OSCAR Celebration of Student Scholarship and Impact
Categories
College of Visual and Performing Arts Making and Creating OSCAR

I’m 43 and I Still Live with My Mom

Author(s): Shahroze Malik

Mentor(s): Gail White, CVPA

Abstract

This is our guiding question: Does the life of a man who knows nothing but pain and suffering hold more value than the life of a man who has known nothing but ease and bliss? Is there some vindication, some earned respect, some power or insight into the life spent in hardship over the life spent in clemency? Or is nature completely indifferent to whoever gets to live happily ever after and who gets to suffer? Does anyone even care if you lived a hard life? Can the man dying alone find contentment through all his struggles knowing the man in the room next to him has been given all the money, good looks, and talents at birth, and has his family by his side? What did the lonely man do to deserve this constant strife and what did the happy man do to deserve coddled love and blessings?

When one searches up on YouTube: “I’m 43 and I Still Live with My Mom,” thousands of search results come through of men and women voicing their struggles in their childhood bedrooms, feeling trapped in an endless cycle of self-loathing. There are so many men and women out there in the farthest corners of the internet feeling desperately behind, alone, and unwanted. These are videos of men and women who feel they can’t get ahead in life. These are people who have never won an award, never had a girlfriend/boyfriend, and never been complimented for any reason. I’m 43 and I Still Live with My Mom creates a mirror of empathy through an animated documentary, inspired from the testimonies of these people from their YouTube videos.

Audio Transcript

00:00:00:05 – 00:00:01:22
Hey, guys. My name is Rose Malik.

00:00:01:22 – 00:00:06:04
I’m working on an animated short
film funded by Oscar and it is titled.

00:00:06:04 – 00:00:09:04
I’m 43 and I still live with my mom.

00:00:09:06 – 00:00:11:09
Now, right off the bat,
you can already kind of

00:00:11:09 – 00:00:15:09
get an idea that this isn’t
the run of the mill, innocent,

00:00:15:18 – 00:00:20:02
cute, affectionate type of short film,
like probably done by a Pixar short.

00:00:20:03 – 00:00:23:05
No, this is a dark short film,

00:00:23:05 – 00:00:26:05
and it tackles really heavy subjects.

00:00:26:10 – 00:00:30:06
Now, when you search up this title, I’m 43
and I still live with my mom.

00:00:30:06 – 00:00:34:20
On YouTube, on Instagram, on TikTok,
on any video sharing service out there,

00:00:35:15 – 00:00:38:15
you will find a boatload of men and women,

00:00:39:05 – 00:00:43:02
a sea of people feeling desperately alone
all the way

00:00:43:02 – 00:00:47:15
from any corner of the internet,
uploading stories of their lives, rants

00:00:47:15 – 00:00:51:12
from their lives, talking
to anyone out there who’s willing to

00:00:51:12 – 00:00:56:07
listen about their conditions, about why
they feel so desperately behind in life.

00:00:56:07 – 00:00:57:03
Right.

00:00:57:03 – 00:01:00:22
So there’s like a serious this guy saying,
I likely die alone and angry.

00:01:01:03 – 00:01:04:02
This lady is saying 32 years old,
unemployed, single, living,

00:01:04:04 – 00:01:05:14
living with my parents.

00:01:05:14 – 00:01:07:16
This this guy is saying 35 years old.

00:01:07:16 – 00:01:10:16
Failed life over, over emotional
and socially anxious.

00:01:10:22 – 00:01:12:09
I’m 31 and have no friends.

00:01:12:09 – 00:01:14:10
I’m 23 and never had a girlfriend.

00:01:14:10 – 00:01:16:12
It’s not your fault
you’re falling behind in life.

00:01:16:12 – 00:01:18:20
I’m a 38 year old introvert
with no friends.

00:01:18:20 – 00:01:22:04
I’m 38 and most of society
would probably consider me as a failure.

00:01:22:16 – 00:01:26:01
Millions of people on this
on the internet,

00:01:26:07 – 00:01:30:09
talking and ranting,
decompressing to a camera

00:01:30:19 – 00:01:33:21
about all the all
the problems in their life that make them

00:01:33:21 – 00:01:36:21
feel worthless,
that make them feel like they’re losers.

00:01:37:05 – 00:01:37:20
Right?

00:01:37:20 – 00:01:43:11
And this person right here being ugly,
my experience has over 25 million views,

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and it’s a cornerstone
about this type of experience

00:01:47:15 – 00:01:49:20
where people feel like
they don’t meet the standards

00:01:49:20 – 00:01:52:20
of what it takes to feel loved
or what it takes to feel valued.

00:01:52:22 – 00:01:55:16
And so they’re feeling so
alone and so behind, right.

00:01:56:21 – 00:01:57:10
As a part of

00:01:57:10 – 00:02:01:04
my research for Oscar,
I have watched all of these videos.

00:02:01:04 – 00:02:06:04
I have watched over 200, over 200 videos
and three things.

00:02:06:16 – 00:02:09:16
Three themes are mentioned by each
and every individual,

00:02:10:04 – 00:02:12:03
and that is the genetic lottery.

00:02:12:03 – 00:02:14:15
Most of these people feel horrendously
ugly.

00:02:14:15 – 00:02:17:21
They feel like
they’ve lost the gifts at birth.

00:02:18:23 – 00:02:21:23
The gifts that make you attractive, that,

00:02:22:03 – 00:02:25:16
make you feel, you know, valued
and romantic relationships.

00:02:25:16 – 00:02:28:09
They feel like they’ve lost this lottery,
right?

00:02:28:09 – 00:02:32:08
Another thing is that they feel completely
and totally isolated.

00:02:32:17 – 00:02:34:01
They feel very alone.

00:02:34:01 – 00:02:35:17
They have no friends to talk to.

00:02:35:17 – 00:02:39:00
This, to talk to about this,
no family that they can trust.

00:02:39:05 – 00:02:42:08
So they turn to YouTube
to express their darkest,

00:02:42:08 – 00:02:47:00
most vulnerable parts of themselves,
and they find almost more relief

00:02:47:11 – 00:02:51:04
and having strangers support them
than their own friends and family.

00:02:51:23 – 00:02:55:19
And the last thing is, they all, all of
these people feel like they’re outcasts.

00:02:56:05 – 00:02:59:06
All these, these were not the popular boys
and girls at school.

00:02:59:13 – 00:03:03:07
These people were not valued because
of their looks, because of their talents.

00:03:03:12 – 00:03:06:11
They were relatively ignored
pretty much all their lives.

00:03:06:11 – 00:03:08:06
And they’ve always felt like there

00:03:08:06 – 00:03:11:01
they were different,
that there was something wrong about them.

00:03:11:01 – 00:03:13:20
And they had no shelter.
They had no people.

00:03:13:20 – 00:03:16:00
They had no tribe to go to. Right?

00:03:17:08 – 00:03:17:23
So our

00:03:17:23 – 00:03:20:23
our short film tackles all of these themes

00:03:21:20 – 00:03:24:19
and what it is in a synopsis,
in a sentence.

