-time sensor data, and validate that the virtual model accurately mirrors the robot’s behavior. 

Skills the Research Scholar will Gain

Through this process the scholar will develop: 

• Experimental and research skills: Designing and running controlled studies that compare autonomous versus human-in-loop operation. 
• Technical proficiency: Using robotics tools (ROS, Python, Gazebo/Isaac Sim), sensor calibration, and simple machine-learning confidence models. 
• Data analysis and visualization: Processing logs, evaluating performance and safety metrics, and plotting results in Jupyter or MATLAB. 
• Interface design and user testing: Building a simple feedback UI and collecting human-operator responses. 
• Communication skills: Documenting experiments, preparing figures, and presenting results at the BEACoN Symposium.  

By the end of the project, the scholar will understand how digital-twin systems integrate human feedback to make robotics safer, more transparent, and more reliable, skills directly applicable to careers or graduate research in smart manufacturing and cyber-physical systems. 

Required Courses/Experience

This project is especially well suited for students with interest in robotics. No specific prior research experience is required, curiosity and reliability are most important.

Students should have completed or be enrolled in introductory programming (e.g., CSC 101, ME 211, or equivalent) and have basic familiarity with mathematics, physics, or engineering fundamentals. 

Preferred Courses/Experience

Coursework or interest in robotics, controls, or data analysis will be helpful but not required. The scholar should be comfortable learning new software tools (Python, MATLAB, or ROS) and working hands-on with lab equipment in a collaborative, experimental setting. 

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Coordinating Robot-to-Robot Task Handoffs for Heterogenous Robot Teams

Carlos Diaz Alvarenga (he/him/his)

Computer Engineering

cdiazalv@calpoly.edu

Sachiko Matsumoto (she/her/hers)

Computer Engineering

sematsum@calpoly.edu

Research Project Description

Robots have proven useful in many environments, including search and rescue, manufacturing, and healthcare. However, in order to complete common tasks in these spaces, robots often need many different capabilities and physical structures. For example, transporting objects might require a manipulator robot to pick and place objects and a mobile robot to transport them. Therefore, heterogeneous robot teams, or teams of many different types of robots, have potential to greatly improve task performance and efficiency.

However, it is still difficult to coordinate and plan for heterogenous robot teams. Thus, this project will develop methods to enable heterogeneous robots to collaborate, focusing on task handoffs, or the transfer of task control between robots. Effective handoffs require close coordination and dynamic planning based on each robot's unique capabilities and relative positions. Our research project aims to study and enhance collaboration within heterogeneous robot teams, thereby improving the team's ability to accomplish objectives. To support this, the scholar and us will develop a hardware testbed featuring a team composed of a Stretch mobile manipulator and a Turtlebot4 robot tasked with coordinating to place an item on a shelf.

Research Scholar's role in the Project

The students we select will play a pivotal role in multiple phases of the research process. Their responsibilities will include:

• Robot Networking and Software Development: Developing code to facilitate communication between the Stretch robot, Turtlebot4 robot, and a centralized coordination node for actions and commands. This work is critical for enabling the multi-robot collaboration.
• Design and Implementation of a Coordination Planner: Developing and implementing the planning and coordination schemes for robot-to-robot handoff. This will involve designing and testing different solutions. Through this, the student will gain direct experience in algorithmic problem-solving for robotic coordination.
• Data Collection and Analysis: Running trials to collect performance data after a successful implementation. This crucial step will reveal the strengths and limitations of the proposed solution. The insights gathered here will directly guide the next iteration of the project, making the student's work integral to our progress.
• Drafting a Project Report: Writing a comprehensive draft that presents the project's findings. This involves articulating the research problem, methodology, results, and conclusions in a clear and organized manner. This experience is designed to hone the student's scientific communication skills, a key skill for any research career.

This role will provide the student with valuable hands-on experience in the entire research cycle, from initial development and data collection to the presentation of results, thereby equipping them with essential skills for future research endeavors.

Skills the Research Scholar will Gain

This project is committed to the professional development of undergraduate students. Participants will gain hands-on experience in key areas of the robotics research, including:

• Robotic Software Development: Understanding the inner workings of an autonomous navigation stack and developing software for heterogeneous robot teams.
• Data Collection & Curation: Gathering and managing data using both teleoperation and autonomous navigation modes via the Robot Operating System (ROS2).
• Algorithmic Design & Implementation: Designing and implementing a novel coordination scheme for robot-to-robot task handoffs.
• Research & Collaboration: Building the communication and technical reading skills essential for successful academic collaboration.

Through this work, students will gain practical expertise in programming robots, working with embedded systems, and utilizing debugging tools for robotics APIs. By implementing and refining a solution to a multi-robot coordination problem, they will engage in effective research techniques. Furthermore, collaboration via GitHub and regular practice presentations will enhance their ability to work effectively in a team and communicate results clearly.

Required Courses/Experience

C++ and Python coding experience (beginner)

Preferred Courses/Experience

Robot Operating System, Embedded Systems, Computer Vision, Experience with Manipulators

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Harnessing Artificial Intelligence for Inclusive Excellence in Higher Education

Mona El Helbawy (she/her/hers)

Computer Engineering

melhelba@calpoly.edu

Research Project Description

Artificial Intelligence (AI) is transforming how we learn, work, and connect, but it also raises important questions about fairness, access, and representation. This research project explores how AI tools and technologies can be used to support Diversity, Equity, and Inclusion (DEI) in undergraduate and graduate education. From AI-powered tutoring platforms to data-driven interventions that identify and address achievement gaps, the project will investigate how AI can help create more inclusive and supportive learning environments for students from historically marginalized backgrounds.

As part of this project, the BEACoN Research Scholar will help identify current uses of AI in education, assess their impact on DEI outcomes, and explore new ideas for using AI ethically and equitably. Together, we will review academic literature, analyze real-world case studies, and potentially conduct interviews or surveys with students and faculty. The goal is to better understand both the promise and the risks of AI in educational spaces, and to develop recommendations for how institutions can use these tools to promote belonging, accessibility, and success for all students.

Research Scholar's role in the Project

The BEACoN Research Scholar will play an active and collaborative role throughout the project. Their responsibilities will include conducting literature reviews on the current use of AI tools in higher education, with a particular focus on applications aimed at improving equity, access, and inclusion. This will help build a foundation of understanding around both the capabilities and limitations of AI in educational settings.

The scholar will also help identify and analyze real-world case studies where AI has been implemented—such as AI-based tutoring platforms, bias detection in grading algorithms, or predictive analytics used in student advising systems. This may involve gathering data from institutional reports, academic publications, and publicly available sources. If feasible, the student may also assist in designing and conducting qualitative research activities, such as surveys or interviews with students, faculty, or administrators, to gather insights on how AI is perceived and experienced across different demographic groups.

Throughout the project, the student will develop skills in critical analysis, academic writing, data interpretation, and ethical inquiry, with mentorship focused on both research and professional development. They will also be encouraged to contribute their own perspectives and lived experiences to shape the direction of the project. The ultimate goal is for the scholar to co-author a final report or presentation, and, if interested, submit their work to a conference or undergraduate research forum.

Skills the Research Scholar will Gain

The BEACoN Research Scholar will gain a diverse set of research and professional skills that are valuable across academic disciplines and career paths. These include both qualitative and analytical research methods, as well as competencies in ethical technology evaluation and project communication.

Specifically, the student will learn how to conduct a systematic literature review, identifying and synthesizing existing research on the use of AI in educational settings. They will develop skills in qualitative analysis, particularly in coding and interpreting themes from interviews, surveys, or case studies related to student experiences, institutional practices, and DEI outcomes. If the project involves gathering original data, the scholar will also gain experience in designing research instruments, applying for IRB approval (if needed), and managing data responsibly and ethically.

In terms of technical skills, the student will work with basic data organization and management tools, and they may have the opportunity to explore introductory applications of AI tools or platforms used in education. More importantly, they will learn how to critically evaluate these technologies through an equity lens, an increasingly important skill in both academic and professional settings.

The scholar will also build competencies in academic writing, professional communication, and presenting research findings to diverse audiences. They will receive mentorship on how to articulate the broader social relevance of their work, which will prepare them for graduate school, fellowships, or leadership roles in technological/educational fields.

Required Courses/Experience

While no specific prior experience with Artificial Intelligence or diversity research is required, the ideal BEACoN Research Scholar will have completed at least one course related to technology/engineering, education, social sciences, or diversity studies. For example, courses in introductory computer science, educational psychology, sociology, cultural studies, or research methods would provide a helpful foundation.

Most importantly, I am looking for a student who demonstrates strong critical thinking skills, curiosity about how technology interacts with social issues, and a commitment to advancing equity and inclusion. The scholar should be comfortable engaging with academic literature, communicating thoughtfully, and working both independently and collaboratively.

Students with experience in qualitative or quantitative research methods, data analysis, or academic writing will be well-positioned to succeed, but I am also open to mentoring motivated students eager to develop these skills throughout the project.

Preferred Courses/Experience

Preferred coursework or gained experience in areas related to artificial intelligence, data analysis, education, social justice, or diversity, equity, and inclusion (DEI). Examples include, but are not limited to, courses in computer science, data science, educational psychology, sociology, ethnic studies, or research methods.

Experience with qualitative research techniques, such as conducting interviews or analyzing textual data, is highly valued, as is familiarity with academic writing and literature review processes. Students who have engaged in projects or internships involving AI applications or DEI initiatives will find this project especially relevant.

Because this research is interdisciplinary in nature, students from a wide range of academic backgrounds are encouraged to apply, particularly those who are passionate about exploring how technology can be ethically and effectively used to promote inclusive educational environments.

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Enhancing Human–Robot Collaboration through Emerging Technologies 

Javier Gonzalez Sanchez (he/him/his)

Computer Science and Software Engineering

Javiergs@calpoly.edu

Research Project Description

Collaborative robots (cobots) are becoming increasingly common across industries. They combine the dexterity, flexibility, and responsiveness typically associated with humans with the speed, precision, and repeatability of traditional industrial robots. However, significant challenges remain in ensuring safety, trust, and effective communication when humans and robots work together. While people naturally cooperate through communication and shared understanding of intentions, robots must be equipped with comparable capabilities. Sensors and AI can help make communication more intuitive—for example, by enabling robots to recognize a hand gesture to stop, follow a person’s gaze, or adjust their movement when someone steps into their path. 
 
This project will give students hands-on experience in exploring new ways for humans and robots to interact. Students will integrate computer vision technologies with brain–computer interface (BCI) devices, gaze-tracking cameras, and VR headsets as methods for controlling industrial-level robots. They will also gain experience in developing software components in an object-oriented programming language that can be reused and extended in future stages of the research. The work will involve integrating computer vision and data analysis methods into human–robot applications, applying machine learning tools and reasoning techniques to enable adaptive robotic responses, and leveraging cloud computing resources to manage data streams and support scalable experimentation. By the end of the project, students will have built both technical and research skills in a rapidly growing field with applications across robotics, AI, cloud systems, and human-centered technologies.

Beyond technical training, the project emphasizes professional development and interdisciplinary collaboration. Students will practice project planning, documentation, and teamwork while engaging with peers from computing, engineering, and business disciplines. They will also have opportunities to present their work at campus events or conferences, connect with professionals in the field, and reflect on potential career pathways in research, industry, and technology innovation.

As participants in this project, students will: 

• Develop working software components in Java and related tools that can be extended in future stages. 
• Produce technical documentation and a dataset integrating multimodal human signals (e.g., gaze, posture, BCI data) for robot control. 
• Create a poster or live demo to showcase their results, with the potential to contribute to a conference presentation or paper. 
• Gain hands-on skills in computer vision, machine learning, multimodal data collection, cloud-based experimentation, and adaptive system design. 

Research Scholar's role in the Project

The student will play an active, hands-on role in an ongoing interdisciplinary project on human–robot interaction (collaborating with students from CENG and OCOB). The student will work with tools such as brain–computer interface headsets, gaze-tracking cameras, and VR headsets to control an industrial-level robot in simulation. They will gather and analyze multimodal human data, experiment with AI models to translate that data into robot commands, and document their progress.

The role also includes project planning, weekly check-ins, and preparing outputs such as a poster, demo, or short paper. Students will be encouraged to attend seminars or conferences and will receive mentoring on career paths in both research and industry. 

Skills the Research Scholar will Gain

They will learn to work with brain–computer interface headsets, gaze-tracking cameras, VR headsets, and computer vision systems for gesture and posture recognition. They will develop skills in collecting, filtering, and integrating multimodal data, while also gaining an understanding of the challenges involved in preparing such data for machine learning. The student will explore how to combine data from different sources to support robot learning of human states and behaviors. They will also gain software development experience through a team-based project that emphasizes programming, testing, documentation, and presentation. This combination of skills provides both technical training and professional development, preparing the student for advanced study or industry careers in computing, robotics, or human-centered technologies.

Required Courses/Experience

We are seeking a student with prior programming experience in Java. Experience with computer vision is preferred but not required. Recommended preparation includes courses in (1) Java programming, (2) data structures, (3) software development teamwork, and (4) computer networking (protocols, ports, etc.).

Preferred Courses/Experience

We are seeking a student with prior programming experience in Java. Experience with computer vision is preferred but not required. Recommended preparation includes courses in (1) Java programming, (2) data structures, (3) software development teamwork, and (4) computer networking (protocols, ports, etc.).

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Serving Latine/x Students in the Engineering Possibilities in College Program

Nicole Johnson-Glauch (she/her/hers)

General Engineering

njohns66@calpoly.edu

Research Project Description

I invite you to join a project that strengthens our goals as an emerging Hispanic-Serving Institution (HSI) by helping design hands-on engineering experiences that serve and empower Latine/x students.

As part of this project, you'll get to create and test interactive, learn-by-doing activities for the EPIC (Engineering Possibilities in College) summer program, which introduces middle and high school students to engineering. Additionally, you will design ways to measure how effectively your hands-on experience and the EPIC program as a whole supports belongingness in STEM and serves Latine/x students across California.

Interested in continuing this work in the summer? Completing this BEACoN project will get you preference when applying to this project in next summer’s EPIC + SURP program. 

Research Scholar's role in the Project

Students will do the following as part of the project: 

1. Read and synthesize engineering education literature related to servingness for the Latine/x community and impacts on students from participating in outreach programs. 
2. Create an engineering lab for the EPIC summer program 
3. Choose data collection and analysis methods to be used to evaluate the impact of the lab they create and the EPIC program as a whole 
4. Submit an IRB for the study that will be used by the EPIC + SURP students. 

Skills the Research Scholar will Gain

Students will gain the following skills: 

1. Writing a literature review and developing research questions 
2. Data analysis skills related to qualitative and quantitative research methods in engineering education research 
3. Designing an engineering education research study 
4. Technical communication both in writing and orally 

Required Courses/Experience

None

Preferred Courses/Experience

The following are preferred: 

• Experience with first or second year engineering courses 
• Experience with engineering outreach to middle and/or high school students (attending as a middle school/high school student or running as a college student) 
• Experience with the EPIC program 
• Experience with engineering education research 

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Breaking the Binary: Socio-Technical Course Development and Assessment for Computer Engineering | Crosslisted under College of Liberal Arts

Andrea Schuman (she/her/hers)

Computer Engineering

anschuma@calpoly.edu

John Oliver (he/him/his)

Computer Engineering

jyoliver@calpoly.edu

Jane Lehr (she/they)

Ethnic Studies

jlehr@calpoly.edu

Research Project Description

We are seeking colleagues to help us develop and evaluate socio-technical (ST) course material for Computer Engineering. ST course materials explore how technology and society shape each other in intended and non-intended ways. As part of this work, we use a variety of frameworks. The Civics of Technology framework asks us "Technologies are not neutral, and neither are the societies they are introduced. As technology continues encroaching on our lives, how can we advance technology education for just futures?". The Technoskeptical Framework asks 1) what does society give up for the benefits of the technology? 2) who is harmed and who benefits? 3) what does the technology need?, 4) what are the unintended consequences of the technology and 5) why is it difficult to imagine our world without the technology? Students in this project will be working alongside mentors who will co-develop ST course materials for semester courses in the Computer Engineering curriculum and co-evaluate the course material assessing both instructor and student responses to ST content in their computer engineering courses. Students will also be asked to help create faculty ST training content (slides, speaker notes, curated videos, faculty training materials) as well as write and co-author conference publications.

This project is part of a larger research project called, “Breaking the Binary”. Breaking the Binary is a revolutionary project will involve both students and faculty in a process of transforming the Computer Engineering (CPE) department at Cal Poly, San Luis Obispo, and potentially engineering education as a whole, through rejecting binaries or dualisms commonly used to create hierarchies in engineering thought and practice. The activities in this project ask faculty and students to actively engage in dismantling the binaries by identifying and breaking down oppressive norms. Instead, they will embrace a complex coexistence; develop new skills in co-creation of holistic learning experiences and inclusive cultures; and evolve personal and professional identities that are constantly challenged and often in flux. The work is based on a “Critical Collaborative Educational Change” model which maps individual and group change to critical consciousness, values and beliefs, actions, and collective well-being in order to break the binaries in our culture, policies, and curriculum. 

Research Scholar's role in the Project

The BEACoN Research Scholar will join an active engineering education research group with professors Andrea Schuman (CPE), Jane Lehr (ES/WGQS), and John Oliver (CPE). Students in this project will co-develop Socio-Technical (ST) course content for Computer Engineering, evaluate faculty and student responses to ST education and prepare training materials for faculty to deliver ST content. On the research side, students will gain experience in research methods and design, interview protocols, qualitative analysis, communication skills, and research paper writing. This will include learning about IRB processes, participating in a literature review, conducting interviews and/or focus groups, developing qualitative data analysis skills, contributing to research team meetings and meeting facilitation and finally co-author conference papers and/or journal articles.

