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Office of Undergraduate Research

Available Projects

STARS & Engage 2026 Summer REU Projects

Projects available for the 2026 STARS & Engage Summer REU are now available. 

College of Business Center for Excellence in Mathematics and Science Teaching (CeMaST)

  • Dr. Janel Ortiz 
    • Project Descriptions: Wildlife and Tick Ecology in the San Gabriel Valley
    • Mode: Hybrid
    • Responsibilities: All camera trapping typically takes place early in the day from 6:00 a.m. (sunrise) onward to beat the heat, wrapping up at about 1:00 p.m. or 2:00 p.m. depending on a variety of factors. Camera trapping is for one month per season (fall, winter, spring, summer) and tick sampling occurs on the same days of camera set up/check/pick up through the technique of cloth dragging. Fieldwork is approximately 6 days a month/season. Wildlife photo processing and tick identification can be done on return from fieldwork or on days when fieldwork is not needed. All remaining time will be spent identifying wildlife in photos and ticks under the microscope, contacting partner organizations for passive surveillance project (can be done remotely), and working on your independent project materials. Student and I will meet weekly to track research progress, troubleshoot issues, discuss papers and improvements to writing, and anything else that arises.
    • Preferred Skills: Basic computer navigation, able to sit at a computer for periods of time with breaks, comfortable in outdoor settings (with heat and insects) with sometimes steep and rugged terrain while carrying ~10lbs, comfortable learning Google Drive/OneDrive/Photo databases, observant, attention to detail, basic use of a microscope, comfortable handling live and/or dead insect specimens, attentive to detail when labeling and naming samples or documents.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Physical endurance with hiking, wildlife signs, collaboration with undergraduate/graduate students/veterinary school faculty/community partners, communication, technique of camera trapping, microscope use, wildlife species and tick identification, species-habitat associations, ecological field techniques & safety

College of Business

  • Dr. Holly He
    • Project Description: The Economic Consequences of Governmental New Lease Accounting (GASB87)
      This project is an empirical study that investigates the impact of an accounting regulatory change, i.e., the implementation of GASB 87, on state and local governments. GASB 87 Leases went into effect recently. The regulators are interested in understanding the effectiveness of the new lease accounting standard. Students will read the financial reports of state and local governments and work on the data. The student can contribute to the literature review, data collection and analysis drafting.
    • Mode: Virtual
    • Responsibilities: 
      • Stage 1: I will provide a data template for students. Students will work on data collection, which is an important input for empirical studies. A typical day is to read ACFR reports and fill in the Excel template. I will provide feedback for the students for them to improve the quality of data collection.
      • Stage 2: I will work with students to draft the research paper. A typical day is that students write the draft based on my instructions, send the draft to me, and revise the draft based on my feedback.
    • Required Skills: Financial accounting and statistics.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Data collection, reading, data analysis (statistics), writing.

  • Dr. Denis Iurchenko
    • Project Description: Generative AI and Investor Due Diligence in Equity Crowdfunding
      This project examines how the spread of generative AI is changing investor due diligence and communication in equity crowdfunding. Using a comparative temporal design, we analyze a pre-AI baseline of Crowdcube campaigns (2017–2018) and compare it to contemporary Republic.com campaigns, updates, and discussion forums. Students will help collect and organize campaign data, conduct systematic text analysis to detect AI-characteristic language patterns, and build variables capturing outcomes like funding results and investor engagement. The project also includes an experiment comparing AI-generated versus human-authored pitches to test how authorship and disclosure affect investor preferences.
    • Mode: Virtual
    • Responsibilities: A typical day starts with students logging into the project workspace to check assigned campaigns and tasks for the week, then collecting and cleaning new data such as pitch text, campaign updates, and investor Q&A threads from the platform. Next, they code and annotate text using a shared protocol, tagging features like communication quality indicators and AI-characteristic language patterns, and then upload the processed files to the central dataset with clear documentation. Students usually spend part of the day running or checking automated text-analysis scripts (or validating outputs), and recording any anomalies they find, such as missing fields or unusually formatted posts. The day often ends with a short check-in to report progress, flag issues, and align on priorities, for example which campaigns to sample next or which variables need refinement.
    • Required Skills: None. Familiarity with Excel/Google Sheets and careful attention to detail are helpful, and coursework in research methods, statistics, entrepreneurship/finance, or basic programming (Python/R) is a plus but not required.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will gain hands-on experience with real-world data collection and management, including building a structured dataset from crowdfunding campaigns, updates, and discussion forums. They will learn applied text analysis skills, such as developing coding protocols, identifying linguistic patterns associated with AI-generated writing, and validating automated outputs with human review. Students will also build research design and measurement skills by operationalizing concepts like information asymmetry, signaling, trust, and investor engagement into measurable variables. Finally, they will gain exposure to experimental methods by helping implement and analyze a study comparing investor responses to AI-generated versus human-authored pitches, strengthening their ability to connect theory to empirical evidence.

College of Engineering

  • Dr. Subodh Bhandari 
    • Project Description: Cal Poly Pomona's unmanned aerial vehicle (UAV) Lab is currently working on many projects related to UAVs. The projects use the very active UAV Lab at Cal Poly Pomona, which is a state-of-the-art facility with more than 40 UAVs and associated equipment and sensors. The project will involve many aspects of UAV research such as increased autonomy of UAVs, designing, building, and testing novel UAV platforms including e-VTOL, multidisciplinary design optimization, the development of obstacle detection and avoidance capabilities that enable the UAVs to fly safely without colliding with mobile vehicles and static objects in their flight path, increased autonomy, intelligent control, coordination between multiple UAVs, collaboration between UAVs and ground robots, increased robustness, safety, and integrity. The project also include research on widespread applications of UAVs such as search and rescue, fire detection and monitoring, precision, agriculture, 3-D mapping for topographic changes, target recognition, etc. This will require selection and integration of appropriate sensors, instrumentation, programming, simulation, flight testing, data collection, data analysis, aircraft system identification (determination of UAV parameters using flight data), etc.
    • Mode: In-Person
    • Responsibilities: Literature review, meeting with the advisor, project work, which includes UAV design, fabrication, and testing, project design (instrumentation, system integration, simulation, flight testing), programming, data collection, flight data analysis, parameter identification, algorithm development including computer vision-based techniques for object detection, tracking, and sense & avoid.
    • Required Skills: Background in one or more of the following:
      • Engineering
      • Physics
      • Math
      • Computer Science
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project:  Understanding and knowledge of dynamics and control of UAVs, designing, building, and testing UAVs, automation, instrumentation, sensor integration, simulation, flight testing, exposure to modern engineering tools and programming, ability to work in a multidisciplinary team environment, improved oral and written communication skills, etc.