00:03:24:23 – 00:03:27:18
Our short film
is this and his last attempt

00:03:27:18 – 00:03:30:22
to feel loved, a hopeless romantic builds

00:03:30:22 – 00:03:34:19
a life size wind up doll to dance with
for the rest of his nights.

00:03:35:07 – 00:03:37:06
And that’s the project we are pursuing.

00:03:37:06 – 00:03:41:06
That’s what we’re animating in 3D
animation based on original 2D

00:03:41:06 – 00:03:42:06
concept art.

00:03:42:06 – 00:03:45:06
And that’s what we’re going to do
for this project.

00:03:45:07 – 00:03:49:00
Over the past few months,
I’ve worked on creating a Polish script

00:03:49:02 – 00:03:53:13
for this short film, and we have tested
the script at various writing classes

00:03:53:13 – 00:03:56:14
at George Mason University and writing
groups at George Mason University.

00:03:57:05 – 00:04:03:01
From the script,
we have created a series of original rough

00:04:03:01 – 00:04:06:16
concept art, and it starts off

00:04:07:00 – 00:04:11:11
very rough with various rough drawings
trying to, execute the idea,

00:04:11:21 – 00:04:14:22
trying to get a sense of the character,
trying to get a feel

00:04:14:22 – 00:04:18:21
for all the moods
and themes of of the short film.

00:04:19:00 – 00:04:25:01
And then from this rough concept art,
we have created final, beautiful,

00:04:25:05 – 00:04:28:11
gorgeous
sketches for our final short film,

00:04:28:11 – 00:04:32:04
and we are going to take these sketches
and animate them in 3D.

00:04:32:14 – 00:04:37:20
Now, as you can imagine, all of this work,
this is three months of original,

00:04:38:01 – 00:04:41:01
hard human talent at work.

00:04:41:02 – 00:04:45:00
No AI is used in any of these designs
in any of these drawings.

00:04:45:00 – 00:04:49:13
This is all original ideas
at full display,

00:04:50:05 – 00:04:54:14
and we are proud of all the ideas
of all the conclusions that we’ve reached

00:04:54:14 – 00:04:58:22
from the script in order
to start production in the 3D side.

Categories
College of Engineering and Computing Making and Creating

Controlled Syringe Pump Extrusion to Create Hydrogel Gradients

Author(s): Elizabeth Clark

Mentor(s): Remi Veneziano, Bioengineering

Abstract

The primary objective of this project is to build upon my previous research where I developed a method to create hydrogel gradients. Hydrogels are comprised of polymer(s) suspended in water. A gradient is the change from one concentration of to another. I used 10% gelatin weight ratio to deionized water mixed with dye. The gelatin was heated and stirred until dissolved and then was split into two portions and dyed two different colors and then placed into syringes while at around 45 degrees. By using a specialized nozzle, I could feed two syringes into one nozzle that has a static mixer at the tip to ensure the gelatin was evenly mixed. Gelatin is a liquid at higher temps (40-50 degrees C) and sets at lower temperatures so the gradients were extruded on a chilled metal plate so the gelatin would set almost immediately. Depending on how fast one syringe extruded versus the other I could change the color and even mix them. After creating several gradients by hand I utilized a syringe pump to have even extrusion rates. The syringe pump was utilized by alternating which pump was extruding so a colleague had to move the plate. This has applications in bioprinters and rather than having somebody move the plate manually the bioprinter will move the plate or the extruder. These results build on the potential of bioprinting gradients for use in bioprinters in regenerative medicine and other bioengineering applications.

Audio Transcript

Hello, my name is Elizabeth Clark and I’m a bioengineering student and my research project was built up on my previous research project which is creating hydrogen gradient as many cellular functions and processes utilize gradient in the human body.

So for keywords and background, hydrogels are comprises a polymers in water a gradient is the change of concentration so in this case in a line and will be represented by the changing color. Gelatin is the hydrogel I used. I use the 10% concentration so 10 mL of water I would use 1 g of gelatin and a syringe pump is the tool that I use that allows for the extrusion rate and you can program different extrusion rates.

So this slide just shows briefly the set up I used in my previous research project and I modified it slightly for the gelatin. Two syringes are being fed into a custom static mixer and extruded by hand. I only did this a few times just to ensure that a different hydrogel would work. Gelatin is a liquid at warmer temperatures so around 40 to 50°C and when placed on a cooler surface, in this case of metal plate that is chilled, it would sit almost immediately set.
I have with the syringe pump and it will alter the color by which one is extruded.

Here’s a video of that. When I wanted to change the color I would just pause one syringe pump and start to extrude on the other and then flip it. And as you can see on the right is the gradient that was just created from the video

Special thanks to Oscar for funding this project as well as my mentor Dr. Remi Veneziano, as well as the other people listed. Thank you.

Categories
College of Humanities and Social Science OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR US, Global, and Beyond

When No Response is a Response: Predicting Survey Non-Compliance in Isolated, Confined, Extreme Analog Space Missions

Author(s): Amber Bartlett

Mentor(s): Lauren Kuykendall, Psychology

Abstract

Long-duration space exploration will place small, interdependent teams in isolated, confined, and extreme (ICE) environments, where they will face risks including communication delays, high autonomy, increased workload, team tension, and intense stress. All of these risks require research studies aimed at mitigating them, many of which take place at analog space stations. However, these analog missions, which aim to study human behavior in ICE settings, suffer from chronic survey noncompliance, which threatens data integrity and reduces the accuracy of crew monitoring. This project examines which individual characteristics predict who completes research surveys during missions at the Mars Desert Research Station, a Mars-analog habitat in Utah. Before their missions, crew members completed questionnaires assessing personality (with a focus on conscientiousness), their identification with their team, their cultural values (especially collectivism, or putting the group before oneself), and their difficulties with emotion regulation. During the mission, they were asked to complete brief daily and weekly surveys. For each person, I will calculate survey compliance as the percentage of assigned surveys completed, and I will use regression models to test whether conscientiousness, emotion regulation, team identification, and collectivism predict higher compliance. I will also test whether collectivism strengthens the link between team identification and survey completion, such that highly collectivistic crew members who strongly identify with their team are especially likely to respond. I expect that crew members who are more conscientious, better at managing their emotions, more strongly identified with their team, and more collectivistic will show higher survey compliance. The work integrates literature on ICE stressors, organizational citizenship behavior (OCB), survey methodology, and individual differences to generate actionable recommendations for designing analog-station research protocols and for operational monitoring in deep-space missions.

Audio Transcript

Hi, my name is Amber Bartlett. I’m an honors psychology student at George Mason University. My project is called “When No Response Is a Response, predicting survey non-compliance in isolated, confined, extreme, analog space missions”

My mentor is Dr. Lauren Kuykendall in the Industrial Organizational Psychology Department. So what is the big picture of my project? Long duration missions to Mars and to the moon will place very small crews into what we called isolated, confined, extreme, or ICE environments. These missions will involve tight living quarters, high workloads, autonomy, communication delays, and one of the tools we can use to track how these people are doing is through self-report surveys.