Skills the Research Scholar will Gain

This project will be an exceptional opportunity for a small group of BEACoN Research Scholars to gain expertise in engineering education research. Anticipated skills our mentees will gain are related to: research methods and design, conducting interviews and focus groups, qualitative and quantitative analysis, data presentation and data management, and written and oral communication. They will have the opportunity to develop skills and capacities related to leadership, self-efficacy, knowledge of personal strengths and assets, and confidence in their future career plans. We hope to be able to support them to attend and present their work at an engineering education conference.

Required Courses/Experience

Applicants must have an open mind about exploring social issues such as racism, sexism, and other forms of discriminatory practices, biases, and inequalities that influence both society and the development, use, and impact of technology. 
 
Our project is unfortunately not open to undocumented participants, as it is supported through federal funding sources that require specific eligibility criteria. 

Preferred Courses/Experience

Students with interest in qualitative or quantitative research methods, with a preference for qualitative.  
 
Interest and prior experience with perspectives and frameworks utilized in areas including Science & Technology Studies, Ethnic Studies, Women’s, Gender & Queer studies, or related areas. Interest and prior experience may be demonstrated by course work, club or other co-curricular participation and/or knowledge gained via lived experiences. 
 
Passionate about and committed to the co-creation of more just, diverse, and inclusive STEM learning environments and cultures. 

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Smarter Sales and Operations Planning in the Craft Brewing Industry

Jill Speece (she/her/hers)

Industrial and Manufacturing Engineering

jespeece@calpoly.edu

Mohamed Awwad (he/him/his)

Industrial and Manufacturing Engineering

mawwad@calpoly.edu

Research Project Description

This project focuses on using artificial intelligence to improve Sales, Inventory, and Operations Planning (SIOP) in the craft brewery industry. Right now, most small to mid-sized breweries rely on manual and spreadsheet-heavy processes that take hours each week and often depend on gut instinct rather than data. The work will build on an industry partner-provided existing analytics platform that already connects brewery data through tools like Panoply, Tableau Prep and Cloud, and BigQuery. The goal is to create an AI assisted planning process that automates forecasting and scheduling while keeping people at the center of decision making. The system will handle the time-consuming data analysis and scenario building, getting planners 80 to 90 percent of the way toward a complete plan, so that humans can focus on the final refinements, tradeoffs, and strategic choices that require experience and judgment.

Two Cal Poly BEACoN students will help move this project forward, each bringing a different focus. One student will concentrate on the data and forecasting side, working on AI models that predict demand and manage inventory more efficiently. The other will focus on optimization and user experience, helping to design and test a planning tool that brewery teams can easily use. Together they will analyze how breweries currently plan their operations, run experiments comparing human and AI assisted planning, and refine a working prototype. This project matters because craft breweries are a key part of local economies and communities. They create jobs, support regional agriculture, and serve as gathering places. By improving how breweries forecast, schedule, and manage inventory, this work can help them operate more sustainably, reduce waste, and increase profitability, while showing how AI can enhance rather than replace human expertise in complex planning environments. 

Research Scholar's role in the Project

This project will include two BEACoN Research Scholars who will work collaboratively with faculty mentors and an industry partner to improve planning processes for craft breweries. The students will begin by jointly researching best practices in sales, inventory, and operations planning and by meeting with the data analytics industry partner and the breweries to understand current workflows, system limitations, and data availability. They will analyze how production, inventory, and sales decisions are currently made and document the system’s strengths and challenges to establish a clear baseline for improvement.

In the next phase, each student will focus on a specialized area. One will work on data analysis and forecasting, developing and testing predictive models that help breweries anticipate demand and manage inventory more efficiently. The other will focus on optimization and user experience, designing and refining a planning tool interface that is intuitive for brewery teams to use. In the final phase, the students will integrate their work by testing the prototype tool with real data, running experiments that compare human planning with AI-assisted approaches, and refining the system based on performance and user feedback. Their combined efforts will result in a functional and research-informed prototype that supports smarter, more accessible planning for small breweries. 

Skills the Research Scholar will Gain

The BEACoN Research Scholars will gain hands-on experience working with data analytics and artificial intelligence tools in a real-world business setting. They’ll use a data analytics platform to collect, transform, and visualize data, building practical skills in data management and analysis. Along the way, they’ll see firsthand how AI is being integrated into business decision-making, giving them insight into how these technologies are changing the way organizations plan and operate.

They’ll apply these skills through the Sales, Inventory, and Operations Planning (SIOP) process, which is a common strategic planning practice used across manufacturing, distribution, consumer products, retail, and healthcare industries. By actually doing the work—not just studying it—they’ll understand how businesses align strategy, demand, and supply to improve performance. This project offers valuable, hard-to-find exposure to real-world strategic planning and provides a meaningful way to connect classroom knowledge with industry practice. 

Required Courses/Experience

• Analytical skills – data analysis, critical thinking, and problem-solving.  
• Technical interest – curiosity about AI.  
• Communication skills – interviewing, documentation, and translating insights into user-friendly solutions.  
• Observational skills – ability to analyze how people work and identify improvement opportunities.

Preferred Courses/Experience

Students with coursework or experience in data analytics, operations management, or supply chain planning are preferred. Familiarity with AI tools, Python, Tableau, or SQL is helpful but not required. An interest in continuous improvement, process mapping, and supporting small and medium-sized businesses will make this project especially meaningful. 

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Designing for All Users: Applying Usability Heuristics and UDL Principles to Aerospace Mission Planning Tools

Madhusudan Vijayakumar (he/him/his)

Aerospace Engineering

msudan@calpoly.edu

Research Project Description

Designing and planning space missions is an exciting but complex challenge that typically relies on advanced software tools. Unfortunately, many of these tools are not designed with accessibility or inclusivity in mind, which can unintentionally limit participation for students with diverse learning styles or accessibility needs. This project will create the first-of-its-kind aerospace mission planning tool that places accessibility and inclusivity at its core. By embedding principles of Universal Design for Learning (UDL), we aim to ensure that diverse users—including students, educators, researchers, and professionals—can engage meaningfully in the mission planning process. The tool will feature intuitive visualizations, inclusive color schemes, multimodal feedback (visual and auditory), and streamlined interfaces that reduce barriers to participation for people with different backgrounds and abilities.

Building on these foundations, this research project will educate users about accessible design in STEM, empower underrepresented voices to contribute to aerospace, and advocate for equity by broadening who can meaningfully engage with future technologies. The central goal of this research is to use the accessibility guidelines developed in earlier work to build a functioning web-based mission planning tool and gather feedback from user testing to measure how well the platform advances justice, equity, diversity, and inclusion in STEM education. The tool will be incorporated into classrooms, expanding inclusive engineering practices within the curriculum. Beyond its use in Cal Poly classrooms, the tool will be tested with a wide audience and incorporated into outreach programs at local high schools—expanding opportunities for communities historically excluded from aerospace. By centering justice, equity, diversity, and inclusion, this project will not only reshape how space mission tools are designed but also set a precedent for inclusive engineering practices across STEM fields. 

Research Scholar's role in the Project

This project has five central goals: (1) use the accessibility guidelines developed in earlier work to build a functioning web-based mission planning tool, (2) conduct user testing to evaluate usability and accessibility, (3) develop and deploy a student engagement survey to measure the tool’s impact on justice, equity, diversity, and inclusion (JEDI) across demographic groups, (4) integrate the tool into aerospace engineering curriculum for senior design, coursework, and research applications, and (5) expand its reach through outreach activities at local high schools to inspire and empower underrepresented students in STEM.

The BEACoN Research Scholar will contribute ~10 hrs/week in Winter–Spring, receiving mentorship in accessible design, UX research, Experiment Design, and User Testing, culminating in a BEACoN Symposium poster and a co-authored paper for an AHFE Conference.

The student tasks & responsibilities are:  (1) Map the accessibility guidelines into specific features on the UI (2) Design the front-end using Figma (3) Help implement the design into a functioning prototype using Python (4) Co-design, pilot, and deploy the JEDI engagement survey and usability/accessibility studies; analyse disaggregated results (5) Co-develop an outreach demonstration kit to promote STEM education.

The student is expected to attend weekly meetings over the course of the winter and spring quarters. 

Skills the Research Scholar will Gain

The BEACoN Research Scholar will be exposed to conducting primary research, in the form of surveys, interviews, and data analysis. Additionally, they will have an opportunity to connect with industry representatives and gain insights into what it means to be a part of the space sector.

Required Courses/Experience

Python for Programming, Figma for UI design

Preferred Courses/Experience

Preferably, anyone with a background in spacecraft systems or orbital mechanics 

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Development of Wearable Sensing Systems for Lower-Limb Amputees

Long Wang (he/him/his)

Civil and Environmental Engineering

lwang38@calpoly.edu

Research Project Description

Many amputees face issues with prosthetic fit, which can lead to discomfort, pain, and even ulcers (i.e., tissue damage). Our goal is to address these problems by creating a low-cost, universal, and wearable sensing system that can continuously monitor the pressures at the residual limb and prosthetic socket interface. This product will provide feedback to the user, allowing for real-time adjustments, ensuring a comfortable fit, and avoiding injury.

The proposed wearable sensing system can benefit several stakeholder groups. For instance, one potential use case for this technology is for military veterans who have lost a limb in combat. With flexible sensors and compact data acquisition electronics, prosthetic socks can fit each individual's unique residual limb shape, providing user feedback to improve comfort and reduce pain. Another use case could be for athletes who have experienced amputations, such as Paralympians. With better-fitting prosthetic limbs, they could achieve greater success in their sports, setting new records and inspiring others. Additionally, this technology could benefit everyday people who have lost limbs due to accidents or medical conditions, allowing them to move more comfortably and confidently in their daily lives. Furthermore, we envision the sensing platform to help every new amputee adjust comfortably to their prosthetic leg and provide long-term monitoring to inform amputees when it is time to get a new customized fit prosthetic.

Research Scholar's role in the Project

The mentee will closely work with my research team. The mentee is expected to 1) learn about wearable sensors and data analytics through literature review, 2) learn to design and test force sensors and data acquisition electronics, 3) interact with amputee patients and doctors to help improve patient test protocols and experience, 4) conduct sensing tests with patients and analyze data and videos, and 5) attend individual meetings and research group meetings. In addition, the mentee will be trained to deliver high-quality literature review, technical reports, and presentations. The mentee will witness the impacts of the research through improving the quality of life for amputee patients.

Skills the Research Scholar will Gain

Through this interdisciplinary research project, the mentee will learn about wearable sensors and will gain hands-on experience in sensing system design, machine learning/artificial intelligence-based data analytics, interacting with real-world patients, among others. In addition, the mentee will receive comprehensive training on literature review, technical writing and presentation, and collaboration skills, especially in a interdisciplinary team.

Required Courses/Experience

Mechanics of Materials (CE 204 and CE 207); Hands-on experience in electrical circuity design and testing.  

Preferred Courses/Experience

Prior experience in coding for data collection and/or data analysis. 

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Equitable Design of Service Networks Under Natural Disasters

Zhiyuan Wei (he/him/his)

Industrial and Manufacturing Engineering

zwei03@calpoly.edu

Research Project Description

Natural disasters often disrupt critical public service systems, such as healthcare, emergency response, and food supply. These disruptions disproportionately affect vulnerable and underserved communities, amplifying pre-existing inequalities in accessibility and recovery outcomes. This research aims to develop a data-driven and risk-informed framework for the equitable design and optimization of service networks that can adapt to and withstand such disruptions. The project will integrate human mobility data, infrastructure vulnerability assessments, and socioeconomic indicators to identify disparities in service accessibility before, during, and after disasters.

This project will develop advanced stochastic optimization models that explicitly account for uncertainty. The models will integrate location theory, network models, and equity-based decision criteria to design a robust network service system. To summarize, this research will provide actionable insights for planners and policymakers seeking to design service networks that are not only operationally efficient but also socially just.

Research Scholar's role in the Project

The BEACoN research scholar will assist in (1) conducting literature review on service design and operations, (2) assembling and documenting datasets, news articles, and journal papers, (3) implementing exploratory data analysis and map-based visualization, (4) develop a stochastic optimization framework for service design, (5) building and testing optimization models, and (6) communicating findings through figures, and a poster/talk.

Skills the Research Scholar will Gain

• Data management and visualization: Learn how to collect, organize, manage, and visualize large datasets (e.g., population, human mobility, or hazard exposure data) on service networks using Python 
• Geospatial and Mapping Analysis: Gain hands-on experience working with GIS data (e.g., census tracts, road networks) to visualize service coverage and disaster impacts using tools such as GeoPandas and OpenStreetMap. 
• Statistical and Analytical Modeling: Develop quantitative modeling skills by exploring data patterns and behaviors; and use statistical time series models and machine learning models to analyze service provision and delivery under disaster conditions. 
• Optimization and Decision Modeling: Understand the basics of how mathematical models (e.g., resource allocation) can support fair and efficient disaster response planning and service network design. 
• Scientific Communication: Build communication skills in presenting data findings through clear charts, maps, and short reports or posters intended for both technical and general audiences.  

Required Courses/Experience

The project is ideal for students who are passionate about data-driven decision making for addressing critical public sector and societal challenges. Students with interest in data analytics, operations research, and optimization modeling are encouraged to apply.

Preferred Courses/Experience

Familiarity with coding in Python, mathematical models, statistics, and algorithm design.

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Archiving for Racial Justice: Lace Janine Watkin's Life and Legacy

Alexia Arani (they/she)

Women's Gender and Queer Studies

aarani@calpoly.edu

Research Project Description

The goal of this project is to amplify Black feminist scholarship through archiving, curation, and publication. The student researcher will work with the written and recorded texts of Lace Janine Watkins (1963-2023), a Black feminist writer, organizer, and theologian who dedicated her life to mitigating harms Black and brown people endure at the hands of white people and systems of white supremacy. Student researchers will work closely with Lace Janine Watkin’s vast archive of written and recorded work, identifying patterns across her scholarship, coding texts according to theme, and assessing curatorial possibilities. This is an opportunity for students to both strengthen their understandings of Black feminist scholarship and activism, and to gain significant professionalization and mentorship. As this research project will ultimately result in the publication of an edited volume, students will gain valuable insight into the early stages of academic editing, curation, and publication. There will also be opportunities for students to present on their findings locally and/or at relevant academic conferences if they so choose.

Research Scholar's role in the Project

The student’s primary role in the research project is to generate and apply qualitative codes to the vast archive of Lace Janine Watkin’s online publications. This task will require careful reading, identifying key themes and topics, generating appropriate codes to tag the material, and maintaining an organized database for storing their research findings. They will be responsible for reporting back on their progress in weekly meetings, where they can refine their skills and workshop issues with the support of their faculty mentor. Students will also be invited to offer their opinion and perspective on curatorial possibilities for the book project. 

Skills the Research Scholar will Gain

The BEACoN Research Scholar will refine their knowledge of qualitative coding methods, while gaining hands-on experience working with Lace Janine Watkin’s vast archive of written work. The coding process will require students to sharpen their reading skills, their ability to summarize key themes and arguments, recognize patterns across texts, and effectively manage the entry and organization of data on an online database. Additionally, by deeply engaging with Lace Janine Watkin’s archive, students will get an intimate understanding of Black feminist scholarship, racial justice organizing, and the links between individual, interpersonal, and collective transformation. These lessons in feminist pedagogy will not be limited to the archival work. Through sustained, engaged, and student-centered mentorship, students will gain the benefits of working closely with Dr. Arani, receiving training, advice, and support throughout the duration of their mentorship, and for as long as they choose to maintain a supportive, professional relationship. 

Required Courses/Experience

• A demonstrated interest and commitment to Black feminism; racial justice; and sociopolitical activism. This can be demonstrated via relevant coursework, research projects, independent study, internships, and/or volunteer and organizing experiences. 
• Strong reading and writing skills. Must be able to identify, summarize, and synthesize the key points of argumentative and reflective forms of writing.  
• Attention to detail, precision, and commitment to thorough and careful work. 

Preferred Courses/Experience

• Majoring and/or minoring in a relevant discipline in the social sciences or humanities, such as Women’s, Gender, and Queer Studies, English, Ethnic Studies, Sociology, Anthropology, Psychology, or Religion.  
• Interest in qualitative research, archival work, and curation. Experience constructing annotated bibliographies is preferred. 
•  Junior or Senior standing. 

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Virtual Jigsaw Puzzles for Older Adults: Effects on Loneliness and Cognition

Sara Bartlett (she/her/hers)

Psychology & Child Development; Social Sciences

spbartle@calpoly.edu

Research Project Description

Loneliness is detrimental to overall mental, physical and societal health and functioning, especially in older adults, and over 40 percent of those 60 or older report loneliness (National Academy of Sciences, 2020). Many factors contribute to this state of being in older adults, including lack of transportation, mobility limitations, lack of familial support, and limited use of technology to communicate with social networks. Cognitive functioning is also of particular importance in this demographic, as maintaining independence requires problem solving, executive functioning and memory to complete activities of daily living. As an alternative to socialization, use of puzzles has been shown to assist in maintenance of cognitive functioning and prevention of cognitive decline. More recently, evidence has extended beyond traditional puzzle use to include digital puzzles and games. Virtual, turn-based jigsaw puzzle assembly combines the cognitive benefits of puzzles and video games with the social benefits of virtual interaction.

The goal for this project is to test a virtual jigsaw puzzle program developed by Cal Poly Computer Science students with older adult users in the community to evaluate the overall program efficacy. Previously, two Psychology students pilot tested a large, adaptive box/screen style tool the Computer Science students developed on five older adults in the community. Feedback from the pilot tool led to the development of a software-based tool designed for a laptop or tablet. This version also has turn-taking capabilities, so that older adults can do the puzzle with friends or family members in a different location. The concept brings a familiar physical/cognitive activity (jigsaw puzzle assembly) into the virtual environment where each person places a fixed number of puzzle pieces each day in an asynchronous manner. Pre-tests and post-tests will gather information on whether the virtual jigsaw puzzle influences levels of loneliness or various cognitive functions. The post-test will also gather information on the users' opinions about the program. The overall goal is to develop an interactive virtual jigsaw puzzle that is free, simple to install and use, that will keep older adults' brains active and help them feel connected to friends and family.