 

  • Dr. Navid Nakhjiri 
    • Project Description: CubeSTEP Test and Integration Project
      The CubeSat Technology Exploration Program (CubeSTEP) is entering the final phase of testing and integration in preparation for launch in early 2027. This project focuses on performing comprehensive testing, analysis, and verification of both flight hardware and flight software during the summer period to ensure the spacecraft operates as intended prior to final packaging and delivery for launch. testing, and ultimately operating the spacecraft.
    • Mode: In-Person
    • Responsibilities: Students will work as part of a large interdisciplinary team of more than 30 members in the Astronautics Laboratory, carrying out day-to-day activities that include hardware testing, software testing, data analysis, and discussion of test results for various spacecraft subsystems. Test outcomes and findings will be documented and reviewed regularly, with weekly review meetings conducted by faculty advisors and JPL mentors to assess progress and confirm successful test execution. As part of this process, students will routinely prepare presentation slides to report results and support team-wide technical discussions.
    • Required Skills: Systems Engineering
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project:
      • Systems Engineering Verification and Validation
      • Hardware in the loop testing for flight software
      • Data analysis
      • Design Review Presentation

 

  • Dr. Marco Maggia
    • Project Description: Small Satellite Attitude Determination and Control System (ADCS) Hardware-in-the-Loop Testbed.
      This project focuses on developing, validating, and operating a hardware-in-the-loop attitude determination and control system testbed for small satellites. Students will work with a newly acquired Quanser CubeSat ADCS platform and its associated digital twin, with the goal of integrating it into the existing SmallSat laboratory infrastructure. This includes a three-axis Helmholtz cage, sun simulator, OptiTrack motion capture system, and a custom MATLAB/Simulink-based control and data-handling framework developed by the S-Kubed research group. Students will contribute by bringing the Quanser platform to operational status, creating and validating dynamic and control models, designing and executing experiments, and documenting procedures for long-term use in research and education.
    • Mode: In-Person
    • Responsibilities: Students are expected to spend up to 8 hours per day working in person in the SmallSat Laboratory (Building 13). A typical day includes a mix of technical reading, hands-on experimentation, and modeling work. Students will read and summarize technical documentation, manuals, and relevant journal or conference papers; build and modify MATLAB/Simulink models; conduct experiments using the ADCS platform and supporting lab equipment; and analyze experimental data. Time is also spent writing test procedures, troubleshooting hardware and software issues, integrating subsystems, and maintaining proper laboratory practices. When required, students may work in a cleanroom environment handling sensitive electronics. The work is highly collaborative and emphasizes learning through direct interaction with real spacecraft hardware.
    • Required Skills: 
      • Preferred (not strictly required):
        • Attitude Dynamics and Control (ARO 4090 or equivalent)
        • MATLAB and Simulink experience (ARO 2021L or equivalent)
        • Basic electronics and instrumentation (ARO 2311/L or equivalent)
      • Students from Aerospace Engineering are preferred, but students from Electrical or Mechanical Engineering are welcome if they have relevant background or strong motivation. A willingness to learn, work hands-on with hardware, and troubleshoot complex systems is essential.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project:  Students will gain practical experience in spacecraft attitude dynamics, sensor fusion, and feedback control using real flight-like hardware. They will learn to operate and integrate an ADCS CubeSat platform and associated subsystems (e.g., sensors, actuators, etc.), and to validate control algorithms using a digital twin and hardware-in-the-loop testing. Additional skills include experimental design, system integration, data analysis, and rigorous technical documentation. Students are also expected to contribute to the preparation of technical reports and conference or journal papers, gaining experience in professional scientific writing and dissemination of research results. Further training includes proper laboratory safety practices, cleanroom procedures when applicable, and collaborative research workflows typical of aerospace and small satellite programs.

  • Dr. Vilupanur Ravi
    • Project Description:
      1. Corrosion studies of additively manufactured alloys
      2. Corrosion studies for energy applications 
    • Mode: In-Person
    • Responsibilities:
      1. Set up a weekly schedule and inform your teammates
      2. Arrive with proper attire (full pants, shoes, socks, etc.)
      3. Wear your safety gear (lab coat, safety glasses)
      4. Go to your work area
      5. Discuss the day's work with your team
      6. Get started with the work for the day
      7. After you are done, please clean up the workspace
      8. Provide status updates to the team
    • Required Skills: Completion of basic courses in math, physics and chemistry. Should have completed one or more lab courses in physics and chemistry. An engineering lab course in addition to the science courses would be great. Student should be interested in research, and professional development. Well organized and motivated students would be preferred.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Skills that can be gained include teamwork, communication, time management, organization. Lab techniques/training offered will include: metallurgical/materials sample preparation, use of microscopes, and specialized equipment.

  • Dr. Ghada Gad
    • Project Description: Accelerating Delivery at the Front End: Rethinking A&E Contracting for Public Projects
      The goal of this research is to (1) identify recurring bottlenecks that cause delays in front end (planning, preconstruction, and procurement) phases of public transportation projects in California, particularly in architectural and engineering (A&E) scoping, consultant selection, and contracting, and (2) develop scalable evidence-based best practices to streamline these front end processes while improving consistency and transparency. By addressing inefficiencies across different agencies, these practices can reduce project delays, control costs, build capacity, and improve competition, thereby supporting the timely, efficient, and equitable delivery of SB 1-funded mobility projects statewide. 
    • Mode: Hybrid
    • Responsibilities: The student will be participating in various research phases of the project including research questions development, methodology development, and data collection.
    • Required Skills: 
      • Communication skills
      • Reading and Writing skills
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Develop research skills including developing research questions, and collecting data using different methods, as well as drafting technical papers.

 

  • Dr. Jinsung Cho
    • Project Description: Energy-Efficient BIM Modeling for Tunnel Boring Machine (TBM) Construction Operations
      This project aims to develop a BIM-based energy modeling framework for the Tunnel Boring Machine (TBM) construction phase, focusing on quantifying and improving energy efficiency during mechanized tunneling operations. The project will integrate TBM geometry, construction sequencing, and operational parameters into a BIM environment to estimate and visualize energy consumption for excavation, segment installation, ventilation, and auxiliary systems.
      Students will actively contribute by developing and managing BIM models, assigning energy-related parameters to TBM components, and using BIM tools to calculate and compare energy consumption under different construction scenarios. Their work will include 3D modeling, 4D construction sequencing, basic energy analysis, and evaluation of energy-saving strategies. Through this hands-on research, students will gain experience in BIM for infrastructure projects, sustainable construction practices, and data-driven decision-making in underground engineering.
    • Mode: Hybrid
    • Responsibilities: Attendance Wednesdays and Fridays
    • Required Skills: 
      • Fundamentals of civil engineering and willing to learn about the process of research!
      • Require a civil/construction major. 
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: By participating in this project, students will gain practical and interdisciplinary skills at the intersection of BIM, underground construction, and sustainable engineering. Specifically, students will develop:
      1. BIM modeling and data management skills
      2. 4D construction simulation knowledge
      3. Energy modeling and analysis skills
      4. Understanding of mechanized tunneling operations
      5. Sustainability and lifecycle thinking