But the issue with doing research on ICE teams is the fact that the sample sizes are incredibly small, so when people skip surveys, we lose statistical power and increase the risk of error in our findings, and missingness is often not random. The people who stop answering might be the ones who are most stressed out, which means that things can be biased. So this leads to my core question, can we predict who complies with surveys before a mission? If we can identify likely non-responders ahead of time, then we can actually anticipate, model, and design around that.

So this project is a part of a collaboration between the University of Central Florida, where we’ll be using UCF’s IO Psychology PhD student Andres Käosaar’s data set from the Mars Desert Research Station. So MDRS is a Mars analog habitat where small crews simulate living on Mars. They’ll be conducting EVAs, conserving resources, and living in a confined environment.

And for this project, I will be using the data set that includes 99 individuals, 16 crew members, and a total of 761 habitat days. Most of the missions had teams of about six to eight members, and participation in Andres’ study was completely voluntary. Now because it was voluntary, I treat filling out these surveys as a type of organizational censorship behavior, and this is when people are doing small extra things at work that help their team organization, because doing his research survey was completely just to help his research.

So to understand why some people keep doing this extra work and why others don’t, I focus on four key constructs from the literature. So that’s including conscientiousness, emotional regulation difficulties, team identification, and collectivism within someone’s culture. So the knowledge gap is that analog space research already acknowledges chronic survey non-compliance and missingness.

However, individual level predictors or survey compliance and ICE teams remains undermodeled. We don’t have a clear guidance on what type of people are most likely to disappear from the data set, so my project is designed to help close that gap. So within this data set, participants completed pre-mission surveys which included measures such as conscientiousness, emotional regulation difficulties, team identification, and collectivism.

So during the mission, they received daily and weekly self-report surveys about their experience and well-being, and my main outcome is survey compliance, so this is defined as the percentage of assigned surveys each person completes over the mission. So based on this, I have five different hypotheses. First is higher conscientiousness will predict greater survey compliance.

Second, better emotional regulation will predict greater survey compliance. Stronger collectivism, stronger team identification, and collectivism moderates team ID compliance. All of this, I’m going to assume it will increase greater survey compliance.

Now with OSCAR’s help, I was able to visit MDRS in person, and these photos here show the habitat. It shows the people that I was with out there, and it really helped me understand what it’s like to be living in one of these space analog stations. So my next step is to run descriptive analysis on all of the hypotheses that I just showed you, and so that will be what I’m doing next semester.

The expected implications is that if my hypotheses are supported, this work suggests that voluntary survey compliance in ICE analogs is not random. It’s a predictable citizenship-like behavior rooted in personality, emotional regulation, and how people relate to their teams and groups. So this has several implications such as pre-mission screening, low burden monitoring, and then just identifying patterns of non-response, but also if my hypotheses are not supported, it means we should be looking somewhere else other than the OCB literature, which right now is where the main source of research is coming from when it comes to non-response and surveys.

So I want to thank my mentor, Dr. Lauren Kuykendall, Andres Käosaar, Dr. Seth Kaplan, Dr. Brielmaier, my psychology honors cohort, the MDRS director, and of course OSCAR URSP. If you would like a link to all of my resources that I’ve used, here’s a QR code for that. Thank you so much for listening.

Categories
Cells, Individuals, and Community College of Humanities and Social Science OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR

Elementary School Gifted Program Identification and Secondary School Academic Outcomes for Black Students

Author(s): Ezra Lynch-Holland

Mentor(s): Adam Winsler, Psychology

Abstract

Gifted children show high potential to achieve but need specialized services to develop their capabilities. Black students specifically have been persistently under-identified as gifted and the efficacy of gifted programs for Black children is unknown. This psychology honors thesis will explore the impact of gifted identification on secondary school outcomes (6th through 12th grade) with data from the Miami School Readiness Project, a longitudinal study of students that attended Miami-Dade County Public Schools. Research questions include (1A) To what extent does being identified as gifted in elementary school contribute to secondary school academic outcomes for Black students?, (1B) Are positive effects mediated by elementary school academic performance?, and (2) Are the observed differences between gifted and not gifted Black students in secondary school the same for students in poverty vs. not in poverty, and for boys vs. girls?
The sample for this study includes Black students that had data for at least one year of high school (n ≈11,198). Of the sample, ~13% were identified as gifted in elementary school. Outcome data include cumulative high school GPA, standardized math and reading test scores in 8th and 10th grade, grade retention, attendance from 9th and 12th grade, school suspension, and on-time graduation. Multiple regression and logistic regression analyses will be done, controlling for initial child cognitive skills and social skills at age 4, gender, English language learner (ELL) status, poverty status, and early school performance. Results are expected to show gifted identification to be correlated with positive secondary school outcomes when compared to non-gifted students. It is expected that gifted education will show stronger positive effects for students in poverty and for boys.

Audio Transcript

Hello, my name is Ezra Lynch-Holland, and my Oscar URSP project is entitled, Elementary School Gifted Program Identification and Secondary School Academic Outcomes for Black Students. This project was done under the mentorship of Dr. Adam Winsler.
Federally, gifted children are those that display high potential for success intellectually, creatively, in a leadership capacity, or in a specific discipline. The federal government also acknowledges they need services not ordinarily provided by the school to develop these capabilities, and requires identification of gifted children. School districts tend to disproportionately over-identify students with higher socioeconomic statuses and under-identify those in poverty. When it comes to race, Black students are persistently under-identified nationally, even when they make up larger parts of the district’s population.
Black students’ education is particularly impacted by their relationships, where positive ones can act as a strong buffer against negative experiences. However, gifted Black students face isolation in gifted spaces from their non-gifted Black… and from their non-gifted Black peers, with T’s and being common in the latter. Microaggressions from both other students and teachers are present in gifted spaces in the form of underestimating their intellectual ability or belittling their interest in Black history and topics.
Black and Hispanic students tend to spend less time in gifted programs, and the improvements giftedness typically has on academic achievement are somewhat diminished in Black comparisons. Even so, it has been shown that the self-esteem of gifted Black students benefits more from gifted programs than their non-Black peers.
This study will derive from the Miami School Readiness Project dataset, or MSRP. It was a cohort sequential longitudinal study where data was collected from 2002 to 2020. Students included in the study are those that received subsidies for community-based childcare or public school pre-K, and then went on to attend Miami-Dade County Public Schools. In the larger study, the total number of students included that have data for at least one year between grades 6 and 11 is 32,885. 82% are on free and reduced lunch, and 52% are male. This study seeks to investigate if being gifted has positive academic impacts through secondary school by controlling for prior achievement and cognitive skills using school… administrative school data.
To be included in the study, a student will have had to be present for at least 8th grade and identify as Black in administrative school data. Bicep sample from the MSRP consists of 11,198 students that identified as Black, including Afro-Latina students. Around 13% of them were identified as gifted according to administrative school data. Outcomes that will be analyzed include cumulative high school GPA, standardized test scores in 8th and 10th grade, and school attendance, as well as grade retention, school suspension, and on-time graduation. Multiple regressions will be used for continuous outcomes and logistic regressions for categorical outcomes.
My research question 1A is to what extent does being gifted identified in elementary school contributes to secondary school academic outcomes and school engagement for Black students. I hypothesize that being identified as gifted in elementary school will be correlated with greater academic achievement and engagement outcomes when compared to non-gifted students.
My 1B question asks if positive effects are mediated by school, elementary school academic performance. My hypothesis is that after considering elementary school performance, being identified as gifted in elementary school will still have a higher correlation with those greater academic achievement and engagement outcomes. These mediators will be matched with their resultant outcomes for the regression models.
The research question 2 asks if the observed differences between gifted and not gifted students in secondary school are the same on the basis of poverty status and gender, as well as English language learner status. I hypothesize that boys, those in poverty, and those that aren’t English language learners will benefit more from gifts programs than their counterparts. And here are my references. Thank you.

