Category: Research Assistant Opportunity

Professor: Maria Frawley
 
Department: English and Honors
 
Title: Source Materials: History of Disability in the 19th c.
 
Description: If you enjoy the feeling of sleuthing in looking through databases and archives for materials, this is the project for you. I’ve recently been invited to help prepare a multi-volume series on primary sources related to the history of disability in the 19th century. I need research help with finding visual and printed material (e.g., examples of implements used by the blind and deaf; stories by and about people with chronic illnesses or “afflictions,” paintings and photographs, medical records, diary extracts, etc). Once collected, the work will entail writing short “headnotes” to describe items and explain their significance. This project could be useful for anyone interested in fine-tuning their research skills, but would be esp. useful for people with interests in history, the history of medicine, disability studies, and museum studies. The kinds of materials we find will shape how volumes are divided, so you’d be part of the conceptualizing of a big project that will be available in print and as e-texts. Number of hours worked per week can vary to accommodate anything up to three credits.
 
Duties: Meet with me to develop an organized plan to searching; meet or confer weekly to discuss findings and develop new searching strategies; keep records of sources; research terms of reproduction / copyright for each source. Write draft headnotes for some sources. Dialogue with me about possible categories for presenting the materials within the printed volumes. Time and credit hour commitment can vary according to the research assistant’s needs.
 
Time commitment: 7-9 hours per week (average)
 
Credit hour option*: 3
 
Submit Cover Letter/Resume to: mfrawley@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

Professor: Jody Ganiban
 
Department: Psychology
 
Title: Gene-Environment Interplay Throughout the Lifespan
 
Description: Description of Research: Our lab is interested in understanding the interplay between genes and the environment in development. We are currently looking for undergraduates to work with us on the following project:
 
Early Growth and Development Study (EGDS):
EGDS is a longitudinal adoption study interested in disentangling the effects
of genes, prenatal drug exposure, and parenting on child outcomes and family
adjustment. Opportunities for undergraduate research assistants include:

•       Ordering, de-identifying and coding of child medical records.
•       Other varied opportunities for data management/analysis and literature

reviews.
 
Duties: Minimum qualifications: We are looking for undergraduate students (with a minimum GPA of 3.0) to work at least 10 hours per week. Accepted applicants will have to complete IRB human subjects training.
 
Method of Compensation: Research assistants may work on a volunteer basis or receive credit for PSY 3591 or 4591. Federal work study will also be considered. Our lab provides an excellent opportunity for students interested in developmental or clinical psychology, human development, biology, or medicine.
 
Time commitment: 10 or more hours per week (average)
 
Credit hour option*: 3
 
Submit Cover Letter/Resume to: ganiban@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

Professor: Jiyoon Lee
 
Department: Finance
 
Title: Market timing of equity issuance
 
Description: We will examine the effects of information asymmetry-driven mispricing on security issuance. When a manager believes his or her firm to be overvalued (undervalued) based on private information, he/she may issue (repurchase) equity. This market timing hypothesis will be tested using changes in purchase obligations as a proxy for information asymmetry-driven mispricing.
 
Duties: Major duty would be to collect information about purchase obligations from 10-Ks, which are available from Edgar. I will do most of the statistical analyses but we will discuss the results.
 
Time commitment: 7-9 hours per week (average)
 
Credit hour option*: 3
 
Submit Cover Letter/Resume to: leejiyoon@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

Professor: Miok Pak
 
Department: East Asian Languages and Literatures
 
Title: Linguistic politeness, culture and society: An interdisciplinary study of language, culture and society
 