Research Scholar's role in the Project

The BEACoN Research Scholar will work with me to roll this project out into the community through multiple stages. First, they will assist with writing an updated IRB protocol for this second stage of the project. This will include some literature review, as well as proposal development, submission and revision as needed. Next, they will perform community outreach to senior services organizations to recruit 30-40 older adults to participate in the project. In collaboration with the research protocol, they will travel to local older adults' residences to do the pre-test via in-person interview format, to help the participants download the virtual jigsaw puzzle software, and to show them how to use it. For the duration of time the participants are using the puzzle, the student will call them weekly to see how they like it and to answer any questions they have. At the conclusion of the designated period of time for using the virtual jigsaw puzzle, the student will assist with the post-test via another in-person interview in the older adults' homes. If multiple older adult participants wind up being recruited from the same retirement community or apartment complex, the student may be able to assist with conducting a focus group to solicit opinions about use of the puzzle. The student will then assist in qualitative analysis and possibly statistical interpretation, manuscript preparation, and the possibility of co-presenting at conferences.

Skills the Research Scholar will Gain

They will gain knowledge related to gerontology, psychology, technology application and its possible effects on loneliness and cognition. They will also gain skills and experience with doing library research, academic writing, preparation of IRB proposals/ethical human subjects research, community placed, applied research including community outreach, interviewing, focus group facilitation, qualitative data analysis, and working with an interdisciplinary team.

Required Courses/Experience

It is required that the student be open to working with older adults, as that will be the age demographic of the research participants. Experience working with older adults is a plus but not required. The student must also be comfortable going to someone's home to interview them and to show them how to use the virtual jigsaw puzzle software. This means they also must have a reliable means of transportation and be willing to travel throughout San Luis Obispo County (the BEACoN mentor will do their best to find locations as close to Cal Poly as possible but this is not guaranteed).

Preferred Courses/Experience

A basic psychology, sociology, or human development course is preferred but not required. Experience with qualitative research a plus but also not required.

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The Defense Dilemma: Evaluations of Defensive Behavior About Social Biases

Jennifer Beatty-Wright (she/her/hers)

Psychology and Child Development

Jfbeatty@calpoly.edu

Research Project Description

Defensiveness is a common response when individuals are confronted with feedback about their social biases, even when these biases are unintentional. However, little is known about how individuals who are targets of bias, those who experience marginalization or discrimination, appraise defensive behaviors from those who perpetrate the bias. On one hand, defensiveness may be appraised negatively because it shifts emotional labor onto the person who provided the feedback. On the other hand, defensiveness could be appraised more positively, as a signal that the perpetrator is emotionally invested and potentially open to change.

This study examines how defensive responses are perceived, and whether these appraisals are shaped by the experience of affective injustice. Affective injustice refers to the emotional harm individuals experience when their lived experiences of bias are dismissed or invalidated, exacerbating feelings of frustration and disempowerment. To explore this phenomenon, the study will examine whether defensiveness appraisals vary depending on whether the individual is a target of bias. The study will also explore whether empathetic responses from the defensive individual (e.g., acknowledging the victim's emotions, expressing understanding) mitigate negative emotional reactions and alter evaluations of defensiveness. Using a controlled experimental design, participants will be randomly assigned to view scenarios in which a perpetrator responds defensively or empathetically to feedback about bias. The study will assess how these manipulations influence emotional reactions and appraisals among both targets and non-targets of bias. This research aims to deepen our understanding of the interpersonal dynamics of bias feedback, offering insights into how empathy and identity shape the appraisal of defensiveness in social contexts.

Research Scholar's role in the Project

• Assist with Experimental Design 
• Literature Review  
• IRB Training  
• Pre-Registration and Power Analysis (with training) 
• Data collection and Management Assistance  
• Data Cleaning in R (with training)  
• Data Analysis in R (with training)  
• Drafting contributions to a manuscript as a co-author  
• Assisting with Editing the manuscript  
• Creating a poster presentation

Skills the Research Scholar will Gain

• Hands-on experience with experimental design: Learn how to construct and implement controlled experiments in social psychology, including random assignment, manipulation design, and outcome measurement. 
• Literature Review: Gain a deep understanding of topics such as social bias, defensiveness, affective injustice, and empathy, central themes in social psychology and affective science. 
• Survey and stimulus development skills: Assist in designing experimental materials (e.g., scenarios, vignettes, manipulation checks) and creating or adapting validated measures for constructs like empathy, perceived defensiveness, or emotional response. 
• Data collection and management skills: Learn how to run studies using platforms like Qualtrics, Prolific and in-person data collection. Also, learn to manage participant data in accordance with ethical research practices. 
• Quantitative data analysis exposure: Gain experience with the statistical software, R, for data cleaning, descriptive statistics, inferential tests, and basic interpretation. 
• Contribution to theory-driven psychological research: Participate in a project that connects empirical research to pressing real-world issues, such as how people give and receive feedback about bias, and how identity and emotional context shape interpersonal dynamics. 
• Development of research communication skills: Help prepare conference materials, manuscript drafts, or IRB documents, and potentially earn co-authorship depending on level of involvement. 
• Mentorship and professional development: Receive guidance on academic writing, graduate school preparation, and career pathways in psychology, social justice work, or related fields.

Required Courses/Experience

None

Preferred Courses/Experience

PSY 201 and/or PSY 252

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Assessing the efficacy of the BEACoN Research Mentoring Program | Crosslisted under Office of University Diversity & Inclusion

Kelly Bennion (she/her/hers)

Psychology and Child Development

kbennion@calpoly.edu

Research Project Description

Centering underrepresented students, the BEACoN Research Mentoring is a university-wide program funded by the Office of University Diversity and Inclusion. The crux of the program is that students work with faculty mentors on a research project for Winter and Spring quarters, culminating in the BEACoN Spring Research Symposium. In addition, students participate in professional development-related and community-building events, and receive regular communications about student success, research, and professional development opportunities. The program is well regarded and acceptance is competitive, for both students and faculty. The time has come to expand the program via external funding, but there is a lack of data about the program’s effectiveness. This project seeks to assess the efficacy of the program’s elements on both student and faculty outcomes, with an eye toward generating pilot data to successfully apply for external funding and awards. 

*Note that this project is not being funded by the Office of University Diversity and Inclusion, but rather a 2025-2026 RSCA grant to Kelly Bennion.

Research Scholar's role in the Project

The BEACoN Scholar will be involved in all aspects of the project, but will play a particularly large role in data collection and analysis. This project will have a three-pronged data approach: 1) Pre- and post-test surveys for mentors and mentees in the 2026 BEACoN cohort, 2) Focus groups for the 2026 and prior BEACoN cohorts, and 3) Surveys (with quantitative and qualitative items) for prior BEACoN students to assess the efficacy of the program and its impact on their career trajectories. Constructs of particular interest for all surveys and focus groups will include, but are not limited to: Researcher Identity, Researcher Confidence and Independence, Equity and Inclusion Awareness and Skills, and Professional and Career Development Skills. The student will lead the focus groups, under the mentorship of Dr. Bennion, as well as gather data on similar programs at other institutions. The qualitative survey data and focus group data will be analyzed by Dr. Bennion and her BEACoN Research Scholar.

Skills the Research Scholar will Gain

The BEACoN Scholar will gain experience in how to collect, analyze, and interpret both quantitative and qualitative data, as well as gain insight into the research process in general. In doing so, they will also gain critical thinking skills and a sense of whether they might want to pursue research as part of their career trajectory.

Required Courses/Experience

Strong attention to detail

Strong organizational skills

Strong communication skills

Preferred Courses/Experience

Coursework in Research Methods (regardless of the discipline)
Engagement with cultural clubs or organizations on or off campus that support BEACoN's core population (i.e., underrepresented students, broadly defined)
A flexible schedule to enable scheduling and running of focus groups at varied times

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Racial In/visibility on Cal Poly’s Changing Campus

Darrian Carroll (he/him/his)

Communication Studies

drcarrol@calpoly.edu

Research Project Description

This research project aims to articulate the shifting experiences of racial minorities on Cal Poly’s campus. In this project, the researchers apply a mixture of Rhetorical Field Methods as described by Endres Et. al’ in In Situ and autoethnography as practiced in Saidiya Hartman’s Lose Your Mother to forecast the racial climate at Cal Poly. Alongside these methods, researchers engage Ralph Ellison’s Invisible Man as a baseline for understanding racial visibility and invisibility. Combining the experiences of a faculty member and student at Cal Poly this project aims to give insight into how Cal Poly is changing in the context of race and racism in this moment. Additionally, this project extends contemporary communication studies literature in the context of Rhetorical Field Methods and visibility.

Research Scholar's role in the Project

Beacon scholars can expect to practice qualitative and critical analysis in this project. Scholars would be expected to meticulously take notes on their experiences at Cal Poly during the period of the project. Building on this, scholars will be asked to review their notes for themes that connect individual experiences. Moreover, scholars will be asked to read and analyze Ralph Ellison’s Invisible Man as well as some foundational texts in Rhetorical Field Methods and Autoethnography. 

Skills the Research Scholar will Gain

Required Courses/Experience

Basic experience with literature. For example, completion of or progress on Cal Poly’s GE requirement for written communication.

Preferred Courses/Experience

Experience in courses related to rhetorical criticism, literary criticism, autoethnography, or history.

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Authoritarianism and the Environment

Nikhil Deb (he/him/his)

Social Sciences

ndeb@calpoly.edu

Research Project Description

In recent years, global discussions about authoritarianism have intensified, largely due to the rise of populist and illiberal regimes across various regions of the world. While much attention has been devoted to understanding the political and social dimensions of authoritarianism, its relationship with environmental governance remains underexplored. This research seeks to investigate the complex and often contradictory relationship between authoritarianism and the environment. Some observers argue that authoritarian governments, particularly in parts of East Asia, have demonstrated an ability to implement ambitious environmental initiatives due to their centralized decision-making capacities. Others contend that these same systems use environmental policies as tools of control. Conversely, several authoritarian leaders in other regions have taken overtly anti-environmental stances, prioritizing pollutant industries, deregulation, and nationalist economic policies at the expense of sustainability. By systematically examining these contrasting tendencies, this research aims to uncover how authoritarian structures shape, and are shaped by, environmental concerns. The study will draw upon a diverse corpus of academic literature, policy analyses, and media coverage on authoritarianism and environmental governance across different geopolitical contexts. In doing so, it represents one of the first attempts to organize and synthesize research materials on this topic in a comprehensive and systematic manner, with the goal of developing a coherent theoretical framework that links environmental politics to authoritarian power. Beyond contributing to scholarly understanding, this research will be valuable for Cal Poly students and others interested in the intersection of politics, ecology, and justice. It will also raise critical justice-oriented questions, highlighting how authoritarian environmentalism can perpetuate racist, colonial, and exclusionary practices under the pretense of ecological progress. Ultimately, this project seeks to advance our understanding of environmental challenges in the contemporary era of rising authoritarianism and to provoke deeper reflection on what genuine environmental justice looks like in such political contexts.

Research Scholar's role in the Project

The BEACoN Scholar will play a key role in this research project by contributing to both the analytical and collaborative dimensions of the study. The main responsibilities include:

• Collecting and Organizing Research Materials: The scholar will gather a comprehensive collection of peer-reviewed articles, policy papers, and credible media sources that explore the intersections between authoritarianism and environmental governance. This will also involve conducting crowdsourced and region-specific research to identify areas where authoritarianism has recently resurged and examining how environmental policies or discourses intersect with those developments. 
• Reviewing the Materials: Drawing on the collected materials, the scholar will review existing scholarship into a detailed literature review. This review will highlight key debates, identify research gaps, and map out how scholars have conceptualized the relationship between authoritarianism, environmental policy, and justice. 
• Identifying Core Themes and Frameworks: In collaboration with the faculty mentor, the scholar will brainstorm and identify underlying themes that help explain the complex dynamics between political authority and environmental management. These themes will serve as the foundation for structuring the research project and developing a coherent analytical framework. 
• Conference Preparation: Finally, the scholar will assist in drafting and refining a research paper intended for conference presentation. This includes contributing to developing visual or conceptual materials that effectively communicate the project’s findings to an academic audience. 

Skills the Research Scholar will Gain

The student scholar will obtain a wide range of valuable skills after completing this project. First, they will develop a strong understanding of how to conduct effective research, including how to formulate meaningful questions and address the critical “so what” aspect of scholarly inquiry. Second, through engagement with relevant materials, the student will deepen their appreciation of the interconnectedness between global dynamics, authoritarianism, and environmental issues. Third, they will learn to synthesize complex ideas creatively and analytically.

In addition, this research will enhance the student’s critical academic writing abilities—particularly through the practice of composing annotated bibliographies and converting them into a systematic review—which will be useful for future coursework and professional endeavors. The project will also advance their understanding of the processes involved in original research, data analysis, academic writing, and literature review. These transferable skills will serve the student well in future research projects, publications, and advanced academic or professional pursuits.

Required Courses/Experience

The mentor will provide training, if necessary, to the student to successfully conduct this research. While an interest in reading, writing, and collaboration is expected, the faculty mentor leading this project has a demonstrated record of successfully guiding and collaborating with undergraduate researchers.

Preferred Courses/Experience

N/A

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Project LENS — Learning about Expectations and Norms in STEM

Ivan A. Hernandez (he/him/his)

Psychology and Child Development

iherna93@calpoly.edu

Research Project Description

This project explores how STEM professors think about the students who join their research labs—especially when those students come from different cultural or racial backgrounds. Many efforts to “broaden participation” in science focus on bringing more people from diverse groups into STEM. But if those students are then expected to “fit in” by hiding parts of who they are, the field loses out on the creativity, perspectives, and knowledge that real diversity brings. Research labs can be powerful spaces for learning and discovery, but not all students experience them equally. Faculty beliefs and expectations often shape who feels like they belong, who gets opportunities, and who stays in science. Our project aims to better understand these faculty beliefs—specifically, whether professors expect students to assimilate to existing STEM norms, and whether they view students’ racial and cultural backgrounds as strengths or limitations in science.

To study this, we will develop and test a new way to measure faculty “science assimilation beliefs.” We will collect data from STEM professors across the country to see how common these beliefs are and how they affect lab culture and student participation. By understanding how faculty shape the culture of research, we hope to create insights and tools that make STEM environments more open, equitable, and empowering for all students.

Research Scholar's role in the Project

BEACoN research scholars will read and discuss relevant empirical literature, read faculty interviews, engage in lab meetings and discussions, and conduct qualitative and quantitative data analyses. Student researchers will also gain experience reporting results through multiple mechanisms (e.g., data visualization, written reports) and developing research presentations.

Skills the Research Scholar will Gain

BEACoN research scholars will gain skills related to conducting literature reviews, quantitative and qualitative data analysis, developing hypotheses, synthesizing and reporting research, and learn about thoughtful research collaboration. Via this skill development process, students will interact with a variety of research tools and software (e.g., SPSS, Qualtrics, Excel). Students will also learn how to connect research ideas with real-world issues, and how we can translate research to action that contributes to social equity.

Required Courses/Experience

There are no specific course requirements. However, students who would fit in well and thrive are those who are motivated, collaborative, organized, and have effective communication skills.

Preferred Courses/Experience

Courses relevant to this research project may include Social Psychology, Cultural/Multicultural Psychology, Qualitative Research Methods, and Research Methods, for example.

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Guided AI Prompts for Student Reflection on Inclusive Design

Christine Lee (she/her/hers)

Graphic Communication

clee521@calpoly.edu

Research Project Description

Students today are using artificial intelligence (AI) more than ever for studying, writing, and creative projects. While these tools can be powerful, it is easy to rely on them without pausing to think about their limits or the dilemmas they create. Questions naturally arise: What risks or harms could appear if we use AI without question? How can we ensure fairness, inclusivity, and accessibility when creating with AI? This project will explore whether structured prompts can help students reflect on these kinds of questions, guiding them to think more critically about AI and develop the habits of inclusivity. 

To explore these issues, student researcher will conduct research sessions where participants use guiding prompts to think more deeply about AI. The prompts, presented through the Co-Design AI Prompt Deck, encourage participants to reflect on fairness, inclusivity, and accessibility, and to consider how people with different backgrounds, abilities, and experiences might be affected in different ways. By studying how participants respond to these prompts, the student researcher will evaluate whether the cards are effective in helping people step back from day-to-day use of AI and reflect more critically on its broader impacts. 

Research Scholar's role in the Project

The student researcher will be responsible for: 

• Conducting literature review to understand current discussions on AI, fairness, inclusivity, and accessibility 
• Developing a research plan with interview questions to support participant reflection 
• Recruiting and scheduling participants for the study 
• Running qualitative interviews (one-on-one prompt-based sessions) where students reflect on AI usage based on guiding questions 
• Observing how participants respond and taking structured notes during sessions 
• Assisting with analyzing results by coding transcripts and identifying common themes 
• Focusing on how students approach the dilemmas of AI, including fairness, inclusivity, and accessibility 
• Contributing to summaries, reports, or presentations of findings for a broad audience 
• Preparing research outputs that may be submitted to student competitions or showcases

Skills the Research Scholar will Gain

Required Courses/Experience

Enrollment in the UX concentration within the Graphic Communication major is required to ensure students have foundational knowledge of user-centered design and research practices. Students are also required to have completed a 400-level User Experience class.

Preferred Courses/Experience

Additional experience that would be helpful, though not required, includes coursework in areas such as human–computer interaction, psychology, or sociology. Classes that emphasize ethics, diversity and inclusion, or critical thinking would also be valuable, as would strong writing and analytical skills to support interpreting participant reflections and communicating findings.