Categories
Cells, Individuals, and Community College of Humanities and Social Science OSCAR

Does Immigrant Advantage for Academic Outcomes Persist in High School Similarly for Black and Hispanic Students?

Author(s): Vlera Baftija

Mentor(s): Adam Winsler, Applied Developmental Psychology

Abstract

One out of four students in U.S. schools comes from an immigrant-lead household, with 17.6 million children under 18 living with at least one immigrant parent. The ‘immigrant advantage’ posits that first-generation immigrant students often exhibit better academic outcomes than second-generation immigrant students, who exhibits better academic outcomes than non-immigrant students, despite first- and second- generation students facing socioeconomic and linguistic challenges. Prior research has documented this advantage in early education but less is clear about its persistence into high school, as results seem to vary. The current study examines immigrant advantage in grades 9 through 12 by using pre-existing data from Miami School Readiness Project, a large-scale, 18-year longitudinal study of students attending Miami Dade County Public Schools. Research questions include (1) To what extent does the immigrant advantage appear in high school academic outcomes? and (2) Are patterns of the immigrant advantage similar for Black and Hispanic immigrant students? The sample (n=4,341) includes 2,704 first-generation immigrants, 777 second-generation immigrants, and 860 non-immigrants. Outcome variables include end of year GPA in 9th and 12th grade, cumulative high school GPA, standardized math and reading test scores in 10th grade, end-of-course exam grades for Algebra 1, attendance in 9th and 12th grade, suspension, retention, and graduation. Multiple regression analyses will be run controlling for student race, poverty, ELL status, disability, and gender, with immigrant status as the primary independent variable, and then race-by-immigrant status interactions will be run to test question 2.

Audio Transcript

Hello, my name is Vlera Baftija and for my research project I am examining the immigrant advantage for academic outcomes and whether it persists in high school similarly for black and Hispanic students.

The US is known to be a melting pot, rich with diversity from cultures all over the world. There is a huge immigrant population in the states with one out of four students in public schools coming from an immigrant household. Given the significant presence of immigrant families in the US, it is important to examine the educational trajectories and experience of children of immigrants to help ensure their success and maximize their opportunity to thrive.

A first generation immigrant is when both the parent and the child are foreign born. A second generation immigrant is when the parent is foreign born, but the child is US born and a third plus generation or a non-immigrant is when the parent and child are US born.

The immigrant paradox or the immigrant advantage is the idea that first generation immigrants display better academic outcomes than second generation immigrants who display better academic outcomes than the third plus generation immigrants. This idea comes from the result of parents’ optimism and aspirations for their child success and influencing the child to exhibit academic resilience, despite socioeconomic disadvantages.

There are a few protective factors for this, which include familial values towards education, support from family and or ethnic ties, biculturalism, and bilingualism.

The literature has shown an immigrant advantage in elementary school in which first generation and second generation students generally perform as well or even better than the third plus generation students in academic measures such as standardized tests, grades, attendance, retention, and behavioral and soc emotional development.

However, when we get into the secondary level, the art makes results with some studies finding a first generation immigrant advantage. Other studies finding a second generation immigrant advantage, and some studies finding no advantage at all.

Reasons for this include aculturation tasks, adultification, parentification, helping out financially and documentation status.

Some studies have also looked at the moderation by race and the overall findings have been that the advantage is bigger for black immigrants when compared to their third plus counterparts and smaller for Hispanic immigrants when compared to the Hispanics third plus counterparts.

The current study will be examining the immigrant advantage in the Miami School Readiness Project, a large scale five cohort, 18 year log to project, consisting over 58,000 students. The gap in the literature is that there are very limited studies examining the immigrant academic outcomes past 10th grade, and excluding stuff like cumulative GPA and graduation.

My first research question is asking to what extent does the immigrant advantage appear in academic outcomes in grades 9 through 12 My academic outcomes is as follows, and I hypothesize that the immigrant advantage will be present at the start of high school, but will be smaller by 12th grade.

My second research question is asking if the patterns of the immigrant advantage in high school are similar for black and Hispanic immigrant students. I hypothesize that the immigrant advantage will be bigger for black immigrants and smaller for Hispanic immigrants when compared to their third plus counterparts.

For my participants, I will have roughly 4,341 students. I will have 2704 first generation immigrants, 777, second generation immigrants, and 863 plus generation immigrants. From the overall sample of the 58,000 students, about 80% of Hispanic, and about 20% are black.

For my independent variables, my primary independent variable will be the generation status and I will be controlling for things such as student race, poverty status, English language learner status, disability status, and gender.

My dependent variables will include end of year GPA in grades 9 and 12, cumulative end of high school GPA, standardized math and reading test scores in ninth and tenth grade, attendance in ninth and 12th, school suspension, retention, and graduation.

For my proposed data analysis plan for my first research question a multiple regression analysis will be used with the primary independent variable being the immigrant status while controlling for student race. Poverty status, ELL status, disability status, and gender. Dependent variables will be the academic outcome measures and each dependent variable will be entered one at a time in separate models.

For my second research question, I will be using a similar multiple regression model that was described for the previous question, but immigrant status will be crossed with race to include interaction terms.

These are my acknowledgments and thank you for watching. and these are the references that were used during the presentation.