Description: The linguistic competency is often considered to consist only of speaking, listening, reading and writing proficiencies that enable speakers to communicate. However, in recent approaches to second language teaching and learning, these skills have been pushed to backdrop by Five C’s – Communication, Cultures, Connections, Comparisons and Communities. The rationale is that what is more important than these skills is the interpersonal, interpretive and presentational aspects in language learning. The Five C’s has become the national standards for world language education and has changed the direction and focus of all foreign language teaching with the understanding that when learners are engaged in the activities that focus on these aspects, more effective learning takes place. In the heart of Five C’s lies the perception and understanding of a close and entwined relationship among language, culture and society. Some languages are more evident than others in manifesting such relation and Korean is one of them. That language is a direct reflection of culture and society is evident in the expression of politeness manifested in various facets of the grammar in Korean, e.g., in pronouns, honorific nouns and verbs, and speech style particles. The grammatical expressions of politeness are reflections of a hierarchical and collectivist Korean society, and it is interesting to see that any changes in the society and culture yield changes in the expression of politeness. For example, the super polite speech style which was used until Chosun dynasty (until late 1800’s) became lost as the Korean society moved away from stratified class society. With this background, the goal of this project is to study the changes in the grammatical politeness in modern Korean. Korea is well known to be a dynamically changing and fast-paced society and is undergoing changes everyday. Boosted by the globalized environment, the value orientation of
people is changing relatively to egalitarian and individualistic consciousness. At the same time, with the rise of materialism and capitalism, the status of customers in sales and service areas is constantly rising. Such changes are directly and immediately affecting the grammatical expression of politeness in the Korean language. Hence, the customers are addressed with the utmost expression of politeness, and as illustration, one often sees and hears even coffee for customers being referred to with honorific expressions. Hence, it would be interesting to undertake a study on the changes occurring in the language from such perspective. Not only the result of this study can be incorporated in teaching in classes but also will likely yield a research on socio-linguistic study of politeness.
 
Duties: Find relevant papers and research on the topic of language and politeness and summarize the content of the most relevant work
 
Time commitment: 4-6 hours per week (average)
 
Credit hour option*: 2
 
Submit Cover Letter/Resume to: pakm@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

Professor: Hossein Askari
 
Department: International Business/Honors Program/ESIA
 
Title: Islamicity Indices
 
Description: The motivation for this research (construction of Islamicity Indices and annual updating) has been the dismal state of most Muslim societies (http://IslamicityFoundation.org). As Mohammad Abduh famously observed over a century ago: “I went to the West and saw Islam, but no Muslims; I got back to the East and saw Muslims, but no Islam.” What went wrong? While some attribute the failure of Muslim societies to Islam, Islam is not the cause of their backwardness as they have not followed the rules and principles outlined in the Qur’an and practiced by the Prophet. There is much more to Islam than what is commonly referred to as the Five Pillars. These largely mechanical actions have been popularized by Western academics and in the process have trivialized the teachings of the Qur’an. Islam provides the framework, institutions and path towards flourishing societies.
 
The mission is to stimulate peaceful reform and development in Muslim countries by encouraging effective institutions—the essential premise for development and growth. Islamicity Indices reflect fundamental Islamic teachings for governance and offer the instrument and the moral compass for achieving this goal—effective institutions and reform. When we set up these indices, our purpose was to provide a metric for the state of governance in accordance with Islamic teachings, but we were surprised to find that countries such as Switzerland, Sweden, Denmark, Norway and New Zealand show superior performance to Muslim countries. Among Muslim countries, Malaysia and Qatar have been the best performing countries over the last 15 years.
 
Duties: Help publicize the work through social media and maintain social media contact.
 
Time commitment: 4-6 hours per week (average)
 
Credit hour option*: 2
 
Submit Cover Letter/Resume to: askari@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

Professor: Annamaria Lusardi
 
Department: Business School
 
Title: Financial fragility in America: Evidence beyond asset building
 
Description: PROJECT OVERVIEW
Several years after the financial crisis, financial fragility is still pervasive in the U.S economy. This highlights the need to understand household financial preparedness beyond simple measures of wealth and asset building. In this paper, we will explore the determinants of financial fragility for American households. We will not only analyze their assets but particularly their debt and payment obligations, financial literacy, and demographic characteristics. Analyzing household balance sheets and financial management will help us understand the determinants of financial fragility of American families. Understanding the underlying factors associated with higher financial fragility is important not only to address the short-term effect of failing to cope with an emergency but also to shed light on the implications of financial fragility for long-term financial security.
 
PROJECT METHODOLOGY
The Financial Crisis of 2007-09 highlighted the severe economic impact of weak household financial resilience. In the aftermath of the crisis as the economy and the labor market recover, one would expect to see higher precautionary savings. However, more than one-third of Americans surveyed in the 2015 National Financial Capability Study (NFCS) reported that they could certainly not or probably not use any available resources to come up with $2,000 in a month if the need arose. Overall, the ability to cope with emergency expenses—what we define as financial fragility—remains low for households in the U.S., with adverse implications for the individual, the household and the overall economy.
 