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Exploring the Impact of First-Year Study Abroad Experiences as a High Impact Practice Designed to Support Student Success

Jane Lehr (she/they)

Ethnic Studies and Women's, Gender & Queer Studies

jlehr@calpoly.edu

Justin Kumamoto (he/him/his)

International Center

jdkumamo@calpoly.edu

Research Project Description

First-Year Experiences, Diversity/Global Learning, and Community-Based Learning are High Impact Practices shown to support student success. This study examines the impact of the First Year GO study abroad program on student development and success as a High Impact Practice. The project seeks to explore how early international experiences influence students’ intercultural competence, academic engagement, sense of belonging, and overall college adjustment and success. Using a combination of qualitative and quantitative data, the research will identify key benefits and outcomes associated with participation in the program. The study is designed as the foundation for a longitudinal line of research that will follow participants over time to assess the lasting effects of early global experiences on academic performance, engagement, and post-graduate development. Findings may also shape the continued development of first-year study abroad experiences at Cal Poly.

Research Scholar's role in the Project

Building from existing program evaluation surveys conducted in the pilot year (2025) of the First Year GO study abroad program at Cal Poly and utilizing a High Impact Practices framework, the BEACoN Research Scholar will work with project mentors to design survey and interview/focus group protocols; seek human subjects research approval via the IRB; conduct comparative analysis of Cal Poly’s first year study abroad program as compared to those at other universities and national best practices; and, ideally, implement the first phase of the IRB-approved study with 2026 Cal Poly First Year GO study abroad participants and 2025 alumni. The BEACoN Research Scholar’s participation in Winter/Spring 2026 will shape the long-term trajectory of this research program.

Skills the Research Scholar will Gain

The BEACoN Research Scholar will gain project management and timelining experience, co-developing a multi-year, multi-stage research project; develop qualitative interview/focus group protocols; design surveys with quantitative and qualitative components; submit a human subjects research proposal to the Cal Poly Institutional Review Board; analyze existing quantitative and qualitative program evaluation data; and conduct a project specific best practices/literature review. If the timeline works, the BEACoN Research Scholar will also engage in IRB-approved data collection and analysis.

Required Courses/Experience

We seek to recruit a BEACoN Research Scholar with interest in the impacts of study abroad experiences as a High Impact Practice that supports student success. (No prior study abroad experience is required!)

Preferred Courses/Experience

• Experience and/or interest in qualitative and/or quantitative social science methods
• Experience and/or interest in research areas such as student sense of belonging, intercultural competency, first year experiences and/or student success

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Universities and Environments: Using Archival Methods to Investigate How American Polytechnics have Shaped Environmental Transformations

Maggie Mang (she/her/hers)

Interdisciplinary Studies in Liberal Arts

mamang@calpoly.edu

Research Project Description

This BEACoN student will work with me on a project focused on analyzing the digitized journals of Rensselaer Polytechnic Institute (RPI) – the oldest technological university in the Western world – alumni Joseph Davis (1837-1917) during his role as a contractor for Peruvian topological survey development before and during the guano wars from 1861-1865. The guano wars (1865-1875) were a violent exercise of colonial resource extraction, enslaving Indigenous, Black, and Chinese men to mine bird guano off the coast of Peru. Prized as an effective fertilizer before the development of chemical fertilizers, guano was shipped to the US and Europe to boost the agricultural production of the imperial core. Engineers from the US were an influential class, as they helped develop infrastructure that enabled and accelerated flows of resource extraction. We will use this case study to demonstrate the symbolic and material power of polytechnics in shaping environments, bringing the connections of universities and environmental history more to light. Together, this project analyzes the historical role of engineers and American engineering education as distinct nodes in the larger entanglements of technology, infrastructure, American imperialism, colonialism, and environmental history.

This BEACoN project argues that universities are important yet understudied places in environmental history. Universities are crucial sites of uneven power; higher education occupies spaces of extraction and are marked by displacement, particularly in relation to their local environments and people. From polytechnics to “land-grab” universities, universities are crucial crossroads involving faculty, researchers, students, administrators, and local community members. This project focuses on the concept of “engineering exports” to better understand how universities and university actors have shaped environmental transformations. Engineering exports can both be understood as the physical export of American engineers for infrastructure projects abroad, as well as how this exportation of an “American engineering education” functioned to advertise the appeal of an engineering education in America. Numerous opportunities will also be available to extend these insights and analyses to Cal Poly’s history as situated within California and the Central Coast.

Research Scholar's role in the Project

• Find, read, and critically annotate peer-reviewed, secondary literatures related to histories of American engineering projects abroad (focusing on the mid-19th century and beyond); the student would also be expected (and mentored how) to draw from existing scholarly works broadly in the fields of “critical university studies” and “environmental history”  
• Learn how to search online archival databases and read digitized historical documents with the possibility of engaging with non-digitized materials  
• Analyze primary source archival materials for themes and examples  
• If the student researcher is interested, and provided that the BEACoN mentor can secure travel funds for the student, the student is also invited to attend and co-present this research at the annual ASEH meeting in Kansas City, MO, in late March 2026  
• If the student researcher is interested, they are also warmly invited to contribute to a larger research paper with the BEACoN mentor intended for journal publication for a special issue on “critical university studies and environmental history”  
• Show up enthusiastically, ask lots of questions, and be an engaged co-researcher on this project. Students are co-researchers and their thoughts about the research project and its trajectory are always enthusiastically valued and welcomed! 

Skills the Research Scholar will Gain

• Reading, analyzing, synthesizing, and annotating existing literature on critical university studies, environmental history, engineering education history, colonialism, and US imperialism 
• Learning about the politics of history, including reading accounts of history “from below” and learning reparative reading and historicizing practices crucial for engaging with colonial history 
• Innovating and adapting the existing literature and practices to be specific to the archive’s project goals and values 
• Learning and practicing data management skills, which involve managing a diverse number of documents and where/how they will be stored, both physically and online 
• Learning how to use open-source archival management software such as Tropy to annotate, organize, and sort primary archival documents  
• Exercising verbal and written skills in summarizing and presenting questions and findings  
• Exercising self-advocacy and clear communication skills 
• Engaging in research in reciprocal, transparent, joyful, and accountable ways 

Required Courses/Experience

• Interest and/or experience with the importance of institutional history, primarily that related to American universities and polytechnics and/or environmental history  
• Interest in developing skills for researching with archival materials and working with archival methods  
• Basic familiarity and engagement with concepts such as imperialism, colonialism, structural power, the Global North/Global South, and/or resource extraction  

Preferred Courses/Experience

• Some experience or working familiarity with the politics of history and/or archival methods  
• Introductory experiences related to conducting a literature review and how to find relevant literature  
• Introductory project management skills and organizational skills necessary for a long-term project  
• Working familiarity with basic technological platforms, such as Zoom, Microsoft Office, Google Suite, and Adobe Acrobat 

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On La Copa de la Diversíon: The Promises and Pitfalls of Marketing Latinidad through American Sport

Jorge Moraga (he/him/él)

Ethnic Studies

jemoraga@calpoly.edu

Research Project Description

For over fifty years, marketing and advertising campaigns have become embedded in American popular culture's social and political fabric. From the animated billboards across the U.S. highway system to celebrity-sponsored commodities to the ubiquitous 30-second ads that pop up across any streaming service, marketing and advertising are not just big business but a reflection of America’s current political-economic-cultural arrangement. To this end, this study seeks to underscore these ongoing dynamics and trends by investigating the relationship between [sports] marketing campaigns and the construction of Latinidad/Latino-ness/Latinities.

Building on previous research that examines ethnic and Hispanic marketing in US society, this study will advance conversations about the circulation, consumption, and commodification of Latinx/e identity through American sporting leagues. Specifically, this research will focus on one sporting industry—Minor League Baseball (MiLB)—and its season-long initiative “La Copa de Diversíon” (“Fun Cup”). By examining how MiLB intervenes in the politics of representation, we can establish a comparative framework between the commodification, appropriation, and appreciation of cultural identity and differences1 mapped out in US physical popular culture. As Latinxs/es continue to consume and identify with US sports, we must work to understand how sporting leagues and organizations choose to circulate narratives and storylines about the Latinx/e diaspora; more importantly, there is a need to assess whether these signifying practices can combat epidemics of invisibility amid the growing anti-Latinx, anti-immigrant ideological propaganda shaping not only US politics, but the politics of media and representation in the current moment. 

Research Scholar's role in the Project

BEACoN Research Scholar will be expected to assist with:  

• Annotated bibliography 
• Literature review  
• Organizing data  
• Digital content analysis 

Skills the Research Scholar will Gain

BEACoN Research Scholar will be encouraged to:  

• Develop their writing skills  
• Utilize data management skills  
• Practice oral and public communication skills  
• Conduct qualitative analysis and data observations 

Required Courses/Experience

BEACoN Research Scholar should have:  

• Written and oral skillsets in Spanish (i.e., read, listen, and understand Spanish-language, or bilingual English/Spanish)  
• Interest in popular culture, sports, and media  
• Desire to assist in content analysis of various social media platforms (i.e., Instagram, Twitter, etc.)  
• Ability to meet deadline expectations and maintain consistent communication with mentor 

Preferred Courses/Experience

BEACoN Research Scholar with the following experiences/courses are highly welcomed:  

• ES 255: Introduction to Latinx/a/o Studies and/or  
• ES 323: Latinx Popular Culture and/or 
• COMS 387: Sports Communication and/or  
• A general passion for pop culture, social media, and reflecting on the politics of diversity, inclusion, and representation in US-American sporting cultures 

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Trauma Informed Computing & Security

Kylie Parrotta (she/her/hers)

Social Sciences

parrotta@calpoly.edu

Research Project Description

Our TICS project has two primary objectives: 1) Implement and evaluate a trauma-informed education for security and privacy courses to improve students’ experiences and 2) Develop a trauma-informed computing curriculum, lessons, and activities, to prepare cybersecurity and privacy workers to design trauma-informed technologies. Our interdisciplinary TICS project will incorporate trauma-informed education and computing into CS, something relatively new to the discipline (Chen et al., 2022). To reach the objectives above, we will undertake the following five activities: 1) Revise and upgrade Dr. Fang's CSC-325, Introduction to Privacy: Policy & Technology, 2) Analyze experimental case study pilot data and reflections collected from last year, 3) Design new survey instruments based off of mixed-methods analysis, 4) Research and implement trauma-informed active learning experiences with a critical lens to the reproduction of inequality in teaching violence and victimization, 5) develop lectures, activities, and assignments to engage students in trauma-informed knowledge transfer of critical security and privacy concepts and 4) Present and publish preliminary findings.

Our TICS project will address gaps in our understanding of cybersecurity and privacy issues faced in public and non-profit sectors, especially with regards to the criminal legal system, while broadening our understanding of TIC practices in STEM courses and the professional socialization and career readiness of future cybersecurity workers. Program evaluation will advance knowledge on interdisciplinary curriculum design, TIC practices, and career professional socialization. Centering TIC practices when teaching sensitive topics prepares students to enter meaningful careers with the emotional intelligence to interact professionally and empathetically with victims and their families, while engaging in self-care practices that will not only make themselves more resilient, but also provide better experiences for all technology users, while preventing retraumatization and secondary traumatic stress. 

Research Scholar's role in the Project

• Do a literature review on trauma informed education, professional socialization, vicarious & secondary trauma 
• Analyze close-ended and open-ended survey data from Excel  
• Upload response papers into Atlas.ti and work on qualitative coding  
• Conduct preliminary qualitative analysis and do memo writing  
• Create presentation materials and potentially present preliminary findings at a conference 
• Attend meetings with interdisciplinary scholars, forensic scientist, law enforcement, and community partners 
• Potentially design follow up study, including survey and in-class assignments for computer science classes 

Skills the Research Scholar will Gain

My BEACoN research assistant will gain multiple skills that will prepare them for entry level work and/or for graduate level course work. While completing data entry, I will teach the student the importance of data management, including protecting confidentiality and quality control. With regards to data analysis skills, the student will learn two software platforms—Atlas.ti and SPSS—transferable skills that they can list on their resumes. My mentee will learn about coding (open and focused), intercoder reliability, building levels of abstraction through visual representations of coding patterns and themes, and analytic memoing. Quantitative literacy will be a central component of the project and the student will learn to run descriptive statistics, crosstabs, and multivariate analyses. Finally, the students’ reading comprehension, quantitative literacy, writing and oral presentation skills will all be further developed in addition to overall attention to professional socialization. 

Required Courses/Experience

• Interest in careers in law enforcement, forensic science, therapy, advocacy, or user research 
• Experience locating, reading, and abstracting peer reviewed journal articles  
• Excel, Word, Google Docs,  
• Qualitative Methods  

Preferred Courses/Experience

• Preference for experience with SPSS 
• Course work in Computer Science & Security 

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What the "Hispanic Housing Crisis" Says About Homeownership in the Neoliberal Order 

Aron G. Ramirez (he/him/él)

History

arami412@calpoly.edu

Research Project Description

The story of Latine homeownership in the late-twentieth century looks deceptively simple. In 1970, the United States Census Bureau enumerated the nation’s “Spanish-speaking” minority for the first time. The census started what became a cottage industry of federal reports and investigations which all reached the same conclusions: the nation’s Latines were trapped by dire poverty and poor housing conditions. In 2000, though, the Clinton administration announced that its National Homeownership Strategy had produced the highest all-time rate of homeownership for the nation in general and for Latines in particular. The story appears, then, to be a straightforward tale of the nation’s now-largest minority group climbing from desperate poverty to a semblance of integration. But the two milestones really tell a more complicated story of public-private partnerships; the crumbling welfare state; and the tension between profit, risk, and social responsibility.

This BEACoN project will investigate the broad changes in housing markets and housing policy from 1970 to 2000. The research will have two components. First, we will read through key works of history to situate the story of Latine homeownership. Second, we will analyze primary sources, particularly a set of oral interviews and documents from archives across the country. I have already collected the sources, but we will organize and discuss them together.

Research Scholar's role in the Project

The BEACoN Scholar will, with my guidance, do three things. I will demonstrate to the Scholar how to find academic works that contextualize the post-1973 housing market and the evolution of Latine politics. The BEACoN Scholar will also organize primary sources. I will model my preferred way to sort archival material and supervise the Scholar's progress. The Scholar will, with my supervision, learn how to process oral interviews. The Scholar will then analyze the sources to assemble a narrative. 

Skills the Research Scholar will Gain

The BEACoN Scholar will learn how to effectively read academic literature and get a sense for how "the field" approaches a historiographic problem. The Scholar will also learn how to process archival material after having identified the archives. The Scholar will learn how to manage large amounts of information and synthesize them into a cohesive historical narrative. The Scholar will learn how to employ the methods of social history. The Scholar will learn the most recent trends in Latine history and urban history.

Required Courses/Experience

Students must be effective writers. Students must be responsive and engaged.

Preferred Courses/Experience

Familiarity with the methods of historical research will be useful. Prior interests in Latine history or history are helpful. Successful completion of HIST 303 (Research and Writing Seminar in History) is preferred but not required.

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Hybrid Genres of Non-parenthood: Technical, Expressive, and Activist Texts for Reproductive Justice

Krista Sarraf (she/her/hers)

English

ksarraf@calpoly.edu

Research Project Description

This project examines how experiences of nonparenthood are communicated through texts that combine practical or instructional elements (i.e. technical writing) with self-expression and/or advocacy. In societies that expect, encourage, or pressure people to have children (often called pronatalist cultures), not reproducing is usually explained in one of two ways: as a choice (childfree) or as a circumstance (childless). This either/or framing hides the more complicated ways that communication, social expectations, and institutions shape how people understand their reproductive rights and frame reproductive identities. Reproductive justice, a framework developed by women of color activists, emphasizes three basic rights: to have children, not to have children, and to raise children in safe environments. This project focuses on the often-overlooked second principle: the right not to reproduce.

Because this is a new project, the Faculty Mentor and BEACoN Research Scholar will be asking together what kinds of texts count as technical communication, when technical communication overlaps with creative and activist writing, and what unexpected combinations we might find. Just as the project questions disciplinary/genre boundaries, it also questions simple either/or ways of describing nonparenthood, highlighting the diverse and creative ways people share their lived experiences outside of narrow categories. At times, we may look beyond the topic of nonparenthood, as we search for texts at the edges of technical communication, expressive writing, and advocacy.

The BEACoN Research Scholar will help build a collection (15–20 items) of texts related to reproductive justice that combine technical and professional communication with advocacy and creative expression. Examples may include reproductive justice zines that provide instructional content, digital toolkits that mix advocacy with how-to resources (e.g., If/When/How legal rights guides), online forums that mix personal storytelling with practical guidance (e.g., r/childfree), or storytelling platforms where testimonies also serve as activist instruction (e.g., Planned Parenthood’s Share Your Story archive, We Testify). Other possibilities include guides to navigating sterilization requests in the medical system, or spoken word projects sponsored by organizations like SisterSong (e.g., Justice Jam, Artists United for Reproductive Justice). These texts expand what counts as technical and professional communication, showing how technical writing and expressive writing can work together to challenge social expectations and advocate for change. 

Research Scholar's role in the Project

The Scholar will contribute to developing a literature review of recent scholarship on nonparenthood, reproductive justice and related frameworks, as well as arts-based and hybrid technical and professional communication (TPC) genres. They will work with the Faculty Mentor to search for artifacts across zine libraries, advocacy organizations, storytelling platforms, and online forums. For each artifact, the Scholar will record metadata (e.g., title, creator, date, location, genre) and document how reproductive justice principles are invoked and how nonparenthood is framed. They will then analyze artifacts to identify their TPC features, expressive components, design choices, and other significant elements. With guidance from the Faculty Mentor, they will also generate potential research questions and define future directions that could be pursued collaboratively or independently using the archive, memos, and bibliography. By the end of the project, the Scholar will have curated a small archive, written analytic memos to map the contents of the artifacts, created an annotated bibliography, and mapped a plan for future research related to this project.