Categories
College of Humanities and Social Science OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR US, Global, and Beyond

Artificial Influence: How Artificial Intelligence (AI) Shapes Global Geopolitics

Author(s): Larion Krivtsov

Mentor(s): Patrick Ukata, Global Affairs

Abstract

Artificial intelligence (AI) has rapidly evolved from a technological innovation into a central force reshaping global geopolitics. As states race to harness AI’s economic and strategic potential, the technology has become a defining factor in international competition, cooperation, and governance. This paper examines how AI is transforming global power dynamics by shifting influence toward actors with advanced computational capacity, vast data resources, and strong innovation ecosystems. The analysis argues that AI functions as a dual-use geopolitical lever: it intensifies strategic rivalries among major powers while simultaneously creating new opportunities for collective regulation and shared ethical standards.
AI is altering the nature of conflict by enabling autonomous weapons systems, accelerating cyber operations, and enhancing disinformation campaigns that blur traditional distinctions between war and peace. These developments challenge established security doctrines and create new vulnerabilities that demand coordinated international responses. At the same time, AI exposes significant gaps in global governance, raising questions about accountability, transparency, surveillance, and human rights that existing institutions struggle to address.
Using a qualitative synthesis of contemporary scholarship, the paper maps AI’s geopolitical effects across four domains: great-power competition, military and security transformation, global governance architectures, and regional ethical perspectives. The findings show that while AI amplifies inequalities and fuels geopolitical tension, it also offers pathways for new regulatory frameworks and multilateral cooperation.
Ultimately, the paper contends that the geopolitical future of AI will depend not on technological inevitability but on the ethical, political, and institutional choices made by human actors. Ensuring that AI advances global stability and human well-being will require governance models that balance innovation, security, and shared responsibility.

Audio Transcript

Hello,
In the early twenty-first century, artificial intelligence has emerged not simply as a technological breakthrough but as a transformative geopolitical force—one that is redefining how power is created, exercised, and contested on the global stage. What once belonged to research labs and commercial enterprises has now become a central pillar of national strategy. Major powers—the United States, China, and the European Union—treat AI with the same seriousness that past generations reserved for nuclear technology. It’s entirely accurate to say that AI has emerged as a powerful and influential tool in shaping global political dynamics.
This transformation raises a key question: How does AI reshape global geopolitics by altering power relations, national security, and international governance? The answer, as this research argues, lies in understanding AI as a dual-use geopolitical lever. On one hand, AI fuels strategic rivalries, widening technological inequalities, and destabilizing traditional hierarchies. On the other, it creates unprecedented opportunities for shared regulation, ethical standards, and cooperative global frameworks.
AI is redistributing power in three critical ways.
First, it rewards states and corporations with data, computational capacity, and technological expertise—not those with traditional industrial strength. The result is a new form of digital stratification that determines who leads, who follows, and who risks being left behind.
Second, AI is redefining conflict itself. Autonomous weapons systems, cyberattacks powered by machine learning, and sophisticated disinformation campaigns blur the boundaries between war and peace. Deterrence, defense, and security doctrines are being rewritten in real time.
Third, AI challenges the foundations of global governance. It raises profound questions about accountability, transparency, and ethics—questions no nation can resolve alone. International law, built for an earlier technological era, must now confront algorithms that make decisions far faster than traditional institutions can respond.
But this story is not only about rivalry. It is also about responsibility. AI forces us to reconsider what human agency means in an age of automated decision-making. It compels us to think about who benefits from technology and who might be harmed by it. And it reminds us that the future of global stability will depend not on machines themselves, but on human choices—ethical, political, and institutional.
If nations view AI only as a weapon of competition, we risk repeating the mistakes of past arms races. But if we recognize its dual-use nature—its capacity to inspire both competition and cooperation—we can harness AI to strengthen global governance, promote shared security, and advance human flourishing.
In the end, the geopolitical future of artificial intelligence will be determined not by the power of our algorithms, but by the wisdom of our decisions. Let us choose a future where AI serves humanity—rather than one where humanity becomes subordinate to its own creations.
Thank you for your attention.

Categories
College of Visual and Performing Arts Honors College Making and Creating Undergraduate Research Scholars Program (URSP) - OSCAR

Senior Thesis Short Film – Misafir

Author(s): Selma Veli

Mentor(s): Amanda Kraus, Collage of Virtual and Performing Arts

Abstract

This short film, Misafir, which translates to The Guest in English, is a mix of fantasy and drama set inside a Turkish household. The main character, Deren, invites her grandfather to her birthday celebration, unaware of the years of conflict between him and her mother. As Deren tries to uncover the truth behind their silence, an uninvited, mysterious guest appears. Her name is Kat, a cat-human who knows the family as if she holds it in the palm of her hand. And her presence stirs the tension in unsettling ways.
Misafir explores how, in uncommunicative families, the younger generation often feels displaced and even responsible for being the bridge or to pick a side. Many families carry silences and unresolved conflicts across generations, and this story shows how one small act of communication can open the door to healing.

Audio Transcript

Hi, my name is Selma Veli and I’m a film and video studies major concentrating in directing. For my senior thesis, I created a 10-minute short film supported by the Oscar research funds. With this support, I assembled a 25 person crew from George Mason University and cast seven Turkish speaking actors from New York. This short film, Misafir, which translates to “the guest” from Turkish to English, is a mix of fantasy and drama that takes place in a Turkish household. My main character, Deren, invites her grandfather to her birthday party, unaware of the conflict between him and her mother. As Deren tries to uncover the truth behind their silence, a mysterious guest appears. Her name is Kat, a cat humanlike creature that walks in the house and acts like she knows the family, but no one knows who she is or what she is and who even invited her. Misafir explores how in incommunicating families, younger generations often feel like they have to be the bridge between older generations or that they have to pick a side. And this story shows how one small act of communication can start the process of healing. One of the biggest challenges we faced was casting as it was really hard to find Turkish speaking actors, especially in the DMV area. My story was always in Turkish, but I was flexible to make it in English, but I knew it wasn’t going to be a true representation. We looked around in the DMV area. I asked friends and families, but one, no one really wanted to be in it. Second, they didn’t have the skills to be acting. So after receiving the funds, I was able to search beyond the DMV area and I found a bunch of beautiful actors in New York. But since this was a student film and I couldn’t offer payment, accommodation, their travel and stay was essential. So the funds really played a big role on helping me cover those. I also was able to achieve the look that I really wanted for the film. A lot of the props in the house or production design costume was also covered by the fund. The character cat had special props that she required. For example, her wig, her nails, her makeup, and her eye contact were some of the ways I was benefited by the Oscar found. On the production day, I’m 100% sure that our hospitality really satisfied our actors and bringed out the best performance out of them. Some of them were professional actors in the industry and they even came up to us and told us how professional and organized we were even though we’re just a student crew. Overall, the Oscar founding really made this film be a very professional, authentic, and pretty film that I’m very satisfied with. So, thank you for everyone who supported us and thank you Oscar for funding me.