 

  • Dr. Jeyoung Woo
    • Project Description: Eliminating Transfer Shock: A Framework for an Engineering ADT to Enhance Student Mobility in California
      The absence of a standardized Engineering Associate Degree for Transfer (ADT) in California's public higher education system is a systemic barrier for community college students seeking to transfer into four-year engineering programs. This structural void prevents consistent course articulation; without a unified ADT, each university independently and inconsistently evaluates transfer credit, leading to confusion, wasted time, increased costs, and delayed graduation for students.
      To address this critical impediment, the STARS scholar(s) will collaborate with faculty to develop a robust, data-driven proposal for a standardized Engineering ADT, aiming to significantly increase successful transfers and bachelor's degree completion.
    • Mode: Hybrid
    • Responsibilities: A student(s) researcher's day on this project evolves, blending critical thinking, data design, and collaboration across three phases.
      • Phase 1: Literature Review (Exploration & Synthesis)
        Early weeks focus on becoming a subject matter expert on "transfer shock" and systemic barriers. This involves sourcing and annotating peer-reviewed articles, mapping common themes (financial, credit, social), and summarizing findings into a synthesis matrix to identify research gaps.
      • Phase 2: Survey Creation (Design & Instrument Development)
        Next, the focus shifts to psychometrics. Students translate "critical success factors" from the literature into measurable survey questions (Likert scales) and technically set up the instrument in Qualtrics. Collaboration with the faculty refines question wording to ensure high-quality, unbiased data collection.
      • Phase 3: Data Collection & Analytics
        The final stage centers on data hygiene and interpretation. Tasks include monitoring response rates, using software (Excel or SPSS) for descriptive or correlational analysis, and visualizing data to align student-identified "critical success factors" with the initial literature review.
    • Required Skills: No prior research experience is necessary; college-level reading ability is sufficient.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will gain the academic inquiry process: 1) Systematic Literature Synthesis by identifying patterns, gaps, and variables in publications to build theoretical frameworks, 2) Survey Methodology & Design by gaining hands-on experience in crafting non-biased, valid, and reliable survey questions for actionable data, and 3) Data Analysis & Documentation by translating raw data into precise formal technical reports and academic documentation.
      This project teaches students how to generate new knowledge and manage time like a professional project manager, not just what we know about engineering students.

  • Dr. Anas Salah Eddin
    • Project Description: Building an Autonomous Racing Model
      • Introduction:
        Are you interested in autonomous driving and robotics? We have an exciting research project designed specifically for undergraduate students like you! Join us in building and testing an F1TENTH autonomous racing model, and gain practical experience in perception, planning, and control systems.
      • Objectives:
        • Build an F1TENTH autonomous racing model: Assemble a 1/10th scale autonomous vehicle and equip it with sensors for environment perception.
        • Develop perception algorithms: Implement object detection, lane detection, and obstacle avoidance algorithms to enable the model to understand its surroundings.
        • Design planning and control systems: Create algorithms for path planning and control, allowing the model to navigate the racing track autonomously with optimized speed and safety.
        • Test and evaluate: Conduct thorough testing and evaluation of the model's performance, analyzing its speed, accuracy, and reliability in various scenarios.
      • Methodology:
        • Explore existing research: Study the current knowledge and best practices in perception, planning, and control systems for autonomous driving.
        • Hands-on hardware setup: Assemble the F1TENTH vehicle, integrate sensors, actuators, and communication interfaces, ensuring a functional setup.
        • Software development: Implement perception algorithms and design planning and control systems to bring the autonomous racing model to life.
        • Testing and evaluation: Create diverse test scenarios, collect data, and assess the model's performance, making iterative improvements as needed.
      • Expected Outcomes:
        • Functional autonomous racing model: Build and configure a 1/10th scale vehicle equipped with sensors and communication interfaces.
        • Implemented perception, planning, and control systems: Develop algorithms enabling the model to autonomously navigate the racing track and make informed decisions.
        • Performance evaluation and improvements: Test and evaluate the model's capabilities, identifying areas for enhancement and refining its speed, accuracy, and reliability.
      • Conclusion:
        Take part in this unique undergraduate research opportunity and delve into the fascinating world of autonomous driving! By building and testing an F1TENTH autonomous racing model, you will gain valuable skills and hands-on experience in perception, planning, and control systems. Join us on this rewarding journey and prepare yourself for a future career in the dynamic field of autonomous driving.
    • Mode: Hybrid
    • Responsibilities: A typical day for students in the F1TENTH project involves hardware setup and calibration, ensuring the vehicle functions properly. They develop software for perception, planning, and control, followed by testing, debugging, and performance evaluation. Data collection and analysis help identify areas for improvement. Students document progress, including code updates and test results, and stay informed on the latest advancements in autonomous driving through self-study and research. This hands-on experience provides a well-rounded understanding of both hardware and software in autonomous systems.
    • Required Skills: While no specific prerequisites are required, we have a preference for students with some programming background, particularly in languages such as Python or other similar languages. We also strongly encourage students who are interested in learning programming and have a passion for autonomous driving to apply.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Participants will acquire valuable skills in programming, robotics, sensor integration, perception algorithms, path planning and control, as well as hands-on experience in testing and evaluation. Additionally, they will develop collaboration and teamwork abilities through active engagement in the project.

 

  • Dr. Beverly Abadines Quon
    • Project Description: BroncoVerse
      BroncoVerse is a Virtual Reality (VR) Simulation of the Digital Logic lab. The applications and skills learned from this project are not limited to just the Digital Logic lab, but can be extended other in-person labs that are used to practice the hands-on learn by doing experience.
      This project is to continue from the progress from last year and complete the back-end of the circuit evaluation and metric-tracking, and perform A/B testing with student participants.
      At the end of the project, students are expected to present their work through Symposiums (e.g. CARS, SCURR, etc) and write towards a conference paper (e.g. IEEE, ACM, etc).
    • Mode: Hybrid
    • Responsibilities: Students are expected to work collaboratively and have a strong sense of initiative and communication. There will be daily 15 min. stand up meetings, where the whole team goes over their progress as well as one-to-one 30-45 min. weekly meetings to highlight individual progress or go over problems through pair programming.
      Students will spend their time designing and refining solutions before they program. There are multiple parts to the project (e.g. UI, metric-tracking, circuit evaluation), so students are expected to learn how to clearly explain their sub-systems and develop ways to integrate it with other sub-systems. 
    • Required Skills: 
      • Requirements: Has programming Experience (some), is strong verbal and written communicator, collaborative team player, has good time management, is resourceful and is self-motivated
      • Preferred: C# experience (C/C++ or Java is okay), Blender or 3D modeling, experience with Unity, experience with ECE 2300L Digital Logic Lab
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: 
      • C# experience (C/C++ or Java is okay),
      • Blender or 3D modeling
      • Unity
      • Agile
      • Professional communication and presentation
      • Analysis
      • Research writing

  • Dr. Farbod Khoshnoud
    • Project Description: BillyBOT: Bronco Robotic Campus Tour Guide
      Building and testing and on a mobile robot that is an ongoing project. It moves around the campus autonomously, and can interact with users/visitors/students and answers questions as a tour guide.
    • Mode: In-Person
    • Responsibilities: Students perform literature review in the area of autonomous vehicles, and control systems, and mechatronics, and learn about the robot and apply the technology in the robot that is under construction. .
    • Required Skills: Sensors, actuators/motors, microcontrollers.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Autonomous vehicles and systems.