Skills the Research Scholar will Gain

The BEACoN Scholar will develop skills in archival research, metadata creation and documentation, rhetorical analysis, and conducting literature reviews. They will deepen their understandings of nonparenthood through a reproductive justice lens, and hone their ability to think creatively about research methods. The Scholar will also gain experience in accessibility and ethical research practices, as well as scholarly writing and communication through the development of analytic memos, an annotated bibliography, and research questions for future projects.

Required Courses/Experience

The BEACoN Research Scholar for this project must have an interest in reproductive justice and a willingness to engage with arts-based, activist, and technical/professional communication texts. The Scholar should be organized and able to critically read, summarize, and cite sources. They should also demonstrate care when working with sensitive materials and be open to learning new research tools and methods.

Preferred Courses/Experience

It is preferred that the BEACoN Research Scholar has an active creative writing practice; has completed ENGL 221: Introduction to Technical and Professional Communication (or equivalent coursework); brings prior experience with digital archives and/or arts-based research; is familiar with reproductive justice, feminist/queer theory, or related critical frameworks; and has experience with tools such as Zotero, Google Drive, Excel, and/or qualitative coding platforms.

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Breaking the Binary: Socio-Technical Course Development and Assessment for Computer Engineering | Crosslisted under College of Engineering

Andrea Schuman (she/her/hers)

Computer Engineering

anschuma@calpoly.edu

John Oliver (he/him/his)

Computer Engineering

jyoliver@calpoly.edu

Jane Lehr (she/they)

Ethnic Studies

jlehr@calpoly.edu

Research Project Description

We are seeking colleagues to help us develop and evaluate socio-technical (ST) course material for Computer Engineering. ST course materials explore how technology and society shape each other in intended and non-intended ways. As part of this work, we use a variety of frameworks. The Civics of Technology framework asks us "Technologies are not neutral, and neither are the societies they are introduced. As technology continues encroaching on our lives, how can we advance technology education for just futures?". The Technoskeptical Framework asks 1) what does society give up for the benefits of the technology? 2) who is harmed and who benefits? 3) what does the technology need?, 4) what are the unintended consequences of the technology and 5) why is it difficult to imagine our world without the technology? Students in this project will be working alongside mentors who will co-develop ST course materials for semester courses in the Computer Engineering curriculum and co-evaluate the course material assessing both instructor and student responses to ST content in their computer engineering courses. Students will also be asked to help create faculty ST training content (slides, speaker notes, curated videos, faculty training materials) as well as write and co-author conference publications.

This project is part of a larger research project called, “Breaking the Binary”. Breaking the Binary is a revolutionary project will involve both students and faculty in a process of transforming the Computer Engineering (CPE) department at Cal Poly, San Luis Obispo, and potentially engineering education as a whole, through rejecting binaries or dualisms commonly used to create hierarchies in engineering thought and practice. The activities in this project ask faculty and students to actively engage in dismantling the binaries by identifying and breaking down oppressive norms. Instead, they will embrace a complex coexistence; develop new skills in co-creation of holistic learning experiences and inclusive cultures; and evolve personal and professional identities that are constantly challenged and often in flux. The work is based on a “Critical Collaborative Educational Change” model which maps individual and group change to critical consciousness, values and beliefs, actions, and collective well-being in order to break the binaries in our culture, policies, and curriculum. 

Research Scholar's role in the Project

The BEACoN Research Scholar will join an active engineering education research group with professors Andrea Schuman (CPE), Jane Lehr (ES/WGQS), and John Oliver (CPE). Students in this project will co-develop Socio-Technical (ST) course content for Computer Engineering, evaluate faculty and student responses to ST education and prepare training materials for faculty to deliver ST content. On the research side, students will gain experience in research methods and design, interview protocols, qualitative analysis, communication skills, and research paper writing. This will include learning about IRB processes, participating in a literature review, conducting interviews and/or focus groups, developing qualitative data analysis skills, contributing to research team meetings and meeting facilitation and finally co-author conference papers and/or journal articles.

Skills the Research Scholar will Gain

This project will be an exceptional opportunity for a small group of BEACoN Research Scholars to gain expertise in engineering education research. Anticipated skills our mentees will gain are related to: research methods and design, conducting interviews and focus groups, qualitative and quantitative analysis, data presentation and data management, and written and oral communication. They will have the opportunity to develop skills and capacities related to leadership, self-efficacy, knowledge of personal strengths and assets, and confidence in their future career plans. We hope to be able to support them to attend and present their work at an engineering education conference.

Required Courses/Experience

Applicants must have an open mind about exploring social issues such as racism, sexism, and other forms of discriminatory practices, biases, and inequalities that influence both society and the development, use, and impact of technology. 
 
Our project is unfortunately not open to undocumented participants, as it is supported through federal funding sources that require specific eligibility criteria. 

Preferred Courses/Experience

Students with interest in qualitative or quantitative research methods, with a preference for qualitative.  
 
Interest and prior experience with perspectives and frameworks utilized in areas including Science & Technology Studies, Ethnic Studies, Women’s, Gender & Queer studies, or related areas. Interest and prior experience may be demonstrated by course work, club or other co-curricular participation and/or knowledge gained via lived experiences. 
 
Passionate about and committed to the co-creation of more just, diverse, and inclusive STEM learning environments and cultures. 

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Streams of Information | Crosslisted under Kennedy Library

Kyle Tanaka (he/him/his)

Kennedy Library

ktanak14@calpoly.edu

Jayme Yen (she/her/hers)

Art and Design

jyen10@calpoly.edu

Research Project Description

Whether through search engines, library catalogs, AI, peer networks, or other means, seeking information is a complex and dynamic process. Yet as information networks have shifted and evolved over the past several decades, scholars in multiple fields (information science, philosophy, computer science, history, sociology, et al.) have raised questions about what it means to do research and to find information in our current milieu. Perusing search engine results or putting in an AI prompt may be quick—but that does not necessarily result in the most thoughtful research, deeper learning, or innovative ideas.

This project, facilitated by Dr. Kyle Tanaka (Library/Philosophy) and Professor Jayme Yen (Art and Design) will work with two students who will assist with the creation of physical and digital exhibits on the topic of information discovery. The exhibits will draw, in part, from Fall 2025 & Winter 2026 student research projects on reparative metadata, i.e. how descriptions of books, films, and other items can be described in ways that better capture their contents and significance, particularly in the case of historically marginalized or underrepresented communities.

Research Scholar's role in the Project

We are seeking two BEACoN Scholars to assist with this project.

While both scholars will learn about the practical and theoretical dimensions of putting together an exhibition, one student will focus more on the physical while the other will focus on the digital. Students may assist with exhibition ideation, design, planning, and/or promotion and outreach.

Skills the Research Scholar will Gain

• Knowledge of information infrastructure practices, policies, and norms (esp. in libraries and archives) 
• Experience in the design and logistics of planning physical and digital exhibits, including experiential design and UI/UX training  
• Learning opportunities for in-depth exploration of the archives, special collections, and general collections of the Robert E. Kennedy Library

Required Courses/Experience

None

Preferred Courses/Experience

• Interest or experience in working with digital platforms (e.g. StoryMaps, Scalar) 
• Interest in or knowledge of historical issues in representing marginalized, underrepresented, and/or vulnerable populations 
• Interest in or experience using design software (e.g. Adobe Creative Suite, Affinity, or similar) 

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Share Your Voice II: Self-Advocacy through Focus Groups and Video Stories to Evaluate Mental Health Disparities and Access to Care for Black, Latine/x and AfroLatine/x Students | Crosslisted under Office of University Diversity & Inclusion

Leah Rachel Dolores Thomas (she/her/hers)

Psychology and Child Development

lrthomas@calpoly.edu

Susana A. López (she/her/ella)

Psychology and Child Development

slopeza@calpoly.edu

Research Project Description

Now in its second year, our project aims to document the mental health journeys and disparities of Black, Latine/x and AfroLatine/x students within the context of a predominantly White institution (PWI) like Cal Poly and a predominantly White community like San Luis Obispo. While mental health needs have risen across campuses, students of color, particularly Black and Latine/x students remain among the least likely to access mental health services (National Healthy Minds Study, 2013-2021). Preliminary results of our first round of data collection showed that students voiced concerns about cultural and familial stigma tied to accessing mental health care, a need for more culturally sensitive care on campus, and a lack of overall sense of belonging in the greater campus community.

This year, we aim to gather additional data through students’ personal narratives and organize focus groups with relevant stakeholders, so that we can move forward on the conversation and action of creating culturally responsive and holistic mental health treatments for the Black, Latine/x and AfroLatine/x students on our campus. Discussion of the intersectionality of the Latine/x and Black experience will be centered (e.g collective shared experiences, unique cultural and systemic barriers for each group and the growing intersection of AfroLatine/x students).

Our project is comprised of three steps that build upon one another:

1. Video stories: The first phase, already underway, focuses on empowering Black, Latine/x and AfroLatine/x students to advocate for themselves. Students submit personal accounts (via self-recorded videos, audio recordings, or written reflections) about their experiences with mental health and mental health care and identify unmet needs and barriers to care. This method allows students to independently share their mental health journeys in a private and convenient setting, free from the power dynamics often present between perceived experts (researchers or clinicians) and students, allowing for greater openness and accessibility. Students also complete a set of questionnaires that gather demographics and social data.
2. Focus Groups: The second tier takes a deeper look into the mental health care disparities and needs of Black, Latine/x and AfroLatine/x students, and explores through focus groups how they can be addressed through conversation with key stakeholders, including students, staff from the student diversity and belonging collective (i.e., BAEC, La CASA, Multicultural Center), housing, and clinicians from Cal Poly counseling services. We will particularly focus on this tier for the upcoming BEACoN project.
3. Distribution and dissemination: Once we have collected the personal stories, survey data, and perspectives of stakeholders, we will analyze through mixed methodologies and identify the key needs that are shared and different for Black, Latine/x and AfroLatine/x students and suggest an action plan. Our BEACoN scholars will present these findings to the greater community at local and national conferences, such as the BEACoN Research Symposium. If time allows, we will create a compilation of the videos and findings, with the permission of the participating students, that can be shared with the greater campus community and key stakeholders to initiate the open conversation and action that is needed.

Research Scholar's role in the Project

• The mentees will be expected to work on this project for the duration of their supported scholarship through the BEACoN program.
• Mentees are expected to communicate actively and openly about their challenges, questions, and successes.
• Under our mentorship and guidance, the mentees will conduct literature reviews to gain a deeper understanding of the mental health disparities of students of color and factors that are contributing to the ongoing trend, specifically for Black, Latine/x and AfroLatine/x students. The mentees, along with the mentors, will co-design instructions and prompts for the focus groups that are most appropriate for identifying mental health care needs. The mentees will actively assist with ongoing data collection, transcribing, coding, and analyzing the information we gain from the videos, surveys, and focus groups.
• The mentees will actively engage in the learning of concurrent (quantitative and qualitative) mixed method analysis and conduct preliminary analysis with the support of the mentors.
• If progress allows, there will be opportunities for the mentees to present results at local/national conferences or/and co-author a manuscript about the results.

Skills the Research Scholar will Gain

• The mentees will gain experience in conducting scientific research from conception to finish that will prepare them for graduate work.
• As part of this experience, the mentees will gain methodological knowledge and skills, and the ability to critically think about research (e.g. cultural appropriateness).
• The mentees will build proficiency in conducting literature reviews, transcribing, and how to analyze mixed method quantitative and qualitative data so it accurately reflects the participant’s experiences. Specifically, the mentees will learn qualitative factor analysis methodology.
• The mentees will also gain experience with presenting their research to a wider audience, and, if time allows, co-writing a quality manuscript paper.

Required Courses/Experience

• The mentees should be interested in mental health issues and access to care for marginalized communities.
• At a minimum, mentees should have taken a multicultural or cross-cultural course that expanded the student’s worldview. This can be done through multiple departments such as Psychology and Child Development, Ethnic Studies or/and Women’s Studies.
• The mentees should have excellent analytical, organizational and listening skills.
• The mentees should be able to dedicate ~10 hrs/week to lab meetings and activities

Preferred Courses/Experience

• It is preferred that the mentees are bilingual (English/Spanish) and has some personal experience with other ethnic and cultural background, either self-identified as a BIPOC or an ally.
• This opportunity would be great for students who would like to pursue a doctorate degree in psychology, public health or a related field.

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Incarcerated Soul(s): Music, Performance, and Resistance in Twentieth and Twenty-First Century Carceral Spaces

Madison Mae Williams (she/her/hers)

Theatre and Dance

mwill227@calpoly.edu

Research Project Description

This study explores music and performance as forms of resistance within twentieth and twenty-first century American carceral spaces. While there has been much scholarship on the intersections of performance and resistance, music created and performed for, by, and with incarcerated people is critically understudied. This study aims to challenge dominant narratives about prison life by centering the voices and artistry of those imprisoned. More specifically, I am interested not only in examining how incarceration shapes what is/was performed, but how and why specific music and performance practices emerge under conditions of confinement. From Alan Lomax’s Prison Song Recordings from Parchman Farm, to the rise of “prison gigs” by popular musicians in the 1960s and 70s, to the explosion of prison funk in the 1970s, this study intends to trace a history of how these embodied performances served to maintain cultural identity and community, foster creative expression and community, and resist conditions of extreme surveillance, violence, and control. While focus is given to blues, soul, funk, and R&B, the project concerns music from a range of genres and eras that inform the long history of music in carceral spaces and performance of resistance. This project aspires to contribute to the area of performance studies, musicology, and American studies, with the goal being a manuscript to follow. Ultimately, this project examines the history of carceral music and performance as one that constitutes an archive of resistance—not only a literal archive of captured and recorded creative expression, but one that aids in how we might imagine freedom within and beyond prison walls contemporarily. 

Research Scholar's role in the Project

The BEACoN Research Scholar’s responsibilities will include—1) locating relevant research materials, ranging from field recordings to peer-reviewed research papers and articles, 2) creating a robust literature review to organize thematic elements of the study, 3) engaging in outreach with arts organizations and carceral spaces (with one such potential space being the California Men's Colony), and 4) utilizing the knowledge and skill gained to author a short paper for public presentation. 

Skills the Research Scholar will Gain

The BEACon Research Scholar will gain experience in interdisciplinary research methodologies, archival research, analytical writing, outreach and communication, public speaking, and presentation of research. This project will advance undergraduate professional development by providing opportunities to build connections with a variety of different academic, creative, and carceral institutions. Additionally, the scholar will gain experience with presenting findings to the field, whether at a conference, a poster symposium, or other public-facing research presentation. 

Required Courses/Experience

None

Preferred Courses/Experience

It is preferred that the BEACoN Research Scholar have a background and/or strong interest in the fields of performance studies, music/ology, American studies, ethnic studies, and/or prison abolition. Enthusiasm for (archival) research is also appreciated. 

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Access on a Shoestring: Student-Led Facilitation for the Sierra Sustainability Summit

Victoria Zamora (she/they)

Communication Studies

ezamor12@calpoly.edu

John Patrick (he/him/his)

Communication Studies

jopatric@calpoly.edu

Research Project Description

This BEACoN project partners undergraduate communication scholars with the Sierra Sustainability Summit to design and facilitate equity-minded programming that advances the National Park Service’s mission of accessibility in an era of federal budget constraints. Rather than competing, students will serve as assistant/co-collaborators to the Summit’s Director of Programming, developing interactive sessions that help participants practice civic problem-solving, evidence-based advocacy, and respectful cohabitation in shared spaces.

Across Spring 2026, mentees will learn facilitation design (e.g., team-building, outdoor “do’s and don’ts,” inclusive discussion methods) and then lead sessions at the Summit (April 23–27, 2026, Yosemite National Park). Deliverables include a facilitation plan, materials (slides/handouts/briefs), and a reflective memo on what worked, what didn’t, and how to iterate. The project cultivates transferable leadership, communication, and public-engagement skills while producing tangible programming that supports accessibility and stewardship under real-world budget limits.

Research Scholar's role in the Project

• Biweekly working meetings (with ad-hoc sprints near the Summit) to plan, build, and rehearse sessions.
• Facilitation design & prototyping: session goals, agendas, timing, materials, accessibility checks, and contingency plans.
• Specific Summit modules, including:
  • An opening team-building/cohabitation session for coaches & students (cabin norms, respectful shared living, cleaning responsibilities—especially departure logistics).
  • A concise “outdoors do’s & don’ts” briefing (safety, respect for people/land, accessibility considerations).
• Independent session ownership: each mentee will plan and execute one 45–60 minute session tied to the year’s theme and to advocacy, community building, collaborative problem-solving, iterative learning, and/or civic participation.
• Materials production: slides/handouts, facilitation guides, sign-in/feedback forms, and a short post-session assessment.
• Rehearsals: structured practice with feedback from mentors/peers; revision cycles.
• On-site delivery & logistics support during April 23–27 (setup, timekeeping, accessibility checks, debriefs).
• Post-event reflection and documentation for next year’s playbook.

Skills the Research Scholar will Gain

• Facilitation & group process: inclusive discussion methods, conflict navigation, co-facilitation, time boxing, and feedback capture.
• Public speaking & advocacy design: audience analysis, framing under constraints (budget cuts), message clarity, call-to-action crafting.
• Leadership & collaboration: role negotiation, shared decision-making, reflective practice, and iterative improvement.
• Program design & assessment: learning objectives, materials creation, rapid evaluation, and after-action reporting.
• Professional tools: slide design; collaborative docs; basic survey/feedback instruments; versioning and checklists.
• Equity-minded practice: accessibility checkpoints, psychological safety norms, universal design choices, and stewardship ethics.

Required Courses/Experience

• Coursework: At least COMS 200-level completed, with priority for COMS 211, COMS 213, and/or COMS 217.
• Availability: Ability to attend the Sierra Sustainability Summit, April 23–27, 2026 (Yosemite NP) and to participate in biweekly prep meetings throughout the quarter.
• Professionalism: Reliable communication, timely deliverables, and willingness to co-lead in dynamic, outdoor settings.