Categories
Cells, Individuals, and Community College of Humanities and Social Science

Understanding Mental Health Help-Seeking: A Discrete Choice Experiment

Author(s): Griffin Perry

Mentor(s): Natasha Tonge, Department of Psychology

Abstract

Mental health help-seeking is shaped by various factors that determine whether individuals ultimately decide to pursue treatment. The present study aims to examine preferences in mental health service selection by identifying which attributes most strongly influence decision-making. Using a discrete choice experiment (DCE), we will experimentally manipulate key attributes of mental health services, including treatment type, appointment frequency, wait time, treatment effectiveness, and the ability to evaluate therapeutic alliance. DCE will allow us to understand how individuals make trade-offs when help-seeking. A community sample will be recruited through Prolific and will complete a series of choice tasks comparing pairs of hypothetical service options that vary across these attributes. Results will determine the relative importance of each attribute and the features that are important when people are seeking services. Understanding which aspects of mental health services are most valued, and how individuals prioritize these factors, will contribute to improving service design and informing interventions that better align with people’s needs and preferences.

Audio Transcript

Hello, my name is Griffin Perry, and I am a current Junior at George Mason University, double-majoring in psychology and community health. For my Fall 2025 URSP project, I sought to examine individuals’ preferences when mental health help-seeking by developing a discrete choice experiment.

Mental health help-seeking refers to the process of an individual recognizing that they are facing psychological distress, deciding that they need help for this problem, and then taking action to get mental health support from resources available.

However, seeking services is highly complex, with multiple factors influencing whether someone chooses to seek services. To better understand these decisions, we decided to develop a discrete choice experiment, or DCE for short.

DCEs are a quantitative research method used to examine how people make decisions by presenting them with experimentally manipulated hypothetical scenarios. These scenarios contain different combinations of attributes and ask participants to choose which option they prefer.

Attributes are the specific features or characteristics of a service or option that may influence an individual’s decision-making. In a DCE, each attribute is assigned a set of levels, aka variations that reflect realistic possibilities a person might encounter.

For example, in the context of mental health services, attributes might include wait time. Then this attribute would be broken down into different attribute levels. So, for this example, the possible levels for wait time could be two weeks, a month, or three months.

This approach captures the complexity of help-seeking more accurately than traditional surveys, offering more profound insight into the barriers and facilitators that shape whether someone ultimately decides to access mental health care.

For the duration of this URSP, we developed attributes, their levels, and wrote the IRB to collect data. We created attributes based on past literature. For our project, we will use the following attributes:

Treatment type which refers to the specific form of mental health care being offered, such as individual therapy or group therapy.

The frequency of appointment, which is just how often a client meets with a mental health provider

The wait time which refers to the length of time a person must wait before beginning treatment.

The effectiveness of treatment, which refers to the expected likelihood that the treatment will lead to meaningful improvement

And finally, the ability to evaluate therapeutic alliance, which is the extent to which an individual can assess the quality of their relationship with a provider before committing to ongoing care.

Here is an example to help conceptualize what our study would look like for our participants. As stated previously, participants will choose their preferred option of the two.

We intend to use Prolific over winter break to collect a community sample. Prolific is an online research platform that connects researchers with participants all over the nation. Through Prolific, we can recruit a diverse group of participants in the community.

Once we have collected our sample, we will be able to determine which attributes are most important, how individuals trade off between different aspects of a service, and what factors most strongly influence their decisions.

Results will allow us to use a novel method to better understand the specific factors that shape individuals’ preferences when seeking mental health care by identifying which attributes carry the most weight in decision-making.

A big thanks to Dr. Natasha Tonge, Gracie Kelly, and Dr. Karen Lee for supporting me through this project.

Categories
OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR US, Global, and Beyond Winners

SPATIAL DYNAMICS OF LOCAL NEWS: MAPPING CITY CO-MENTIONS IN ALABAMA​

Author(s): Tugce Burcu Gundogdu

Mentor(s): Myeong Lee, IST

Abstract

This study analyzes 31,004 Alabama news articles (2012–2024) to examine how cities are connected through co-mentions. Using a large language model, we extracted geographic references to build networks capturing spatial and symbolic ties. We developed a relationship typology to interpret these links. Preliminary results show that news categories shape distinct spatial patterns, offering insight into how media narratives influence regional identity and reveal the relational dimensions of news deserts.

Audio Transcript

1
00:00:07.560 –> 00:00:22.750
Tugce: Hi, everyone! My name is Tugce, I’m a third-year computer science student at George Mason, and my project, Spatial Dynamics of Local News, Mapping City Co-Mentions in Alabama, is about how local news connects cities in Alabama.

2
00:00:22.880 –> 00:00:45.090
Tugce: So, when we talk about news deserts, which is a term in information science that mentions… that describes places that don’t get enough local news coverage, or don’t have enough news outlets to cover their local news, we mostly focus on places that don’t get covered. But something we notice is that news doesn’t just talk about places, it also links them together.

3
00:00:45.340 –> 00:00:57.109
Tugce: For example, two cities might get mentioned in the same story because they share an event, a crime pattern, a rivalry, or a regional issue. These links tell us a lot about how local identity is shaped.

4
00:00:57.280 –> 00:01:01.840
Tugce: And they reveal a lot of information about a region’s new geography.

5
00:01:02.730 –> 00:01:21.400
Tugce: So, what we did is, we took about 31,000 Alabama news articles, ranging from 2012 to 2024, and we used an LLM to plot all the place names, and then built a co-mention network, which is kind of like a map of which cities appear together in stories.

6
00:01:22.950 –> 00:01:30.849
Tugce: We found 79,000 place mentions, 351 Alabama cities, and about 17,000 city pairings.

7
00:01:30.950 –> 00:01:38.430
Tugce: Then we looked at how often each pair of cities co-appears. This gives us an idea of the region’s news geography.

8
00:01:39.040 –> 00:01:51.910
Tugce: So, a few interesting patterns that I like to point out is Tuscaloosa was the main news hub overall, which makes sense because our news outlet is based there. And…

9
00:01:52.140 –> 00:02:09.830
Tugce: We see that Tuscaloosa is the city that gets mentioned together with a lot of other cities in news. And Birmingham becomes the center of crime-related news. So, in crime-related news, the other cities mostly get mentioned together with Birmingham.

10
00:02:10.000 –> 00:02:14.360
Tugce: And Montgomery becomes the center of political and economic coverage.

11
00:02:14.510 –> 00:02:34.510
Tugce: And, not surprisingly, Auburn and Tuscaloosa are super connected in sports stories because of their history of ongoing rivalry. So, what does this all mean? So, when we look at these connections between these cities and how much they appear together in news, we get a story and an idea and a

12
00:02:34.900 –> 00:02:49.240
Tugce: local identity appears about these regions. But when news desserts happen, they aren’t just about where coverage is missing, but also where relationships are missing, because we can’t see these stories.

13
00:02:49.310 –> 00:02:59.169
Tugce: So, some cities don’t just get less coverage, they rarely get linked to other places, which adds another layer of isolation for the news deserts.

19
00:03:32.300 –> 00:03:43.679
Tugce: So, thank you all for listening to my project. I would like to thank my mentors and professors for their invaluable guidance throughout this project. I am especially grateful to my mentor, Dr. Myeong Lee.

20
00:03:43.680 –> 00:03:58.979
Tugce: and Dr. Jieshu Wang for their mentorship, encouragement, and expertise, which shaped the development of this research. I also really appreciate the support of George Mason University’s Oscar program for providing a great research environment.