  • Dr. Pezhman Hassanpour
    • Project Description: Converting a Single Spot Laser Doppler Vibrometer into a Scanning Vibrometer
      This project focuses on transforming a single spot laser doppler vibrometer into a scanning system. A laser doppler vibrometer uses optical interferometry and the doppler effect to measure the velocity of a surface at the point where the laser beam reflects. In its single spot form, the light source and interferometer remain fixed, which means the device can measure velocity at only one location on the target at a time. To capture data from a different point, the user must manually reorient the instrument.
      A scanning vibrometer solves this limitation by using internally controlled mirrors that steer the laser beam to selected positions. Because of the complexity of this technology, LDVs are already expensive instruments, and scanning versions can cost several times more than single spot units.
      The goal of this project is to explore and design an external mirror system that allows the existing LDV to function as a scanning vibrometer. Students will investigate optical layouts, mirror actuation strategies, and practical integration approaches that can extend the capabilities of the current device without the cost of a commercial scanning system.
    • Mode: Hybrid
    • Responsibilities: Students in this project move between design work at home and hands on implementation on campus. At home they create CAD models, develop mirror layouts and optical circuits, and plan the motor systems that will move the mirrors to steer the laser beam. During on campus sessions they shift to building and fine tuning their designs, testing them on the vibrometer, and collecting data to evaluate performance. The work gives students a steady mix of design, testing, and iteration.
    • Required Skills: 
      • Familiarity with a CAD software and know the basics of 3D printing is necessary.
      • Working with Arduino controllers is a plus.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will learn how to apply their knowledge of CAD and Arduino boards to create a device with clear added value beyond the original single spot system. They will gain experience working with precision optical and mechanical equipment, collecting and interpreting experimental data, and assessing how effectively their design choices deliver that added value.

College of Education and Integrative Studies

  • Dr. Michelle Soto-Peña 
    • Project Description: (Re)Rooted Community Voices: Undergraduate Research and Podcasting on Ethnic Studies and Bilingual Early Childhood Education
      This project engages undergraduate students in research and public scholarship on ethnic studies and bilingual education in early childhood through the (Re)rooted Vision framework. Guided by Critical Race Theory and ethnic studies pedagogies, students will examine research on culturally and linguistically sustaining early childhood education and translate findings into bilingual podcasts and community-facing knowledge products. In addition, students will partner with local community organizations to document how healing, mattering, unlearning/relearning, and transformation are enacted in practice within the Cal Poly Pomona community and surrounding areas. By centering community knowledge and counter-narratives, this project positions undergraduate students as researchers and public scholars advancing racial justice in early childhood education.

      How students will contribute to the project:
      Students will serve as undergraduate researchers, community documentarians, and public scholars. Their contributions will include:
      (1) Healing
      - Identifying research and community practices that foster joy, affirmation, and healing-centered pedagogies in early childhood bilingual and ethnic studies contexts.
      - Producing podcast segments that highlight healing-centered teaching and learning practices.
      (2) Mattering
      - Conducting literature reviews on identity, belonging, and community cultural wealth in bilingual and ethnic studies education.
      - Interviewing community educators and organizations to document practices that affirm children’s racial, linguistic, and cultural identities.
      (3) Unlearning and Relearning
      - Analyzing scholarship that critiques colonial, assimilationist, and raciolinguistic ideologies in early childhood education.
      - Developing research-informed podcast episodes that challenge deficit narratives and elevate counter-stories and ancestral knowledge systems.
      (4) Transforming
      - Mapping local organizations and initiatives that enact justice-oriented early childhood education practices.
      - Creating public-facing knowledge resources that support educators and families in transforming early childhood classrooms and community learning spaces.
    • Mode: Hybrid
    • Responsibilities: Students participating in this project will gain foundational and advanced skills in undergraduate research and culturally responsive education.

      Typical Day / Weekly Structure for Student Researchers
      1. Research Seminar & Mentorship (60–90 minutes, Zoom)
        - Mini-lessons on literature review methods, Critical Race Theory, ethnic studies pedagogies, and the (Re)rooted Vision framework.
        - Collaborative discussions of research themes related to healing, mattering, unlearning/relearning, and transformation.
        - Co-development of research questions, podcast themes, and community inquiry plans.
      2. Independent Literature Review & Analysis (1–2 hours)
        - Locating and reading peer-reviewed research on bilingual education, ethnic studies, and early childhood pedagogy.
        - Annotating articles and synthesizing findings using shared analytic templates aligned to the (Re)rooted Vision framework.
      3. Community Engagement & Interview Work (1–2 hours)
        - Identifying local community organizations, educators, and programs aligned with the (Re)rooted Vision.
        - Developing interview protocols, consent processes, and ethical community research practices.
        - Conducting interviews (in English, Spanish, or other languages as appropriate) to document community enactments of healing, mattering, unlearning/relearning, and transformation.
      4. Podcast Production & Knowledge Dissemination (1–2 hours)
        - Translating research and community interviews into accessible, public-facing narratives.
        - Writing scripts, recording, and editing bilingual or multilingual podcast episodes.
        - Engaging in peer feedback and iterative revision to ensure accuracy, accessibility, and cultural responsiveness.
      5. Reflective Research Journaling (30 minutes)
        - Documenting positionality, learning, challenges, and growth as equity-oriented researchers and community scholars.
    • Required Skills: Below are skills students will need to participate (encouraged, not required)
      • Interest in early childhood education, ethnic studies, bilingual education, or social justice research
      • Willingness to read academic research and engage in collaborative discussion
      • Basic writing and communication skills
      • Curiosity, openness, and commitment to equity and community engagement
      • Ability to work independently and in research teams
      • Bilingual or multilingual abilities are encouraged but not required
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Through mentored research seminars, independent inquiry, community engagement, and collaborative podcast production, students will develop the following competencies:
      1. Research and Analytical Skills
        - Conducting systematic literature reviews and scholarly database searches
        - Critical analysis of empirical and theoretical research using Critical Race Theory and ethnic studies frameworks
        - Qualitative coding and thematic synthesis aligned with the (Re)rooted Vision tenets
      2. Community-Engaged Research Skills
        - Ethical community-based research and interviewing
        - Relationship-building with community organizations and educators
        - Reflexivity and reciprocity in community scholarship
        - Documenting and amplifying community counter-narratives
      3. Public Scholarship and Science Communication
        - Translating academic research into accessible podcasts and public resources
        - Multilingual and culturally sustaining communication practices
        - Podcast scripting, recording, and audio editing
      4. Justice-Oriented Professional Skills
        - Collaborative research teamwork and peer feedback
        - Project management and documentation
        - Reflective practice and researcher identity development
        - Applying healing, mattering, unlearning/relearning, and transformation frameworks to educational practice

        By grounding undergraduate research in the (Re)rooted Vision, this project prepares students to engage in healing-centered, identity-affirming, critically conscious, and transformative educational research and practice in early childhood bilingual and ethnic studies contexts.