Preferred Courses/Experience

• Additional advanced coursework such as COMS 301 , 320, 350, 351, 390
• Experience in debate/forensics, facilitation, peer mentoring, resident life, outdoor leadership, or community organizing.
• Comfort with designing interactive activities, basic assessment (surveys/exit tickets), and slide/handout creation.
• Enthusiasm for the outdoors and sensitivity to access needs in field environments.

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Don’t kill the messenger (RNA): How cells respond to change by stopping the execution of mRNAs

Sandi Clement (she/her/hers)

Biological Sciences

slclemen@calpoly.edu

Research Project Description

What do sore muscles, a paper cut, and fighting off a nasty infection have in common? he very different cells in your body responsible for these different processes share an important common trait. They share the ability to respond to signals like a torn muscle, a cut in your skin, or a bacterial infection to turn genes on and to turn them back off again. When cells fail to respond properly to these signals diseases such as cancer and auto-immune disorders can occur. Since the ability to accurately and rapidly respond to signals is so important for health and survival, our cells have developed a variety of different built in on/off switches.

One of the on/off switches we study in our lab is messenger RNA (mRNA) stability. An mRNA is a temporary copy of the protein-coding information stored in our genes. An mRNA can live for only a few minutes or for many hours. Once an mRNA is destroyed, the cell can no longer make the protein coded in that message. How does the cell know whether to protect or destroy an mRNA? There are specific proteins that interact with each mRNA. Their job is to listen to the signals coming from inside and outside the cell to decide. Our lab is curious to know what these signals are and how these signals modify these RNA-interaction proteins to alternate their function from destroyer to protector of mRNAs.

Students working in our lab will do experiments in a variety of human and mouse cells grown in the lab in order to learn more about how protein modification and mRNA stability switches work together to make sure our cells respond properly to signals. Students will gain experience with aseptic cell culture techniques, microscopy, recombinant DNA technologies, and nucleic acid and protein analysis. In addition to learning cell and molecular biology and protein techniques, students will learn DNA and protein sequence analysis software (Benchling, BLAST), experimental design and communicating science to other scientists as well as to friends and family. 

Research Scholar's role in the Project

What do sore muscles, a paper cut, and fighting off a nasty infection have in common? he very different cells in your body responsible for these different processes share an important common trait. They share the ability to respond to signals like a torn muscle, a cut in your skin, or a bacterial infection to turn genes on and to turn them back off again. When cells fail to respond properly to these signals diseases such as cancer and auto-immune disorders can occur. Since the ability to accurately and rapidly respond to signals is so important for health and survival, our cells have developed a variety of different built in on/off switches.

One of the on/off switches we study in our lab is messenger RNA (mRNA) stability. An mRNA is a temporary copy of the protein-coding information stored in our genes. An mRNA can live for only a few minutes or for many hours. Once an mRNA is destroyed, the cell can no longer make the protein coded in that message. How does the cell know whether to protect or destroy an mRNA? There are specific proteins that interact with each mRNA. Their job is to listen to the signals coming from inside and outside the cell to decide. Our lab is curious to know what these signals are and how these signals modify these RNA-interaction proteins to alternate their function from destroyer to protector of mRNAs.

Students working in our lab will do experiments in a variety of human and mouse cells grown in the lab in order to learn more about how protein modification and mRNA stability switches work together to make sure our cells respond properly to signals. Students will gain experience with aseptic cell culture techniques, microscopy, recombinant DNA technologies, and nucleic acid and protein analysis. In addition to learning cell and molecular biology and protein techniques, students will learn DNA and protein sequence analysis software (Benchling, BLAST), experimental design and communicating science to other scientists as well as to friends and family. 

Skills the Research Scholar will Gain

Required Courses/Experience

Students should be majoring (or switching into) a life science related major. Students should have taken or be enrolled in winter 2026 in BIO 161 Introduction to Cell and Molecular Biology or have had an equivalent course/experience. The most important thing is curiosity! If you're curious about cells, RNA/DNA , and/or proteins you are probably a good fit! 

Preferred Courses/Experience

Preferred experience is already having taken BIO 161 Introduction to Cell and Molecular Biology or an equivalent course. 

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Measuring Mood, Empowering Minds: Electrochemical Detection of Serotonin and Dopamine for Inclusive Mental Health Research  

Haitham Kalil  (he/him/his)

Chemistry& Biochemistry

hkalil@calpoly.edu

Research Project Description

Mental health disorders such as depression, anxiety, and Parkinson’s disease are often 
linked to imbalances in key neurotransmitters like serotonin and dopamine. These 
neurochemicals regulate mood, motivation, and reward, making them essential to 
understanding emotional well-being. However, many diagnostic approaches rely on 
subjective behavioral assessments rather than objective biochemical measurements. 

Electrochemical methods provide a promising approach for rapid, sensitive, and low-cost detection of neurotransmitters. By applying electrochemical sensing, this project aims to quantify serotonin and dopamine levels with precision and explore how these tools can promote inclusive mental health research that recognizes diverse neurochemical profiles across different populations. 

Research Scholar's role in the Project

1. Experimental Methods (Electrochemistry) 
   1. Electrode work: Fabricate/modify electrodes; document all preparation steps.
   2. Voltammetry runs: Execute DPV/SWV/CV in buffered and simulated bio-matrices; follow instrument SOPs (potentiostat setup, cell prep, de-aeration if used).
   3. Parameter optimization: Systematically vary pH, pulse settings, scan rate, potential window, concentrations, detection time; record effects on signal/noise and peak separation.
   4. Interference studies: Challenge sensors with ascorbic acid at defined concentrations; quantify signal bias and potential shifts vs serotonin and dopamine.
   5. Completed run sheets for each experiment; raw data files with metadata; a short methods log summarizing what changed and why.
2. Calibration, Quantitation & Statistics
   1. Calibration curves: Prepare standard solutions; build signal-vs-concentration curves for dopamine and serotonin (standalone and mixed).
   2. Figures of merit: Calculate LOD/LOQ, linear range, precision (repeatability), and recovery.
   3. Quality checks: Track instrument drift and electrode-to-electrode variability.
3. Signal Processing & Basic Chemometrics
   1. Processing: Apply baseline correction, smoothing (with justification), peak detection/integration.
   2. Chemometrics (intro): When peaks overlap, test simple deconvolution or PCA on voltammograms to separate patterns.
4. Data Management & Reproducibility
   1. Organization: Maintain a clear folder structure; consistent file naming; backup to shared drive.
   2. Data dictionary: Define variables, units, and preprocessing steps. 
   3. Version control: Keep clean notebooks and scripts; tag versions tied to figures. 

Skills the Research Scholar will Gain

1. Experimental electrochemistry: Run DPV/SWV/CV; prepare and modify electrodes. 
2. Surface engineering & interference functionalization: Use films/nanostructures to boost selectivity and sensitivity. 
3. Calibration & basic statistics: Draw correlations; calculate LOD/LOQ; check precision/recovery. 
4. Signal processing: Baseline correction, smoothing, peak detection and optimization. 
5. Chemometrics: Learn to separate overlapping voltammetric patterns using simple statistical tools. 
6. Data management & reproducibility: Organizing folders and tabulating data. 
7. Experimental Design: Learn to define independent/dependent variables and controls, set measurement parameters, and plan reproducible protocols. 
8. Methods documentation: SOPs, checklists, traceable parameters, acceptance criteria. 
9. Qualitative methods (if approved): Short surveys, assessments, and questioners. 
10. Communication & professional skills: Lay/technical summaries, brief talks; resume/CV. 

Required Courses/Experience

1. Complete at least one chemistry course (CHEM 124, 125, 126, 127, or 128) by the start of Winter Quarter 2026. 
2. Ability to follow lab safety procedures (safety training will be completed at onboarding). 

Preferred Courses/Experience

Sophomore in a STEM field (motivated to learn and grow).

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The Effects of Mating Harassment on Female Fish

Gita Kolluru (she/her/hers)

Biological Sciences Department

gkolluru@calpoly.edu

Research Project Description

Ecologists are increasingly recognizing that diversity among researchers promotes a better understanding of diversity in a biological context. For example, an increase in female ecologists has led to increased reports of female birdsong. Research has also shown that retention among STEM majors rests on students feeling welcomed as part of a research team, and being directly mentored by faculty. Our lab seeks to generate a diverse, collaborative group of students to study our main subject: the mating and aggressive behavior of small, freshwater fishes. To promote student success and inclusion, we hold group meetings, follow a written Code of Conduct, use a written lab manual, and have the option to share information with each other about our languages spoken and preferred pronouns, in addition to our scientific collaboration.

We work with livebearing fishes similar to those commonly found in pet stores. We focus on a Cuban species called Girardinus metallicus, of which we have a breeding colony in my lab. In this species, males maximize reproductive success by mating a lot, whereas females maximize reproductive success by eating, choosing mates carefully, and resisting excessive mating attempts. Mating harassment (defined as any behavior by males that facilitates their mating success at the expense of females) has been shown to reduce female success in these types of fishes, by reducing foraging opportunities, increasing disease transmission, and circumventing female choice of mates. Our project will address the following questions: 1) Do males engage in mating harassment, and does this vary across males? 2) Do females forage less when mating harassment levels are higher? 3) Do females forage on different types of food (on the ground versus free-swimming) because of mating harassment? The study will involve helping to maintain fish colonies, designing the experiment and procuring supplies, performing controlled behavioral observations, quantitatively analyzing the data, and interpreting the results to address the questions listed above.

Research Scholar's role in the Project

The project involves working with a research team of graduate and undergraduate students, all of whom are encouraged to work together in a collegial, not competitive, atmosphere. The student would help to maintain fish colonies, which involves learning about aquatic animal care, including how to maintain healthy tank environments, ensure that conditions are optimal for the fish to breed, and identify and treat health conditions as they arise. The student would also help to design the experiment, procure necessary supplies, and generate detailed protocols. These would allow us to observe the behavior of individual fish within a social group, record a range of behaviors for each fish, and sedate, weigh, measure, and photograph the fish to obtain body size and other measurements. The student may also measure traits from digital images using ImageJ and Photoshop software. The data will be quantitatively analyzed using Excel and JMP statistical software. All the above tasks would be performed in close consultation with me and my graduate student, Justine McOuat, with the assistance of a research team, and using our written lab manual. In all cases the student will be trained and guided by me, Justine, and by experienced students in the lab.

Skills the Research Scholar will Gain

Required Courses/Experience

None

Preferred Courses/Experience

BIO 263 (Introduction to Ecology and Evolution)

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Effect of Chronic Pesticide Exposure on the Neurobehavioral Outcomes in the Metabolic Syndrome Animal Model

Magdalena Maj (she/her/hers)

Biological Sciences

mmaj@calpoly.edu

Research Project Description

This BEACoN project is part of a longitudinal animal study during which the team assesses changes in neurobehavior in response to chronic pesticide exposure.  
Currently, over 90 percent of the U.S. corn, cotton, and soybeans are being produced using genetically modified seeds. The most popular pesticide-tolerant crops provide farmers with an effective way to control weeds, thus increasing annual crop production yield per acre. This shift in agriculture parallels an increased pesticide residue in food and drinking water and poses a question whether exposure to these chemicals may have adverse effects on human health.

The state of California (CA) uses annually over 200 million pounds of applied active pesticide ingredients (15), and this high use is related to the production of fruits, vegetables, and nuts. Pesticides can be distributed by wind from farmlands to nearby facilities, schools, and households, thereby increasing the likelihood of children and farmers to be directly exposed to these chemicals. The California Pesticide Reporting System identified an association of pesticides application on agricultural lands and an elevated risk of autism spectrum disorder. Recent studies reported that children in the Salinas Valley (primarily from Latino, farmworker families) have higher prenatal exposure to pesticides, and linked it with poorer cognitive function, lower IQ at age 7, and deficits in motor development in early childhood.

In the last two decades, we have observed an unprecedented increase in metabolic, digestive, and neurobehavioral disorders (such as autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), and intellectual disability) among pediatric population.

The overall goal of this project is to investigate the chronic dietary exposure to glyphosate (the most common pesticide) in food using a large-animal model of diet-induced metabolic syndrome and neurodegeneration. A large-animal model like swine is an excellent biomedical model, because human and pig share many similarities in respect to the liver anatomy, brain structure and the course of brain development, gastrointestinal physiology, and lipoprotein profiles. Our group have recently established a pediatric model of dietary-induced non-alcoholic fatty liver disease and neurodegeneration. In this proposal, the pesticide dose will correspond to the real-life situation, where we consume daily low doses of glyphosate residues in food and water. 

Research Scholar's role in the Project

This project is a very multidisciplinary project and BEACoN scholar will work as a part of a diverse group of students and faculty.  

1. Perform neurobehavioral test at the swine facility following standard operating procedure.  
2. Extract the video recordings and organize the videos in the lab computer.  
3. Become familiar with the protocol for scoring the neurobehavioral outcomes using BORIS software.  
4. Be part of a Cal Poly student team scoring neurobehavioral recordings and maintaining an electronic spreadsheet with data using Excel and SharePoint Drive.  
5. Learn the process of qualitative data analysis (statistics using SAS or JMP and data visualization). 
6. Assist in the tissue collection and learn how to preserve the tissues for transcriptomics, metabolomics, histology, and protein expression.  
7. Participate in the lab meetings and present when relevant.  
8. Participate in the literature review.  
9. Prepare a poster or talk presentation for the COSAM undergraduate research conference. 

Skills the Research Scholar will Gain

1. Knowledge and skills in performing neurobehavioral tests in a large animal model.  
2. Knowledge and skills in data management by keeping updated video recordings and organized data collection sheets.  
3. Knowledge and skills in quantitative analysis of neurobehavioral tests using BORIS software. 
4. Knowledge and skills in statistical analysis and data visualization.  
5. Knowledge and skills in professional communication when working in a diverse, interdisciplinary team project.  
6. Knowledge and skills in effective written and oral communication (public speaking) 

Required Courses/Experience

None

Preferred Courses/Experience

• Interested in the gut-liver-brain axis and/or biomedical discovery 
• Passionate about research that could potentially lead to future policy change affecting nationwide health  
• Committed to work in a diverse, interdisciplinary group 

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Exploring Environmental Health Equity: Bridging Research and Community Priorities

Erika Meza (she/her/ella)

Kinesiology and Public Health

emeza08@calpoly.edu

Research Project Description

The California Central Coast faces various environmental health concerns due to its unique mix of agriculture, industry, coastal ecosystems, and diverse communities. These concerns include exposure to agricultural pesticides for farmworkers, their families, and nearby communities; changing air quality and wildfire smoke, which have increased recently and are known to cause acute respiratory issues, especially affecting vulnerable groups like older adults and children; rising temperatures and more frequent and severe climate change-related heat waves, raising the risk of heat-related illnesses—particularly among outdoor workers, older adults, and individuals without proper housing.

The goal of this project is to explore environmental exposures and related health challenges in the Central California Coast. We will focus on incorporating local perspectives and priorities, acknowledging that low-income and communities of color often bear a disproportionate share of environmental exposures. BEACoN scholar(s) will help lay the groundwork for a detailed, community-engaged study in the Spring. In the Winter quarter, BEACoN student(s) will help identify and review relevant peer-reviewed research on environmental exposures and synthesize recent findings into a comprehensive literature review. Additionally, we will identify and connect with community-based organizations throughout the county to gain a better understanding of local environmental health priorities. These findings will guide primary research activities in the Spring, including the development of a community needs assessment questionnaire to quantify pressing environmental health issues, create culturally appropriate recruitment materials, and assist with the preparation of the Institutional Review Board (IRB) submission for primary data collection on environmental exposures and health issues among vulnerable groups.

Research Scholar's role in the Project

The BEACoN research scholar’s primary responsibilities this Winter will include: 1) identifying relevant peer-reviewed research papers, 2) developing a thorough literature review of recent studies on environmental exposures, and 3) identifying community-based organizations across SLO County to understand community priorities and environmental health issues. This will help clarify our research question and study design. In the Spring, the scholars will assist in: 1) developing the community needs assessment questionnaire, 2) creating study information and recruitment materials, and 3) preparing the IRB submission to begin primary data collection. The BEACoN research scholar’s primary responsibilities this Winter will include: 1) identifying relevant peer-reviewed research papers, 2) developing a thorough literature review of recent studies on environmental exposures, and 3) identifying community-based organizations across SLO County to understand community priorities and environmental health issues. This will help clarify our research question and study design. In the Spring, the scholars will assist in: 1) developing the community needs assessment questionnaire, 2) creating study information and recruitment materials, and 3) preparing the IRB submission to begin primary data collection.

Skills the Research Scholar will Gain

The BEACoN research scholar participating in these tasks will develop a wide range of essential and specialized research skills that are highly relevant to public health and community-engaged research, including:

• Scientific literature synthesis and writing – Students will help identify relevant peer-reviewed research and lead a literature review, which will enhance their ability to evaluate and synthesize scientific evidence.
• Research development – As the project progresses, students will learn about different research study designs and sampling techniques. Students will also gain experience developing instruments for primary data collection and preparing IRB materials. These experiences will build practical knowledge in human subject protections, culturally competent research design, and the initial stages of primary data collection, all of which are crucial skills for public health research and application.
• Science communication skills – Students will assist in developing study information and study recruitment materials.
• Community Partnership Development – Students will help identify and connect with local community organizations and relevant stakeholders, which are vital competencies in public health research.

Required Courses/Experience

Interest in local environmental health issues and community-engaged research.

Preferred Courses/Experience

Preferred coursework includes the completion of HLTH 318 and HLTH 402 or another introductory research methods course in their discipline.