Categories
College of Humanities and Social Science Making and Creating OSCAR

Translating María Zambrano’s The Tomb of Antigone

Author(s): Grace Wood

Mentor(s): Ricardo Vivancos-Pérez, Foreign Languages

I

Abstract

Abstract
This project endeavors to create the first complete English translation of María Zambrano’s play The Tomb of Antigone (La tumba de Antígona, 1967). In this play-essay hybrid, Zambrano opens a philosophical dialog with Sophocles to offer a new interpretation of his Greek tragedy while illustrating her own experiences and ideas surrounding the Spanish Civil War. Using her philosophical construct of delirium, Zambrano creates Antigone’s stream of consciousness as she comes to her end. As the text demonstrates originality in its interweaving of genres to discuss the issues of Zambrano’s time, a translation of this work would foster new interpretations and discussions about Zambrano and Spanish culture with English speaking scholars in both the philosophical and literary disciplines.
To achieve this end, the mentor and student consulted various texts to understand the cultural, historical, and literary traditions of Spain during the time Zambrano was writing as well as the author herself, which led to the translation of the play’s prologue. The twelve-part play was then split into four sections that will be translated in two-week increments after which the mentor and student will convene to discuss the draft. Once the rough draft is complete, both the student and mentor will review and revise to create a more polished version. This project will result in a polished draft of the translation that will be sent to the María Zambrano Foundation in Vélez-Málaga to obtain permission to seek an academic publisher.

Audio Transcript

Have you ever walked into a bookstore and picked up a book and seen not one, but two sets of authors on the cover? The second set usually belongs to a group of people called literary translators. These men and women have taken up the extraordinary task of translating great works by Cervantes, Dante, and Tolstoy into English so that readers like you and I get a chance to enjoy their work. Hi, my name is Grace Wood, and in this video, I am going to show you my first attempt at trying to join these great men and women to become a literary translator. During my study abroad experience in Granada, Spain, I became familiar with the work of one Maria Zambrano, a famous 20th century Spanish philosopher and writer. Upon returning to the United States, I realized that much of this writer’s work has not been translated into English, thus barring scholars and the public from getting to enjoy her work. After doing some research and consulting with a faculty mentor, my independent study and URSP project was born. Over the course of an academic year, I endeavored to create the first complete English translation of Maria Zambrano’s play, The Tomb of Antigone, or La Tumba de Antígona, in Spanish, with the help of my mentor, Dr. Ricardo Vivancos-Pérez.
In this play-essay hybrid, Zambrano opens a philosophical dialogue with Sophocles to offer a new interpretation of his Greek tragedy, while illustrating her own experiences and ideas surrounding the Spanish Civil War. Sophocles’ original play tells the story of a young girl who wants to obtain burial rites for her brother who fought on the wrong side of the war. When her request is refused, she attempts to bury him on her own and is sealed into a tomb alive as punishment for being caught. Instead of Antigone committing suicide in the tomb like Sophocles intended, Zambrano instead uses her philosophical construct of delirium to create Antigone’s stream of consciousness as she waits for death. Antigone’s musings on life, death, faith, and brotherhood shed light on Zambrano’s own thoughts about the divided brotherhood surrounding the Spanish Civil War. As the text demonstrates originality and its interweaving of genres to discuss the issues of Zambrano’s time, a translation of this work would foster new interpretations and discussions about Zambrano in Spanish culture with English-speaking scholars in both the philosophical and literary disciplines.
So how do you go about translating a play? Well, first, I had to get the lay of the land to understand what Zambrano was thinking at the time she was writing the play. Starting in spring 2025, I consulted various texts gathered by my mentor to help me understand the cultural, historical, and literary traditions of Spain in the 20th century, as well as biographical and autobiographical works on the author herself. As both a fiction writer and a Spanish speaker, I had to understand her writing style, as well as her message and intentions in order to create the most faithful version of the play possible. At the end of the spring semester, I successfully translated the play’s 15-page prologue, which provides the context necessary to understand the play itself.
During this semester, we split the 12-part play into four sections with 3 parts each. I would translate one section every two weeks, after which I would meet up with Dr. Vivancos-Pérez to discuss the draft. In these meetings, we would discuss where I had not quite grasped some of the more archaic or literary Spanish being used and also work through passages I had trouble translating on my own. At the end of November, I successfully translated the entire play, resulting in a 75-page draft. Looking forward, my mentor and I will review and revise the draft to create a more polished version, which will be sent to the Maria Zembrano Foundation in Veles Malaga to obtain permission to seek an academic publisher, as they hold the copyright to her work. Once this text is published, English speakers around the world will be able to engage with this dramatic text and promote interdisciplinary discussions about Spanish culture through her work. Authors deserve to have their voices heard, especially in countries that don’t speak their native language. In time, I hope that Maria Zambrano will be the first of many authors I can give voice to in the English-speaking community. Thank you.

Categories
Making and Creating Undergraduate Research Scholars Program (URSP) - OSCAR

Tuning the Photoelectrochemical Properties of ReS₂ via van der Waals Heterostructures

Author(s): Linke Xu

Mentor(s): Yun Yu, chemistry and biochemistry department

Abstract

Rhenium disulfide (ReS₂) is a unique Transition Metal Dichalcogenide (TMD) known for its structural asymmetry, which dictates an intrinsic optical and electronic anisotropy. We investigated the influence of doping environment on this anisotropy. While intrinsic ReS₂ exhibits ideal anisotropic behavior, we found that p-type doping causes the angle-dependent properties to vanish. By engineering a van der Waals heterostructure and utilizing charge transfer doping from an ITO substrate, we successfully controlled and restored the material’s anisotropy. Our results demonstrate that the mechanism of photoelectrochemical response in ReS₂ is fundamentally coupled to the Fermi level position, allowing for rational design of specific-use optoelectronic devices.