College of Letters, Arts, and Social Sciences

  • Dr. Shayda Kafai & Jennette Ramirez
    • Project Description: Queering Liberatory Movements. Students will be trained in ethnographic research by Dr. Shayda Kafai and Jennette Ramirez. The project focuses on how activists and organizers respond to the current political moment affecting marginalized communities in Southern California. Student researchers may also learn to create and distribute nationwide surveys and to submit an article for publication.
    • Mode: Hybrid
    • Responsibilities: 
      • Student will need to research and read several articles related to the research topic, review and transcribe interviews, and analyze them to identify relevant themes and commonalities.
      • Student must meet with faculty mentors at least once per week. The student must be on time and communicative regarding the schedule.
    • Required Skills: No specific skills required to start. We will teach you!
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project:

College of Science

  • Dr. Andrew Steele
    • Project Descriptions: Gene therapy research. Using Adeno-viral vector engineered to cross the blood-brain barrier to get genes into brain for research and therapeutic purposes. So far, 14 students have trained in the Steele lab in close collaboration with Drs. Shay and Gradinaru at Caltech to characterize newly engineered capsids for potent and increasing specific delivery of transgenes into the brains in mice. We are designing neuroscience research tools and testing them continuously. It is a good opportunity to learn molecular biology and be introduced to neuroscience techniques. 
    • Mode: In-Person
    • Responsibilities: Mostly 9:00-5:00 schedule but some weekend work or long days are required if you don't stay on task or if the cells we use to make virus and not cooperating. 
    • Required Skills: Foundations of Bio and chemistry are strictly required. Ideally students will have completed cell/mol bio and organic chemistry as well.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Brain sectioning and staining, fluorescence and confocal microscopy, tissue culture, bacterial plasmid preps, and so on

 

  • Dr. Nancy Buckley
    • Project Description: Effects of garlic on Lipopolysaccharide-induced Tumor necrosis factor-alpha
    • Mode: In-Person
    • Responsibilities: Students are trained on the different techniques necessary for the project which involves tissue culture using mammalian cells.
    • Required Skills: Students are trained in the lab while they address the project.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Tissue culture, ELISA, gel electrophoresis, data analysis and presentation.

 

  • Dr. Erin Questad 
    • Project Description: Spatial Applied Conservation and Earth Science (SPACES)
      Institute Research in Conservation and Sustainable Agriculture. Students will join the Spatial Applied Conservation and Earth Science (SPACES)
      Institute comprised of Cal Poly Pomona (CPP), University of California-Santa Barbara, and University of California Agriculture and Natural Resources, a center for using remote sensing to address urgent problems in conservation and agriculture while training the next generation of problem-solving scientists. We are using remote sensing to understand and predict the scale-dependent impacts of plant functional traits on the provisioning of multiple ecosystem services across a complex agricultural landscape in Ventura County, CA. Our novel approach utilizes UAV hyperspectral and LiDAR data and NASA satellite data to 1) measure and model plant functional traits at multiple spatial scales, 2) quantify the influence of plant functional traits on ecosystem services, as mediated by biodiversity, across spatial scales, and 3) predict individual and combinations of traits that will most effectively drive the provisioning of each ecosystem service, at scales relevant for management. Students will work on field data collection to support this project and will develop independent projects within this study system. Students should have an interest and coursework related to biodiversity conservation; mapping, GIS, or remote sensing experience is preferred but not required. Students must be available to travel all day to field sites in Ventura County.
    • Mode: In-Person
    • Responsibilities: On field days, students will travel back and forth from Cal Poly Pomona with the field crew. They will collect data outdoors all day in agricultural orchards and native ecosystems (measuring and counting plants, collecting leaves, observing pollinators, etc.). There will be optional overnight field trips (camping or hotel) for fieldwork on consecutive days. Students will also work in the lab to process samples (measuring and grinding leaves, etc.) and to view and analyze remote sensing imagery. Students will participate in UAV/drone flights and help collect GPS data during flights.
    • Required Skills: Coursework in biology, botany, and/or zoology is required. Coursework in chemistry or physics is preferred. Preferred (but not required) skills include plant identification, plant sampling, insect identification, statistical analysis, GIS/mapping/remote sensing.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Plant identification, plant sampling techniques, insect identification, bird identification,
      precision GPS, statistical analysis and graphing, GIS/mapping/remote sensing.

 

  • Dr. Sury Jha
    • Project Description: Characterization of Endomembrane Dynamics of VPS26C-Retromer in Response to Abiotic Stress in Arabidopsis thaliana
      Plants cannot escape fluctuating or stressful environmental conditions, such as drought, salinity, etc., so their survival depends on how effectively their cells sense and respond to these challenges. One critical part of this response involves the movement and recycling of proteins inside plant cells. Proteins must be delivered to the correct locations at the right time for plants to grow, develop, and adapt to stress. This project explores how plant cells control this internal protein movement and how these processes support growth under stressful conditions. Using the model plant Arabidopsis thaliana, the research focuses on a protein called VPS26C, which is involved in protein recycling, and also regulates formation of root hairs, which help plants absorb water and nutrients. Plants lacking VPS26C fail to form normal root hairs during drought conditions, highlighting its importance in stress adaptation. However, the exact mechanism of VPS26C function inside cells are not yet well understood. By integrating cell and molecular biology, and genetic approaches, this study will examine where VPS26C is located within plant cells, how its position changes during stress, and which other proteins it works with. The findings will improve our understanding of how plants adapt to challenging environments and may inform future efforts to improve crop resilience. The project will also provide hands-on research training for undergraduate students, preparing them for careers in biotechnology and other biology-related disciplines.
      • Role of undergraduate student researchers:
        Undergraduate students will be integrally involved in all phases of the proposed research, from experimental design and data collection to analysis and dissemination. I have structured the project as a set of interconnected, modular subprojects that will be well-suited for students with varying levels of experience to contribute meaningfully while developing independence as researchers.
        Each student will have primary responsibility for one research component aligned with the overall objectives, while participating collaboratively in lab activities. Student responsibilities include conducting live-cell imaging, molecular and genetic experiments, quantitative data analysis, maintaining laboratory records, and presenting findings in lab meetings and potentially in undergraduate research conferences.
    • Mode: Hybrid
    • Responsibilities: Following is a list of activities that a student will be involved with on a daily/regular basis in the lab:
      • one on one meeting with me - asking questions, planning out project (once a week)
      • participating in weekly lab meetings
      • reading and discussing research articles/other primary literature related to the project (weekly/bi-weekly)
      • training on relevant lab equipments (almost daily, depending on project)
      • designing and performing experiments with supervision (daily)
      • running molecular biology related experiments like PCR, molecular cloning, microscopy (daily)
      • growing and maintaining plant lines (almost daily)
      • plant phenotyping (as needed)
      • maintaining lab notebook (daily)
      • practicing scientific writing (as needed)
      • presenting results (at the end of summer, in lab meeting, and/or at a student conference)
    • Required Skills: 
      • Coursework (preferred, but not required): High School biology/AP Biology/Foundations (introductory) Biology sequence
      • No lab experience required.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: 
      • Molecular biology techniques (PCR/Genotyping; Genomic extractions; Molecular Cloning; Microscopy)
      • Plant development phenotyping; characterizing mutants
      • Scientific writing and science communication
      • Understanding and analyzing primary literature (critical analysis)
      • Oral presentation skills