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Guided by Movement: Exploring and Promoting Exercise Accessibility and Health Equity for Individuals with Visual Impairment

Christie O'Hara (she/her/hers)

Kinesiology and Public Health

crohara@calpoly.edu

Research Project Description

Individuals with visual impairment face significant barriers to physical activity due to limited access to safe environments, adaptive instruction, and inclusive programming, resulting in higher rates of sedentary behavior and related health risks such as cardiovascular disease, obesity, and reduced balance and coordination. Regular exercise can improve physical fitness, mood, and independence; however, people with visual impairment are often excluded from research and interventions that inform safe and effective activity design. Studying exercise participation among individuals with visual impairment is essential to identify strategies that enhance accessibility, promote health equity, and support autonomy. As adaptive technologies and training methods advance, evidence-based approaches are needed to ensure that people with visual impairment can safely and confidently engage in physical activity to improve overall health and quality of life. The goal of this research project is to help bridge that gap by using tandem cycling and other adaptive activities to create inclusive exercise opportunities for local community members in San Luis Obispo County and at Cal Poly.

Research Scholar's role in the Project

The student will research, design, implement, and evaluate an adapted exercise program focused on individuals with visual impairment. The goal is to assess how adapted physical activity influences physical fitness, confidence, and participation while identifying barriers and facilitators to exercise engagement. A literature review will be conducted to identify gaps in existing research and a new study design developed. IRB protocol will be written and submitted at Cal Poly. Working together with the current Eye Cycle- Adaptive Tandem Cycling program at Cal Poly, the student will work with current members as well as recruit new members in the community.

Skills the Research Scholar will Gain

1. Learn to complete an abstraction table and conduct a full literature review.
2. Write methods and IRB for submission.
3. Collect data and organize spreadsheets for data analysis.
4. Run statistical analysis.
5. Write abstract with summary results.
6. Present research at an academic conference.

Required Courses/Experience

None

Preferred Courses/Experience

KINE 307- Adaptive Physical Activity

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The Legacy of Proposition 227: Oral Histories and Aspiring Bilingual Teachers' Language Identity Development 

Olivia Obeso (she/her/ella)

School of Education

oobeso@calpoly.edu

Research Project Description

The purpose of this research project is to document and analyze the experiences of families and communities affected by Proposition 227. In 1998 California Proposition 227 placed burdensome restrictions on bilingual education in the state. For the following nearly two decades, the decline of bilingual programs resulted in limited opportunities for students to develop bilingual proficiency in schools, and widespread messaging that languages other than English should not have a prominent role in K-12 education. Finally in 2016, Proposition 58 reversed Proposition 227, opening the door for increased political and financial support for bilingual education. However, we know little about how the earlier restrictive era shaped the mindsets and identities of educators, families, and students. 

This research will use the oral history approach to examine how this policy shaped educational opportunities and language identities over time. We will explore questions such as: What does it mean to be bilingual in a context that is hostile toward bilingualism? How did families and communities make decisions about children’s language experiences when policy emphasized English only education? Who chooses to be a bilingual educator now and what are the contemporary barriers to pursuing that path? The stories that we collect will contribute to a more nuanced understanding of California's bilingual education landscape from the perspective of those who were most directly targeted by restrictive language policy. 

Research Scholar's role in the Project

The BEACoN Research Scholar will support various core project tasks related to data collection, cleaning, and analysis. Depending on their interests, the Research Scholar will have some flexibility in how much time they spend on the following: 

• Assist in collecting and debriefing oral history interviews through activities like scheduling, note-taking, reflecting with faculty researcher, and writing summaries 
• Clean up and de-identify oral history transcripts 
• Read and synthesize existing academic literature and popular press articles (news) about CA Proposition 227 and CA Proposition 58 
• Identify themes within and across oral history interviews 
• Help prepare conference proposals & other artifacts (e.g. zines, mini-exhibits) to communicate findings 

Skills the Research Scholar will Gain

• CITI Training to learn and maintain safe and ethical data/research practices 
• Oral history research methodology (including research design, data collection, and analytic approaches) 
• Conference proposal writing 
• Communicating research findings to a general audience 

Required Courses/Experience

Interest in bilingualism, bilingual education, and/or educational policy

Preferred Courses/Experience

• Some Spanish or other language in addition to English 
• Students with roots in and/or intention to remain in California 

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Involving Elementary and Undergraduate Students’ Families in a Bilingual Science Education Program

Perla Ramos Carranza (she/her/hers)

Liberal Studies and Biological Sciences

pramosca@calpoly.edu

Research Project Description

Education scholars highlight the valuable role that families can play in supporting the educational trajectory of students from historically marginalized populations (Hill et al., 2018; Hill & Tyson, 2009; Jeynes, 2007). For Latinx students, in particular, centering the knowledge of their families as assets in their academic spaces can promote students’ interest in their learning and positive identity development (González et al., 2005; Kiyama, 2011; Moll et al., 1992). Additionally, family involvement in the education of Latinx students can serve as a source of inspiration and motivation to persist in their educational trajectory despite the social and structural challenges they face (Carolan-Silva & Reyes, 2013; Ceballo et al., 2014; Luna & Martinez, 2013). For this research project, we will center the perspective of the families of elementary and undergraduate students involved in Nuestra Ciencia, which is a community-engaged, science education program where Cal Poly undergraduate students teach microbiology in Spanish to elementary students from local bilingual schools. Through collecting surveys and interviews from the elementary and undergraduate students’ families, including parents, siblings, and other family members, we seek to to understand family perceptions about the bilingual science activities practiced at Nuestra Ciencia, their engagement with the program activities, and the impact the program has on the elementary and undergraduate students and their families. Insight from elementary and undergraduate students’ families will be valuable for evaluating the impact of the Nuestra Ciencia program, strengthening the program’s connection with student’s families, and improving the support of students’ personal and academic development, particularly those from Latinx backgrounds. BEACoN Research Scholars involved in this project will recruit potential participants, collect survey data and conduct interviews, analyze survey and interview data, and disseminate findings through presentations and papers.

Research Scholar's role in the Project

1. Attend research meetings with other undergraduate students and faculty 
2. Research relevant empirical literature related to family engagement in K-12 and higher education, community-engaged education programs, bilingual education, and science education and develop annotated bibliographies from that literature 
3. Data collection: Recruit participants, collect surveys, input data from surveys, conduct interviews with participants, transcribe recordings of interviews 
4. Data analysis: Analyze surveys and conduct thematic coding of interviews 
5. Collaborate with other undergraduate students and faculty on research presentations and research papers 
6. Present research findings through poster presentations or research talks at lab meetings and research conferences  
7. Synthesize findings from data analysis in written format (i.e., helping with writing research papers for peer-reviewed publication) 

Skills the Research Scholar will Gain

1. Conducting literature reviews of empirical literature 
2. Working knowledge of Zotero, a software for managing academic references 
3. Working knowledge of MAXQDA, a software used to analyze qualitative data
4. Qualitative data methodology, including conducting interviews, transcribing recordings of interviews, and analyzing themes from interviews  
5. Critical thinking for analyzing previous literature and survey and interview data 
6. Communicating and presenting research through oral presentation and written reports 
7. Teamwork and collaborative skills with interdisciplinary team of undergraduate students and faculty 

Required Courses/Experience

Previous personal, academic, or extracurricular experiences that demonstrate interest and dedication for promoting diversity, equity, and inclusion in K-12 and/or higher education

Preferred Courses/Experience

1. Some of the interviews may be conducted in Spanish so ability to communicate in Spanish is preferred 
2. Previous experience researching empirical, peer reviewed research articles either through coursework or other research experiences 

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Exploring the Feasibility of Incorporating Generative AI into Campus Health Messaging 

Katharine Santilena (she/her/hers)

Kinesiology and Public Health

ksantil@calpoly.edu

Research Project Description

This project will focus on examining if generative AI software can be a feasible and effective tool for campus health educators when creating health promotion materials. Research shows that many college students, including those at Cal Poly, have misconceptions about the potential harms of nicotine pouches (i.e., Zyn), often underestimating their risks. Health educators, such as those at Campus Health and Wellbeing, are often tasked with providing relevant and accurate information but face challenges such as lack of time and resources to produce materials addressing the many health issues within a college campus. This is an opportunity to explore if generative AI, such as ChatGPT and Canva Pro, programs that can produce rapid content, could serve as a tool to help alleviate this challenge.

This project will involve analyzing both qualitative and quantitative data and preparing the results for publication in a peer-reviewed journal article. It will include structuring and hosting a workshop and focus group with student peer health educators gaining their perspectives and opinions on incorporating generative AI in their work by creating materials that address the misconceptions of nicotine pouch harm among college students. The second phase of the project will be taking the developed materials from the workshop and surveying which materials college students prefer (the generative AI-produced materials or human-made). The study findings will inform best practices for incorporating AI into campus health promotion efforts. 

Research Scholar's role in the Project

The BEACoN student will be expected to work with me to set goals for the two quarters in terms of interest and skill development needs. They will be expected to meet with me once a week and work independently on assigned tasks. They will also be expected to regularly communicate via email and Trello app when questions arise or more information is needed. The student will be expected to work with a team of other research students in the qualitative data collection process and begin data analysis. Finally, they will be expected to participate in the manuscript write-up for the research project.

Skills the Research Scholar will Gain

Required Courses/Experience

No required courses.

Preferred Courses/Experience

Preferred courses include a completed statistics course

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The Incidence of Acute Kidney Injury in Agricultural Workers on the Central Coast of California

Adam Seal (he/him)

Kinesiology and Public Health

adseal@calpoly.edu

Research Project Description

There is an increased incidence of chronic kidney disease (CKD) in Central American agricultural workers, known as Mesoamerican nephropathy. California employs between 350,000 and 700,000 agricultural workers each year, yet despite widespread Mesoamerican nephropathy observed in Central American workers, little is known about the renal health of individuals performing similar work in California. Typically, chronic kidney disease occurs in older males, but in agricultural workers, CKD frequently occurs at younger ages. One of the top risk factors for the development of CKD is acute kidney injury (AKI), characterized by a rapid decline in kidney function and the buildup of waste products such as creatinine. The disease etiology may be linked to the occupational hazards of strenuous field labor performed in hot temperatures. Although the California Code of Regulations and OSHA have implemented safety measures regarding heat stress, many workers speak Spanish, Mixtec, or other indigenous languages, creating language barriers and challenging comprehension of safety measures. Furthermore, some employers pay based on the pieces picked, incentivizing workers to work longer and more arduous hours. This leads to higher workloads and increased sweat loss, exacerbating heat stress and renal injury. AKI could be a potentially unrecognized problem among agricultural workers on the Central Coast, leading to kidney complications in an underserved and underrepresented community. This study aims to investigate the incidence of acute kidney injury and associated risk factors in agricultural field laborers on the Central Coast.

Research Scholar's role in the Project

This project exemplifies Cal Poly’s “Learn by Doing” approach by creating an opportunity for students to perform community-based research to improve health in local underrepresented communities. Through this project, students will explore how societal frameworks interplay with public health, particularly in underserved populations. Additionally, the complex physiology behind kidney injury will integrate with their lecture content, reinforcing knowledge they would otherwise only be exposed to in a classroom setting. The completed manuscript will be submitted to a peer-reviewed journal, which provides students with the opportunity for authorship. Additionally, an abstract of the project will be submitted to the 2026 American College of Sports Medicine conference in Salt Lake City, Utah, where students will present the results of their work.

Skills the Research Scholar will Gain

Students will be responsible for participant recruiting and study logistics, physiological data collection, database management, statistical analysis, and manuscript preparation. Students will also develop valuable skills in oral communication by presenting at a national research conference.

Preferred Courses/Experience

It would be preferred if the student had some experience in study design and/or statistical analysis. This would include experience working with Microsoft Excel. Other valuable skills would be experience with recruiting participants for a research study. Considering a large portion of our participants speak Mixtec, if a student could translate, this would be very helpful, but certainly not required.

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Exploring How Sleep Supports Healthy Habits and Weight Loss Success

Selene Tobin (she/her/hers)

Kinesiology and Public Health

sytobin@calpoly.edu

Research Project Description

This BEACoN Project focuses on how different aspects of sleep health relate to daily habits and experiences during a weight loss program. More than one in four U.S. adults have obesity, which is associated with an increased risk for chronic diseases and some forms of cancer. Reduced-calorie diet and increased physical activity are foundational components of many weight loss interventions, but sleep may be an overlooked key to success.  
 
This project explores how daily sleep relates to eating, physical activity, and weight loss in a remote 3-month weight loss program. In a previously conducted remote clinical trial, participants completed short, real-time web-based surveys (5-6 per day), called ecological momentary assessments, to track participants’ sleep, diet lapses, and physical activity during 10-day periods at the beginning and end of the program. Students working on this BEACoN project will have the opportunity to dive into the data: analyzing, interpreting, and disseminating the scientific findings. By understanding how sleep relates to daily habits and overall weight loss success, this work may help determine whether targeting sleep can optimize future weight loss interventions.

Research Scholar's role in the Project

The BEACoN Research Scholar will gain hands-on experience analyzing and interpreting data from a remotely delivered clinical trial examining how sleep, diet, and activity interact during weight loss. During the winter quarter, the student will become familiar with the study design by reviewing the protocol and related literature, exploring the existing datasets, and learning data management skills such as coding, merging, and cleaning data. It is projected that they will begin preliminary descriptive analyses in the second half of the Winter quarter.

In the Spring quarter, the student will assist with inferential statistical analyses in collaboration with the mentorship team. They will assist in the writing of the statistical findings and contribute to the interpretations of the results, with opportunities to help create visualizations or a poster presentation depending on student interest. If milestones are met early, the student may also assist with the design of a follow-up study, including testing wearable devices, preparing IRB materials, and/or developing REDCap databases. Overall, this experience will provide the student with practical training in behavioral research methods, data analysis, and scientific communication.

Skills the Research Scholar will Gain

• Research methods and study design: The student will learn how a remotely delivered behavioral clinical trial is conducted and how ecological momentary assessment (EMA) and other validated measures are used to study real-time, dynamic human behaviors.
• Data management and preparation: They will gain experience organizing, cleaning, merging, and coding longitudinal datasets while maintaining clear documentation and secure data handling practices.
• Statistical and analytic skills: The student will learn to perform descriptive and inferential analysis and how to use statistical software for data visualization.
• Scientific communication: They will develop skills in summarizing and presenting research findings through written and visual formats and communicating results to both technical and general audiences.
• Applied research development (if time allows): The student may assist with research infrastructure tasks such as preparing IRB materials, designing REDCap databases, and testing wearable devices for future data collection.

Required Courses/Experience

1. Basic familiarity with data entry, organization, and analysis in Excel, R, SPSS, or a similar program.
2. Interest in topics such as sleep, health behavior change, or digital health interventions.

Preferred Courses/Experience

1. Completion of at least one introductory statistics course (or equivalent experience using quantitative data).
2. Completion of a research methods course in kinesiology, public health, psychology, or a related field (or comparable research experience).
3. Strong written and verbal communication skills and attention to detail.

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iBaby Study: Investigating Baby Behavior and Family Technology Use Study

Alison Ventura (she/her/hers)

Kinesiology and Public Health

akventur@calpoly.edu

Research Project Description

The goal of the iBaby Study is to learn about associations between families' technology use and babies' development. We hope that what we learn from this study will help us to better understand how to support today's families to promote healthy infant growth and development and family interactions (learn more here: https://ibabystudy.calpoly.edu/). We are seeking a BEACoN student to assist with data collection and analysis of videos of mother-infant feeding interactions.

Research Scholar's role in the Project

The BEACoN Research Scholar will assist our research staff during in-home data collection visits, thus will gain hands-on experience interacting with mothers and infants participating in our study and assessing infant growth and development. A key component of our data collection is that we video record mother-infant feeding and social interactions, then train students to code these videos using validated behavioral coding schemes. Thus, the BEACoN student will be trained in these behavioral coding schemes and assist with video coding and other forms of data analysis. The BEACoN student will have the opportunity to develop their own research question that can be answered by iBaby Study data and will be mentored through the data analysis, interpretation, and presentation process.

Skills the Research Scholar will Gain

Required Courses/Experience

None

Preferred Courses/Experience

research methods, infant and child development, maternal-child nutrition

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Probing the Surroundings of a Supermassive Black Hole

Lizvette Villafaña (she/her/ella)

Physics

lvillafa@calpoly.edu

Research Project Description

Supermassive black holes and their host galaxies seem to grow together. To explore this connection, we study the region of fast-moving, glowing gas that orbits close to the black hole. Although black holes themselves emit no light, the material surrounding them becomes extremely hot and bright as it falls inward. When that light varies in brightness, the nearby gas responds with a delayed “echo.” From those echoes, we can determine how far the gas is from the black hole and use gravity to estimate the black hole’s mass. However, we can’t capture these environments in direct images, and the echoes alone don’t reveal the structure or motion of the nearby orbiting gas.

In this project, the student will analyze one of these “echo” datasets using our group’s forward modeling code. The code tests different possible arrangements and motions of the gas to find the model that best fits the data. By modeling this gas, the student will probe the surroundings of a supermassive black hole and help us better understand its environment and how it may connect to galaxy evolution.

Research Scholar's role in the Project

During the Winter quarter, the student will focus on developing familiarity with the literature, data structure, and modeling code using a pre-modeled dataset. In the Spring, the student will begin applying the code to the new data and preparing a poster presentation for the Bailey College of Science and Mathematics Student Research Conference and the BEACoN Research Symposium.

Weekly expectations are as follows:

• One-on-one check-in with mentor (1 hour)
• Meeting with group (1 hour)
• Assigned readings (~2 hours, with short written summaries submitted)
• Performing the research (eg. running codes, making plots) (5 hours, 6 for non-colloquium weeks)
• Attending colloquium or OUDI events (1 hour every other week)

A successful experience will include clear written documentation of the workflow (for future students), the ability to run and interpret models independently, and a final poster that synthesizes results and visualizations from the project.

Skills the Research Scholar will Gain

Through this project, the student will gain hands-on experience in computational astrophysics research, data analysis, and scientific communication. From a technical standpoint, the student will develop or improve their coding skills in Python and will be introduced to Bayesian inference, a powerful statistical method used for forward modeling across a wide range of fields, including finance, healthcare, sports analytics, and many more.