Audio Transcript

Hello everyone, my name is Linke Xu, and today I am presenting my project,
“Tuning the Photoelectrochemical Properties of ReS₂ via van der Waals Heterostructures.” This work was completed in the Chemistry and Biochemistry Department at George Mason University.
ReS₂ is a fascinating two-dimensional material because its distorted lattice creates strong in-plane anisotropy—meaning its photoresponse depends on the angle of incoming light.
When I began this project, my goal was to explore whether light polarization could be used to influence photoelectrochemical reactions on ReS₂, especially hydrogen evolution. 53However, very early in the process we observed something surprising: the anisotropy did not behave consistently. Instead, it changed depending on the doping environment of the material.
This unexpected behavior prompted us to investigate a more fundamental question: What actually determines anisotropy in ReS₂—its crystal structure, or the electronic occupation of its band-edge states?
Based on these early observations, we hypothesized that anisotropy requires electrons in the Re d-orbital band-edge states. If the material become mes p-doped and those states are empty, the directional response should disappear. But if we raise the Fermi level again through charge-transfer doping, anisotropy should return.
1.56To test this idea, we exfoliated ReS₂ nanosheets onto two different types of substrates. Placing the flake directly on ITO induces n-doping, while transferring it onto a graphene/hBN stack isolates the flake and makes it p-type.
We then measured photoelectrochemical current and used scanning electrochemical cell microscopy, or SECCM under polarized illumination to map photocurrent anisotropy with spatial resolution.
Our results revealed a clear and consistent trend.
2.43First, when ReS₂ was n-doped on ITO, we observed strong anisotropy. Both the absorption and photocurrent showed the expected sinusoidal angle dependence, confirming that directional excitation was present.
3.01Second, when the same flake was placed onto the graphene/hBN heterostructure and became p-doped, the anisotropy almost completely disappeared. The photocurrent became nearly circular, indicating that the response no longer depended on angle.
3.22Finally, when we returned the flake to ITO, charge-transfer doping raised the Fermi level again—and the anisotropy reappeared.
3.34Because the crystal structure never changed, this reversible switching demonstrates that anisotropy is controlled electronically rather than purely structurally.
Overall, our findings show that the anisotropy of ReS₂ is not a fixed property of its lattice. Instead, it depends on whether the directional Re d-orbital band-edge states are occupied. By adjusting the doping environment, we can effectively turn anisotropy on and off, offering a simple and powerful strategy for designing polarization-dependent optoelectronic and photoelectrochemical systems.
4.25I would like to thank the OSCAR Undergraduate Research Scholars Program, my mentor Dr. Yu, my research partner Anna, and all members of our lab for their support throughout this project.
Thank you for listening.

Categories
College of Engineering and Computing Making and Creating OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR

Laser-Induced Graphene–Nanoparticle Platforms for Plasmonic Enhanced Photosensing

Author(s): Ali Kabli

Mentor(s): Pilgyu Kang, Mechanical Engineering

H

Abstract

This project explores the potential for enhancing the performance of Laser-Induced Graphene (LIG) using metallic nanoparticles (NPs) as a platform for fabricating photosensors with enhanced sensitivity. The main question being addressed is can a Laser-Induced Graphene–Palladium nanoparticle (LIG-PdNP) nanocomposite enhance sensor sensitivity through plasmonic and interfacial effects? Research has been conducted in the past regarding the use of LIG as the functional material in a photosensor, and the rationalization behind using these metallic NPs in a nanocomposite material is to improve the sensitivity of the sensor by improving the photoresponsivity. This is due to the introduction of plasmonic effects from the NPs, which allows for the photocurrent to flow more efficiently. The main novelty behind this particular project’s approach lies in the synthesis of the nanocomposite, where classic means would have the NPs deposited on the LIG surface creating point contacts. The synthesis technique being explored here involved a one-step synthesis via precursors and a polymer substrate, which creates a “seamless interface” between the components of the functional material. This interface allows for the electrons to flow freely between the LIG and NPs, enhancing the photoresponsivity of the device. Two devices were compared, one with 0wt% of PdNPs, and another with 30wt% PdNPs in order to observe any improvements in the performance of the devices when hit with a blue laser (448.2nm wavelength). Future research regarding this project includes using NPs with higher plasmonic effects such as gold or silver, as well as refining the geometric footprint and patter of the sensor itself to increase performance further.

Audio Transcript

Hello everyone, my name is Ali Kabli and today I’m going to present to you my undergraduate research project, Laser Induced Graphene Nanoparticle Platforms for Plasmonic Enhanced Photosensing. This project was advised by Dr. Pilgyu Kang from the Department of Mechanical Engineering.

So to give a brief background and introduction, past research has been done by Dr. Kang and his group, utilizing laser-induced graphene, or LIG, as a sensing element in photosensors. Now, these sensors operate based on the premise of photosensitivity. You basically shine a laser of some known wavelength at the sensor, which will induce some photocurrent. The change in photocurrent can be observed and used for sensing purposes. We want to improve the sensitivity of these devices by introducing metallic nanoparticles, or NPs, to increase the plasmonic effects and photoresponsivity of these devices. Now, for the purposes of this project, the specific nanoparticles that were used were palladium. However, any metal that has known plasmonic effects can be used.

For the purposes of this presentation, or project, we proposed a novel nanocomposite synthesis technique, which resulted in a seamless interface between the LIG and the nanoparticles. Traditional methods would have you deposit these nanoparticles on the surface of the LIG, or whatever substrate you’re using, which results in a point contact between the particles and the bulk surface. The downside to this is the fact that that point contact doesn’t allow for the most efficient flow of electrons. However, through a one-step synthesis technique using precursors and polymer substrate, we are able to integrate these nanoparticles within the surface of the laser-induced graphene itself, allowing the electrons to flow seamlessly.

So, the main question that we were answering with this research project was, can a laser-induced graphene palladium nanoparticle nanocomposite enhance sensor sensitivity through plasmonic and interfacial effects? The plasmonic effects, once again, coming from the fact that we’re using these metallic nanoparticles, and the interfacial effects coming from the seamless interface through our unique synthesis technique.

The methods and procedure for this project involved the actual synthesis of our nanocomposite using the one-step technique. Then we would fabricate the photosensor device using the synthesized nanocomposite. It should be mentioned that the scale of this sensor was 500 millimeters by 500 milliliters, which is actually quite large given the nanoscale. It’s very, very large. So that may have resulted in the data being slightly skewed, which is an improvement that we will go over at the end of this presentation. Then we collected optical data regarding the photoresponsivity of the device by hooking it up to an optical testing apparatus where we would shine a laser on and off at known intervals. The laser’s wavelength was known for the purposes of this project. We were using a blue laser, 448.2 nanometers of wavelength, and we would plot the resulting photocurrent as a function of time. The long-term goals of this project are to one day harness these nanocomposites as a platform for plasmonically enhanced PEC or photoelectrochemical gas sensors.

Now here’s just a brief snapshot of the results. We see on the left side a comparison between the photocurrent resulting from a 30 weight percent nanoparticle nanocomposite and on the right side we have the photocurrent resulting from just pure LIG. As you can see the scale on the left side is in microamps, and the scale on the right side is in nanoamps, which means that we were able to show a drastic improvement, three orders of magnitude to be exact.

In conclusion, the experiment was a huge success in proving that plasmonic effects could enhance the sensitivity of these devices. However, more work is still needed in the future. We can refine the geometry and footprint of the sensor itself so that it’s a lot smaller than 500 by 500 millimeters. We can also test other nanoparticles with known greater plasmonic effects, such as gold or silver. And we can also play around with different laser parameters, focusing the laser’s beam more, increasing the wavelength, etc.

Some acknowledgements. Of course, my advisor, Dr. Pilgyu Kang, Graham Harper, who aided in data collection on this project, and Philip Acatrinei, for being an indispensable help in data collection and in setting up the experiment itself. He actually programmed the software that we were using to collect the data. So without him, this project would not have been possible. Thank you.