 

  • Dr. Glenn Kageyama
    • Project Description: Examination of the Priming Effects of the Innate Immune System in Triggering Alzheimer's Disease.
    • Mode: Virtual
    • Responsibilities: Students will be taught how to find current research articles about the initial stages of Alzheimer's neuropathy before Aß or p-tau levels are detected in order to describe the underlying causes of Alzheimer's disease. Students will learn how to construct an annotated bibliography, put together a poster and write a literature review. This will take a lot of background reading on an important topic.
    • Required Skills: The only skills needed is a strong interest in learning about the brain, the functions of neurons and what happens when neurons are subjected to chronic inflammation. It helps, if the student is familiar with anatomy, histology and physiology, but this is not required.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will learn how neuroscientists, study brain histopathology (tissue damage) by reading papers and examining human postmortem brain tissues from people who suffered from Alzheimer's disease vs. people who did not suffer from the disease. There is a huge difference at all levels of analysis.


  • Dr. Rohit Bhide
    • Project Description: Using light to drive organic reactions: Many organic reactions, including the ones that make important pharmaceutical drugs, suffer from low selectivity, low reaction yields and/or the use of highly reactive and hazardous reagents. Is it possible to find alternate chemical routes that are less hazardous and more efficient? Yes! In this project, my group will strategically design functional photocatalysts that can drive organic reactions with light as the source of energy. My group will investigate how the structure of these photocatalysts affects their photochemistry and catalytic performance in light-driven organic reactions. Furthermore, students will covalently link these photocatalysts to abundantly available substrates such as cotton, glass wool, glass fiber, silica nanoparticles, etc., which will enable easy recycling and reuse of these photocatalysts. Overall, this research will play a critical role in the development of cleaner, greener and more efficient synthetic routes to producing valuable fine chemicals.
    • Mode: In-Person
    • Responsibilities: This project will have three parts: (i) using simple techniques to synthesize light-absorbing organic compounds, (ii) studying the fundamental photo-properties of these compounds using absorption and fluorescence spectroscopy, (iii) students will perform various light-driven organic reactions using the photoreactor in my lab. On a given day, students will be working on one of these three parts. All the experimentation will be conducted in a chemical laboratory. Students will record their experiments using lab notebooks. Other than performing experiments in the lab, the project will also involve reading chemistry books and scientific journal articles, finding and reviewing literature, analyzing data and assisting Dr. Bhide with writing manuscripts for publications.
    • Required Skills: Currently enrolled or previously completed CHM 3140. Organic chemistry lab skills preferred.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project:
      • Research skills:  Constructing/proving/disproving hypotheses, problem solving, critical thinking and reasoning
      • Lab skills: Lab safety, air-free chemical synthesis, unit operations such as separations, distillations, etc., and maintaining lab notebooks.
      • Instrumentation skills: Absorption spectroscopy (UV-Vis and FTIR), steady state and time-resolved fluorescence spectroscopy, Photoreactors, NMR spectroscopy, Mass spectrometry, Gas/Liquid chromatography.
      • Scientific communication and presentation skills using MS Word, MS PowerPoint.
      • Networking: Opportunities to connect with academia and industry experts through collaborations and/or attending conferences.

  • Dr. Chantal Stieber
    • Project Description: This project will investigate methods for reducing pollutants such as CO2, SO2, and PFAS. Students will learn how to make molecules and catalysts, use air-free chemistry techniques, and learn to analyze them using state-of-the-art instrumentation such as NMR IR, electrochemistry, and crystallography.
    • Mode: In-Person
    • Responsibilities: Students will come to lab, prepare their notebooks, and plan experiments for the day. Then, they will do lab experiments. Work such as writing reports and analyzing data can be done in a hybrid fashion.
    • Required Skills: No prior knowledge needed.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will learn chemistry skills including laboratory safety, synthesis, characterization, data analysis, writing, and presentations.

  

  • Dr. Stephanie Mora Garcia
    • Project Description: The project is the investigation of reintroduction of reactive nitrogen oxides into the atmosphere via the photochemical reactions of adsorbed nitrogen species on diesel exhaust particulate matter (DEPM). This is a controlled laboratory study where molecular proxies for DEPM will be exposed to unreactive forms of nitrogen oxides and exposed to solar simulated light. It is hypothesized that DEPM will enhance gaseous reintroductions of reactive nitrogen oxides via complex secondary chemical reactions. This question comes from the fact that the effects of diesel operated transporting vehicles are present at elevated levels in logistic hubs (areas with large amounts warehouses for sorting and manufacturing goods), like the Inland Empire, and the effects on the local atmospheric chemistry has yet to be studied for key chemical reactions that may lead to harmful pollutants. Students interested in this project will perform laboratory experiments of the chosen molecular proxies for DEPM with nitrogen oxides in the presence of light and analyze the gas and condensed phase products that form via ion chromatography, UV-vis spectroscopy, Raman spectroscopy, and/or NOx chemiluminescence spectroscopy.
    • Mode: In-Person
    • Responsibilities: The student will likely set up a photochemical reaction that lasts from 1-6 hours and the products that are formed will be analyzed using chromatographic and spectroscopic instrumentation. On the longer experiment days, students will work together or with the professor so that one person sets up the reaction and the other ends the reaction and runs the products on the instruments; this is to avoid one student performing overly long experiment days.
    • Required Skills:
      • Required: Quantitative analysis (CHM 2210/L) should be completed.
      • Preferred: One semester of organic chemistry (CHM 3140) as well as completion of either spectroscopic methods (CHM 3420/L) or separation methods (CHM 3430/L).
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will gain wet laboratory skills, advanced knowledge in at least one analytical chromatographic or spectroscopic instrument that has applications in both graduate school and industry, practice in data analysis and interpretation, and practice in communicating the research project they are working on.