Beyond technical skills, the student will learn to document their workflow, interpret results, and communicate complex ideas to both technical and general audiences, skills that are highly valuable for graduate school and a wide range of careers beyond astrophysics.

Required Courses/Experience

• Some prior experience using a programming language (e.g., Python, MATLAB, or R; enough to navigate code, edit parameters, and run scripts).
• Self-motivated and able to work independently between meetings.

Preferred Courses/Experience

• Familiarity with Python and/or working in a Linux or Unix environment.
• Coursework or strong interest in astronomy or astrophysics.
• Enthusiasm for learning new tools and contributing to a collaborative research group.

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From Tool to Teammate: Rethinking AI in the Classroom: Exploring AI integration to strengthen pedagogical best practices

Timothy Alan Clark (he/him/his)

Industrial Technology and Packaging Engineering

tclark29@calpoly.edu

Research Project Description

This research explores the development and use of a custom GPT designed to be a collaborative, pedagogically appropriate tutor for in-class work. It guides and improves specific project work, but only after the student submits their own draft. It is pre-loaded with class content and supports Claude/Gemini handoffs for specialized tasks.

The project leverages findings from a recent Harvard study highlighting AI’s role in enhancing collaborative performance, breaking expertise boundaries, and improving team dynamics in corporate product teams. The proposed research seeks to bridge these insights with applied educational strategies to enable students to contribute meaningfully in similar collaborative settings. 

Research Scholar's role in the Project

One student will conduct targeted experiments with a custom Cal Poly LLMs, analyzing outputs, iterating based on cross-challenges, and synthesizing findings into an actionable guide.

Deliverables include a guide for integrating AI into active classroom modules (eg: User Research, Data Synthesis, Brainstorming, and Prototyping) within the ITPE 2025 curriculum, ensuring effective classroom application.

Research Scholar will run multiple tests within the classroom iterate, test, and refine for pedagogical effectiveness. 

Skills the Research Scholar will Gain

The Research Scholar will learn how to design and carry out educational research using both numbers and stories. They will help plan classroom studies, collect data from students, and analyze how a custom GPT tutor affects learning. This includes developing fair ways to compare groups, organizing data responsibly, and following research ethics such as protecting student privacy. 
 
They will gain experience working with different kinds of data — such as student writing, surveys, and AI chat transcripts — to see how people learn with help from AI. The student will learn to summarize results using simple statistics, as well as to identify common themes and patterns in how students interact with the GPT tutor. This will build skills in both quantitative (numbers-based) and qualitative (text-based) analysis. 
 
Finally, the student will develop practical skills for using and evaluating AI tools in education. They will learn how to design prompts, test the system’s usefulness, and describe their findings clearly in writing and presentations. Through this work, they will gain experience that connects technology, teaching, and research in a way that prepares them for future studies or professional work involving AI and learning.

Required Courses/Experience

A successful student in this role would ideally have some experience using AI tools such as ChatGPT or Google Gemini, along with curiosity about how technology can support learning. Strong writing and communication skills are important, as the student will help document findings and explain results clearly. Finally, an interest in teamwork, critical thinking, and ethical use of technology in education will support success in this research. Having completed ITP 326, Product Design and Product Development.

Preferred Courses/Experience

Experience collecting or analyzing data — for example, organizing survey responses, coding text, or running simple statistical tests — would be an advantage. Having completed ITP 467 – Applied Business and Production Management.

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Exploring Global Perspectives on User Experience: A Case Study of UX Practices Across Cultures and Academic Libraries

Danielle Daugherty (she/her/hers)

Systems Department Faculty

ddaugher@calpoly.edu

Research Project Description

User experience (UX) is the study and practice of understanding the diverse needs, behaviors, and barriers people encounter when interacting with tools, services, and technologies. UX seeks to design user-centered products and experiences that are accessible, inclusive, and meaningful across different contexts and cultures. This project aims to broaden understanding of how UX is conceptualized across diverse cultural and institutional contexts. Researchers will explore international perspectives on UX, specifically how it is defined, practiced, and implemented in various countries such as Japan, South Korea, the United Kingdom, Denmark, and/or Australia.

The research will begin broadly by examining UX through a global lens and then focus more narrowly on how UX is applied in academic libraries. The student researcher will investigate questions like: How do cultural values influence UX design principles and methods? How do academic libraries in different parts of the world integrate UX into their services and digital environments? Through literature reviews, interviews with international UX professionals and librarians, and qualitative analysis, this case study will contribute to a more inclusive and global understanding of UX practices in higher education. 

Research Scholar's role in the Project

The research scholar will be expected to: 

• Conduct background research on UX practices in different countries through scholarly and professional sources and present findings in a literature review. 
• Help identify and contact UX professionals and academic librarians abroad for virtual interviews. 
• Design interview protocol and conduct interviews. 
• Synthesize and analyze qualitative data. 
• Assist in analyzing cultural themes and create comparative case studies. 
• Contribute to a final presentation or publication summarizing findings. 

This project will provide an opportunity to participate in cross-cultural research and contribute original insights into an emerging global topic in UX. 

Skills the Research Scholar will Gain

• Literature review and synthesis: Identifying international research trends 
• Cross-cultural research and communication: Conducting ethical engagement with international professionals 
• Qualitative research methods: Interviewing, coding, and thematic analysis 
• Data management: Organizing and anonymizing qualitative data 
• Academic communication: Preparing visualizations for dissemination and potentially co-authoring a scholarly paper  

Required Courses/Experience

• Interest and or prior knowledge in user experience, user-centered digital design, and/or information studies 

Preferred Courses/Experience

• Experience with interviewing or qualitative data analysis 
• Interest in global studies, cultural studies, or international communication 
• Proficiency in another language (i.e. Japanese) 

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Supporting Neurodivergent Student Success in the Kennedy Library: Experiences, Barriers, & Recommendations for Improvement

Mercedes Rutherford-Patten (she/her/hers/they/them)

Academic Services

meruther@calpoly.edu

Research Project Description

This project examines how neurodivergent undergraduate students experience the physical spaces, services, and digital/assistive resources at Cal Poly’s Robert E. Kennedy Library, especially post-renovation. The research will employ mixed qualitative methods (interviews, focus groups, surveys, observations) to identify barriers related to sensory overload, acoustics, lighting, navigation, communication styles, accessibility of digital tools, and service design.

A central aim is actionable recommendations for improvement: the student researcher will work with the Foundational Learning and Engagement Librarian to translate the findings into specific changes or new programs/policies for the Kennedy Library. For example, these might include redesigning quiet zones, developing sensory-friendly study spaces, revising wayfinding and signage, optimizing lighting/noise control, improving staff training, or enhancing digital/assistive technology deployment. This project is great for a student interested in accessibility, user experience (UX)/human-centered design, neurodiversity, and qualitative research. 

Research Scholar's role in the Project

Student Role: 

• Write a literature review on neuro-inclusive library practices to ground the project in current scholarship. 
• Design and conduct interviews/focus groups/surveys with neurodivergent Cal Poly students about experiences at the Library. 
• Observe usage patterns of various study spaces, both high traffic and quieter zones. 
• Gather feedback on recent renovations and new spaces (like Digital Scholarship Studio, seminar rooms) from neurodivergent students. 
• Analyze data and draft a report with recommendations. 
• Create a poster for the BEACoN Research Symposium.  
• Co-work with library staff to map feasible improvement strategies and perhaps pilot one small change or compile design guidelines. 

Skills the Research Scholar will Gain

Through this project, the BEACoN scholar will gain hands-on experience in qualitative research design, literature review, conducting interviews and focus groups, designing surveys, data analysis, and academic presenting and writing. They will also develop professional communication, collaboration, and project management skills while learning to translate research findings into actionable recommendations for institutional improvement. Additionally, the student will build a strong foundation in inclusive design and neurodiversity advocacy which are broadly transferable skills to future academic, professional, and leadership roles. 

Required Courses/Experience

Interest in neurodiversity, accessibility, and inclusive educational experiences. 

Preferred Courses/Experience

These are not required, but preferred. The faculty mentor can help you develop these skills: 

• Experience using academic research tools, like the Library's OneSearch catalog and databases, to find information sources.  
• Ability to find, identify, and evaluate scholarly sources and peer-reviewed research articles. 
• Completion of lower-division General Education Area A courses: oral communication, written communication, and critical thinking. 

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Streams of Information | Crosslisted under College of Liberal Arts

Kyle Tanaka (he/him/his)

Kennedy Library & Art and Design

ktanak14@calpoly.edu

Jayme Yen (she/her/hers)

Kennedy Library Faculty

jyen10@calpoly.edu

Research Project Description

Whether through search engines, library catalogs, AI, peer networks, or other means, seeking information is a complex and dynamic process. Yet as information networks have shifted and evolved over the past several decades, scholars in multiple fields (information science, philosophy, computer science, history, sociology, et al.) have raised questions about what it means to do research and to find information in our current milieu. Perusing search engine results or putting in an AI prompt may be quick—but that does not necessarily result in the most thoughtful research, deeper learning, or innovative ideas.

This project, facilitated by Dr. Kyle Tanaka (Library/Philosophy) and Professor Jayme Yen (Art and Design) will work with two students who will assist with the creation of physical and digital exhibits on the topic of information discovery. The exhibits will draw, in part, from Fall 2025 & Winter 2026 student research projects on reparative metadata, i.e. how descriptions of books, films, and other items can be described in ways that better capture their contents and significance, particularly in the case of historically marginalized or underrepresented communities.

Research Scholar's role in the Project

We are seeking two BEACoN Scholars to assist with this project.

While both scholars will learn about the practical and theoretical dimensions of putting together an exhibition, one student will focus more on the physical while the other will focus on the digital. Students may assist with exhibition ideation, design, planning, and/or promotion and outreach.

Skills the Research Scholar will Gain

• Knowledge of information infrastructure practices, policies, and norms (esp. in libraries and archives) 
• Experience in the design and logistics of planning physical and digital exhibits, including experiential design and UI/UX training  
• Learning opportunities for in-depth exploration of the archives, special collections, and general collections of the Robert E. Kennedy Library

Required Courses/Experience

None

Preferred Courses/Experience

• Interest or experience in working with digital platforms (e.g. StoryMaps, Scalar) 
• Interest in or knowledge of historical issues in representing marginalized, underrepresented, and/or vulnerable populations 
• Interest in or experience using design software (e.g. Adobe Creative Suite, Affinity, or similar) 

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Assessing the efficacy of the BEACoN Research Mentoring Program | Crosslisted under College of Liberal Arts

Kelly Bennion (she/her/hers)

Psychology and Child Development

kbennion@calpoly.edu

Research Project Description

Centering underrepresented students, the BEACoN Research Mentoring is a university-wide program funded by the Office of University Diversity and Inclusion. The crux of the program is that students work with faculty mentors on a research project for Winter and Spring quarters, culminating in the BEACoN Spring Research Symposium. In addition, students participate in professional development-related and community-building events, and receive regular communications about student success, research, and professional development opportunities. The program is well regarded and acceptance is competitive, for both students and faculty. The time has come to expand the program via external funding, but there is a lack of data about the program’s effectiveness. This project seeks to assess the efficacy of the program’s elements on both student and faculty outcomes, with an eye toward generating pilot data to successfully apply for external funding and awards. 

*Note that this project is not being funded by the Office of University Diversity and Inclusion, but rather a 2025-2026 RSCA grant to Kelly Bennion.

Research Scholar's role in the Project

The BEACoN Scholar will be involved in all aspects of the project, but will play a particularly large role in data collection and analysis. This project will have a three-pronged data approach: 1) Pre- and post-test surveys for mentors and mentees in the 2026 BEACoN cohort, 2) Focus groups for the 2026 and prior BEACoN cohorts, and 3) Surveys (with quantitative and qualitative items) for prior BEACoN students to assess the efficacy of the program and its impact on their career trajectories. Constructs of particular interest for all surveys and focus groups will include, but are not limited to: Researcher Identity, Researcher Confidence and Independence, Equity and Inclusion Awareness and Skills, and Professional and Career Development Skills. The student will lead the focus groups, under the mentorship of Dr. Bennion, as well as gather data on similar programs at other institutions. The qualitative survey data and focus group data will be analyzed by Dr. Bennion and her BEACoN Research Scholar.

Skills the Research Scholar will Gain

The BEACoN Scholar will gain experience in how to collect, analyze, and interpret both quantitative and qualitative data, as well as gain insight into the research process in general. In doing so, they will also gain critical thinking skills and a sense of whether they might want to pursue research as part of their career trajectory.

Required Courses/Experience

Strong attention to detail

Strong organizational skills

Strong communication skills

Preferred Courses/Experience

Coursework in Research Methods (regardless of the discipline)
Engagement with cultural clubs or organizations on or off campus that support BEACoN's core population (i.e., underrepresented students, broadly defined)
A flexible schedule to enable scheduling and running of focus groups at varied times

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Share Your Voice II: Self-Advocacy through Focus Groups and Video Stories to Evaluate Mental Health Disparities and Access to Care for Black, Latine/x and AfroLatine/x Students | Crosslisted under College of Liberal Arts

Leah Rachel Dolores Thomas (she/her/hers)

Psychology and Child Development

lrthomas@calpoly.edu

Susana A. López (she/her/ella)

Psychology and Child Development

slopeza@calpoly.edu

Research Project Description

Now in its second year, our project aims to document the mental health journeys and disparities of Black, Latine/x and AfroLatine/x students within the context of a predominantly White institution (PWI) like Cal Poly and a predominantly White community like San Luis Obispo. While mental health needs have risen across campuses, students of color, particularly Black and Latine/x students remain among the least likely to access mental health services (National Healthy Minds Study, 2013-2021). Preliminary results of our first round of data collection showed that students voiced concerns about cultural and familial stigma tied to accessing mental health care, a need for more culturally sensitive care on campus, and a lack of overall sense of belonging in the greater campus community.

This year, we aim to gather additional data through students’ personal narratives and organize focus groups with relevant stakeholders, so that we can move forward on the conversation and action of creating culturally responsive and holistic mental health treatments for the Black, Latine/x and AfroLatine/x students on our campus. Discussion of the intersectionality of the Latine/x and Black experience will be centered (e.g collective shared experiences, unique cultural and systemic barriers for each group and the growing intersection of AfroLatine/x students).

Our project is comprised of three steps that build upon one another:

1. Video stories: The first phase, already underway, focuses on empowering Black, Latine/x and AfroLatine/x students to advocate for themselves. Students submit personal accounts (via self-recorded videos, audio recordings, or written reflections) about their experiences with mental health and mental health care and identify unmet needs and barriers to care. This method allows students to independently share their mental health journeys in a private and convenient setting, free from the power dynamics often present between perceived experts (researchers or clinicians) and students, allowing for greater openness and accessibility. Students also complete a set of questionnaires that gather demographics and social data.
2. Focus Groups: The second tier takes a deeper look into the mental health care disparities and needs of Black, Latine/x and AfroLatine/x students, and explores through focus groups how they can be addressed through conversation with key stakeholders, including students, staff from the student diversity and belonging collective (i.e., BAEC, La CASA, Multicultural Center), housing, and clinicians from Cal Poly counseling services. We will particularly focus on this tier for the upcoming BEACoN project.
3. Distribution and dissemination: Once we have collected the personal stories, survey data, and perspectives of stakeholders, we will analyze through mixed methodologies and identify the key needs that are shared and different for Black, Latine/x and AfroLatine/x students and suggest an action plan. Our BEACoN scholars will present these findings to the greater community at local and national conferences, such as the BEACoN Research Symposium. If time allows, we will create a compilation of the videos and findings, with the permission of the participating students, that can be shared with the greater campus community and key stakeholders to initiate the open conversation and action that is needed.

Research Scholar's role in the Project

• The mentees will be expected to work on this project for the duration of their supported scholarship through the BEACoN program.
• Mentees are expected to communicate actively and openly about their challenges, questions, and successes.
• Under our mentorship and guidance, the mentees will conduct literature reviews to gain a deeper understanding of the mental health disparities of students of color and factors that are contributing to the ongoing trend, specifically for Black, Latine/x and AfroLatine/x students. The mentees, along with the mentors, will co-design instructions and prompts for the focus groups that are most appropriate for identifying mental health care needs. The mentees will actively assist with ongoing data collection, transcribing, coding, and analyzing the information we gain from the videos, surveys, and focus groups.
• The mentees will actively engage in the learning of concurrent (quantitative and qualitative) mixed method analysis and conduct preliminary analysis with the support of the mentors.
• If progress allows, there will be opportunities for the mentees to present results at local/national conferences or/and co-author a manuscript about the results.

Skills the Research Scholar will Gain

• The mentees will gain experience in conducting scientific research from conception to finish that will prepare them for graduate work.
• As part of this experience, the mentees will gain methodological knowledge and skills, and the ability to critically think about research (e.g. cultural appropriateness).
• The mentees will build proficiency in conducting literature reviews, transcribing, and how to analyze mixed method quantitative and qualitative data so it accurately reflects the participant’s experiences. Specifically, the mentees will learn qualitative factor analysis methodology.
• The mentees will also gain experience with presenting their research to a wider audience, and, if time allows, co-writing a quality manuscript paper.

Required Courses/Experience

• The mentees should be interested in mental health issues and access to care for marginalized communities.
• At a minimum, mentees should have taken a multicultural or cross-cultural course that expanded the student’s worldview. This can be done through multiple departments such as Psychology and Child Development, Ethnic Studies or/and Women’s Studies.
• The mentees should have excellent analytical, organizational and listening skills.
• The mentees should be able to dedicate ~10 hrs/week to lab meetings and activities

Preferred Courses/Experience

• It is preferred that the mentees are bilingual (English/Spanish) and has some personal experience with other ethnic and cultural background, either self-identified as a BIPOC or an ally.
• This opportunity would be great for students who would like to pursue a doctorate degree in psychology, public health or a related field.

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