 

  • Dr. Alex John
    • Project Description: Development of Processes for Production of Sustainable Chemicals
      The project deals with the development of new catalysts. These are molecules which help speed up chemical reactions, and sometimes even help do reactions that are otherwise impossible. The catalysts targeted in this study are based on metals such as molybdenum, vanadium, nickel, and palladium. These catalysts are used for performing specific reactions. Specifically, in this project we are trying to convert plant-derived molecules into simple hydrocarbons which represent the molecules found in petroleum. This approach of making chemicals would help us reduce our dependence on petroleum which is non-renewable, and its processing releases a lot of greenhouse gases.
    • Mode: Hybrid
    • Responsibilities: Students will read literature, plan reactions, set-up reactions for synthesizing catalysts. Analyze products using various spectroscopic techniques. Analyze characterization data, and document findings.
    • Required Skills: A general understanding of chemical reactions (General Chemistry). Knowledge of Organic chemistry would be beneficial.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Organic synthesis, Inorganic synthesis, catalysis, purification, separation, chemical analysis using various spectroscopic techniques etc.

 

  • Dr. Matt Capobianco
    • Project 1 Description: Using Non-Toxic Quantum Dots as Photosensitizers in Solar Cells. Harvesting light from the sun as an energy source is extremely promising but requires the creation of new solar cells. In this project, we are exploring the use of molybdenum sulfide and carbon quantum dots as light absorbers on titanium dioxide based photoanodes towards the use in solar cells.
    • Project 2 Description: Alloyed Heterogenous Photocatalysts for Water Remediation. Our industrial processes have introduced organic pollutants into our water system and removing them photocatalytically is a cheap method. In this project, we are designing new molybdenum and tungsten alloyed photocatalysts towards the use to eliminate the organic pollutants 
    • Mode: In-Person
    • Responsibilities: Students will be in the lab throughout the summer. This will include setting up experiments, characterizing materials, analyzing data, and literature reviews.
    • Required Skills: Students are expected to have taken general chemistry laboratory (I&II).
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will learn materials synthesis techniques, various spectroscopic techniques (UV-Vis, fluorescence, Raman, etc.), data analysis, scientific communication and literacy.

  • Dr. John Korah
    • Project Description: Parallel and Distributed Algorithms for Data Science and AI Problems
    • Mode: Hybrid
    • Responsibilities: As part of the project, the students will undertake the following activities.
      • The student will have initial meetings with the mentor to discuss the research project and formulate goals and objectives. These goals and objectives may be refined over the course of the project.
      • The student will meet with the mentor on a weekly basis to go over the progress of the project. The mentor will provide feedback and course corrections as needed.
      • The student will work with other students in the mentor’s research team on the overall research problem while gaining initial experience with relevant programming tools.
      • The student is expected to progressively transition into working in an independent capacity while getting feedback from the mentor.
      • The student will also take part in the mentor's research group meetings to gain background knowledge in the overall Big Data analytics area and share his/her findings with the group and get feedback.
    • Required Skills: 
      • Prior exposure to programming is important to work on the project. The following or similar courses provide a good background in programming.
        • CS1300 - Discrete Structures
        • CS1400 - Introduction to Programming and Problem Solving
        • CS2400 - Data Structures and Advanced Programming
      • The following course(s) or similar course(s), although not required, would be useful for the project.
        • CS3310 - Design and Analysis of Algorithms
        • CS 4200 – Artificial Intelligence
        • CS 4210 – Machine Learning and Its Applications
        • CS 4650 – Big Data Analytics and Cloud Computing
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: During the project, the student is expected to acquire the following skills, techniques and knowledge.
      • Problem solving and critical thinking skills required to identify the research problem and to formulate and validate the solution.
      • Proficiency in developing parallel and distributed applications and the ability to use parallel and distributed computing platforms such as cloud computing platforms.
      • Acquire proficiency in a programming language (e.g. python) and experience with using machine learning libraries.
      • Acquire the experience of formulating algorithms designs for data analytics with large and dynamic data.
      • Acquire the skills to design and run experiments to validate the algorithm designs under varying time and resource constraints.
      • Acquiring critical formal writing skills by completing the literature survey report and final project report.


  • Dr. Md Iftekhar Alam
    • Project Description: Understanding the GPR signal characteristics for marked and unmarked graves at the Agua Mansa Pioneer cemetery
      Ground penetrating radar (GPR) is a commonly applied surface geophysical tool used for burial detection. It is a non-invasive geophysical technique that utilizes electromagnetic waves to map the subsurface. In this study we will analyze the GPR signal characteristics related to marked graves and extend it to characterize unmarked burials at the Agua Mansa Pioneer cemetery. Agua Mansa was a 6.3-acre pioneer cemetery in Colton, California from 1854 to 1963. Today the cemetery site consists of the ruins of an old church, a replica church, and many unmarked graves. Through burial records there are approximately 2,000 burials known at this site with only a few hundred headstones still standing. The settlement was established in the 1830s by settlers from Abiquiu, New Mexico. Up until 1862, Agua Mansa was a prevalent farming settlement when a flood destroyed most of the settlement which never fully recovered. The cemetery was not affected due to its location on a hilltop, most of its destruction came in the early 1900s when it was vandalized.
    • Mode: Hybrid
    • Responsibilities: Daily student activities will involve a range of tasks. The first few weeks (2 to 3) of activities will include conducting literature reviews and background development of the data analysis. Then, in the second phase students will be working on familiarizing themselves with the field data acquisition, respective modeling workflows while performing the data analysis. Throughout the project duration the students will be working in close collaboration with the faculty and other students in the research group, sharing their results and participating in group discussions. Additionally, a summary report will be prepared for a potential journal or conference presentation.
    • Required Skills: 
      • Communication skills, and preferably geology, engineering, and anthropology undergraduate students but anyone interested in subsurface modeling are welcome.
      • Courses such as shallow subsurface geophysics, and/or algebra will be beneficial.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: 
      • Basic geophysical data processing workflow
      • Teamwork and project management
      • Application of surface geophysical method in subsurface characterization to model various anomalous structures and lithologic boundaries

  • Dr. Mai Jara
    • Project Description: Mobility Scooter Postural Analysis: The Mobility Scooter Postural Analysis research, conducted in partnership with Casa Colina, examines how individuals position their bodies while using mobility scooters and how these postures influence comfort, safety, and long-term musculoskeletal health. By analyzing spinal alignment, pelvic positioning, reach patterns, and pressure distribution, the study identifies risk factors for pain or injury. Findings support improved ergonomic scooter design and inform training recommendations to help users operate scooters more safely and efficiently across a range of physical abilities.
    • Mode: Hybrid
    • Responsibilities:
      • Bi-Weekly Research Meeting on zoom
      • Data analysis at your own time 3-6 hours per week
      • Data Collection every Friday 9am-12pm at Casa Colina
    • Required Skills: Communication skills
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Data analysis for postural deviation, Excel data input and analysis, research methodology, conference presentations

Don B. Huntley College of Agriculture

  •  Dr. Md Arif Iqbal
    • Project Description: Rice straw is an abundant agricultural byproduct that is frequently burned or discarded, contributing to environmental pollution and material waste. Prior research indicates that rice straw contains cellulose-rich fibers that can be repurposed for sustainable textile and nonwoven applications. However, practical, low-impact methods for extracting usable fibers and preparing them for downstream processing remain limited. Exploring fiber extraction and carding pathways can help reposition rice straw as a viable alternative fiber source. The primary objective of this project is to develop and document effective methods for extracting fibers from rice straw using mechanical and environmentally responsible processes. A second objective is to prepare the extracted fibers through carding to assess their processability for textile-related applications.
      This project advances circular material practices by transforming agricultural waste into a usable fibrous resource while reducing environmental harm from straw disposal. It also contributes to sustainable fiber education by generating practical knowledge applicable to textile, fashion, and material design contexts.
      Undergraduate student assistants will participate in literature review, rice straw preparation, fiber extraction experiments, and carding processes under faculty supervision. Students will document procedures, maintain process logs, and assist in refining extraction workflows, gaining hands-on experience in sustainable material development. Their involvement will strengthen research training by integrating applied experimentation with sustainability-focused problem solving.
    • Mode: In-Person
    • Responsibilities: On a typical project day, student assistants begin by preparing rice straw and setting up mechanical extraction tools while reviewing safety and process protocols. They then carry out fiber extraction and carding activities, recording observations and documenting each step in a shared process log. The day concludes with cleaning equipment, reflecting on process challenges, and discussing improvements with the faculty mentor.
    • Required Skills: Students participating in the project are expected to have completed or be currently enrolled in coursework related to textiles, fashion production, materials, or sustainability. Basic skills in hand processes, material handling, and documentation are required, while prior experience with fiber or textile processing is helpful but not mandatory. Students should also demonstrate attention to safety, willingness to follow experimental protocols, and the ability to work collaboratively in a laboratory or studio setting.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Through participation in the project, students will gain hands-on skills in natural fiber extraction, mechanical processing, and carding techniques using agricultural waste materials. They will develop practical knowledge of sustainable material systems, process documentation, and safe laboratory and studio practices. Additionally, students will strengthen problem-solving, teamwork, and experimental iteration skills by refining extraction workflows under real research conditions.

  • Dr. Belal Hasan
    • Project Description: Development of a Functional Date–Almond Energy Bar Using Twin‑Screw Extrusion
      This applied research project aims to develop a bio-functional energy bar formulated from date fruits and almonds using advanced twin‑screw extrusion technology. All experimental work will be conducted in Building 7‑237, Department of Nutrition and Food Science, providing students direct access to state‑of‑the‑art food processing and analytical facilities.
      Undergraduate students will work closely with a graduate student and faculty mentor to support ingredient preparation, extrusion processing, and product optimization, while gaining hands‑on experience with high‑shear thermal processing, formulation behavior, and functional ingredient interactions. In addition, students will actively contribute to post‑processing analyses, including physical, nutritional, and quality assessments of the extruded energy bars.
      Students will also assist in the design, execution, and interpretation of sensory evaluation studies, gaining practical exposure to consumer testing methodologies, data collection, and sensory analysis, which are essential skills in food product development and industry research.
      This project seeks knowledge‑driven, motivated, and enthusiastic students who are eager to learn advanced food processing skills, collaborate in a research‑driven environment, and contribute meaningfully to functional food innovation. The experience will prepare students for future careers in food processing, product development, research and development (R&D), and graduate studies, while fostering teamwork and interdisciplinary learning.
    • Mode: In-Person
    • Responsibilities: Wednesday and Thursday, sometimes weekends to prepare samples
    • Required Skills: 
      • Background or interest in Agricultural Science, Food Science, Nutrition, or related fields
      • Preferred: Completion of at least one food science–related course (e.g., food processing, food chemistry, nutrition, or product development)
      • Willingness to learn new and advanced food processing technologies, including extrusion
      • Highly motivated, consistent, and reliable, with strong commitment to project timelines
      • Ability to work efficiently and thoughtfully (“smart work”) in a team-based research environment
      • Interest in hands-on lab work, data collection, and sensory evaluation studies
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: 
      • Ability to follow lab protocols and safety rules
      • Basic measuring, weighing, and sample handling skills
      • Willingness to learn advanced lab and processing techniques
      • Organized, reliable, and attentive to detail

 

  • Dr. Mohammad Zarei
    • Project Description: Plant Protein Extraction and Functional Characterization for Sustainable Food Applications
      This project focuses on the extraction and functional characterization of plant-based protein concentrates from sustainable agricultural sources. Students will contribute to an ongoing food engineering research program aimed at improving protein functionality for use in alternative and functional food products. Undergraduate researchers will gain hands-on experience with laboratory techniques commonly used in food science and bioprocess engineering.
      Student activities will include assisting with protein extraction and purification, conducting basic functional property tests (e.g., solubility, water- and oil-holding capacity, emulsification), collecting and organizing experimental data, and supporting data analysis and interpretation under faculty supervision. Students will also participate in research discussions and gain exposure to experimental design, laboratory safety, and scientific communication.
    • Mode: In-Person
    • Responsibilities: A typical day may include preparing samples, performing protein extraction or functional tests, recording observations and data in a laboratory notebook, and cleaning and organizing the workspace according to safety protocols. Students may also spend time reviewing protocols, analyzing data, or discussing results and troubleshooting experiments with the faculty mentor or other lab members. The schedule will be flexible but structured to ensure steady progress throughout the summer.
    • Required Skills: No specific prior research experience is required. Completion of, or enrollment in, introductory courses in Food Science, Nutrition, Chemistry, or related STEM fields is preferred. Students should be motivated, detail-oriented, and willing to learn laboratory techniques.
    • Skills/laboratory techniques/knowledge that the students will gain from participating in this project: Students will gain hands-on experience in protein extraction and purification techniques, functional property testing, basic data analysis, and proper laboratory documentation. They will develop skills in experimental design, laboratory safety, teamwork, and scientific problem-solving. Students will also gain exposure to sustainable food systems, alternative protein research, and the application of food engineering principles in real-world research contexts.