Household financial fragility is often attributed to low income or too few assets. However, data from the 2015 NFCS show that while financial fragility is highest for low-income households, those in the middle-income ($50–75K) and high-income (greater than $75,000) ranges are also substantially financially fragile. Specifically 30% of middle-income and 20% of high-income households could be classified as financially fragile as of 2015. This is notable, especially when comparing the relative magnitude of the emergency expense ($2,000) to a household’s income level. Despite higher income, the failure to cope with financial emergencies could be caused by a myriad of factors such as having too many expenses, complex family structures and caregiving responsibilities, or suboptimal investments.
 
In this project, we seek to understand what factors can explain financial fragility among American households and what are the long-term implications of financial fragility. We will analyze the roots of financial fragility, examining to what extent it is determined by high indebtedness and other factors that offset high asset levels. To conduct the empirical analysis, we will use data from the 2015 NFCS to analyze the socioeconomic characteristics of financially fragile households, including demographic features such as education, ethnicity, age, and family structure, and non-demographic characteristics like debt levels and debt management, overall financial behavior, expenses, asset ownership, and financial literacy. The NFCS is a nationwide survey of approximately 25,000 adults. Since 2012, it has included a measure of financial fragility we have designed for that survey. Here is the question that was added to the survey: “How confident are you that you could come up with $2,000 if an unexpected need arose within the next month?” This comprehensive measure allows individuals to evaluate their own capacity to cope with financial emergencies in any way that suits their personal financial situation. This understanding of financial preparedness is a crucial contribution to the current literature, which has largely focused on pre-determined measures for household financial well-being such as levels of income, assets or savings.
 
For financially fragile households, suffering from a financial setback can lead to a reprioritization of expenses, with potentially adverse consequences for spending on sources such as children’s education and health. This is a source of increasing inequality in the society, and if unchecked, financial fragility could thus heighten socioeconomic disparities for American families in the future. Our analysis will have important implications for practitioners and policy makers for improving the financial resilience of American families. An understanding of weaknesses in the financial capability of Americans is a first step to creating mitigating policies that can prevent financial setbacks. For instance, we find that being financially literate lowers the likelihood of being financially fragile, independent of an individual’s level of educational attainment. Thus, policies can be implemented to provide financial education at the school, workplace and community levels. Policies that address saving for retirement have traditionally targeted tax and non-tax incentives, such as pre-tax retirement accounts. Through our analysis, we will show that incentives are also required for individuals and families to save and build resilience in the short term.
 
Duties: Help with collecting relevant literature
Read relevant literature and do a literature review
Provide help in collecting figures and data at aggregate levels
Assist in the data analysis according to expertise
 
Time commitment: 10 or more hours per week (average)
 
Credit hour option*: 3
 
Submit Cover Letter/Resume to: alusardi@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

 
Professor: Sergio Waisman
 
Department: Romance, German & Slavic Languages & Literatures
 
Title: Undercover Notes, Bilingual Crónicas, and Other Fragments
 
Description: Undercover Notes, Bilingual Crónicas, and Other Fragments is a new scholarly project based on my experiences as a bilingual and multicultural creative writer and literary translator, as well as a Latin American & Comparative Literature researcher. The project consists of gathering and taking a series of notes (usually in writing, often in images and short audio-videos, at times in short interviews and conversations with participating subjects) related to a series of “underground realities” (in various cross-cultural situations) that are found and co-exist (sometimes in parallel, sometimes intersecting) in parts of the U.S. and in parts of
Latin America. Geographically, the focus will be primarily in the DMV Area (on the one hand), and in the Southern Cone of South America (on the other hand)—since the scope of the project involves my continuing interests in North-South, English-Spanish, linguistic, literary, and cultural translations, dialogues, and exchanges.
 
The project consists of gathering and recording written and audio-visual material, keeping careful track of the material, and then editing the material in preparation for various anticipated forms of publication and dissemination. Undercover Notes, Bilingual Crónicas, and Other Fragments is a new inter-disciplinary, bilingual, cross-cultural project that involves a combination of research and creative methodologies and technologies, such as note-taking, interviewing, recording and transcribing conversations, undertaking digital research and communications (mostly in English; some in Spanish), as well as photography and other audio-visual recording techniques. Although the project is at a very early stage, possible final products include publication in print and/or electronic journals, a book at the end of the project, as well as podcast or other newer digital humanities outlets along the way. The final product and dissemination is still to be determined. At this early stage, I am in the creative phase, gathering all sorts of material related to the project, and actively writing and starting to produce the work. Working with a research assistant from this early stage would be of tremendous help.
 
Duties: The research assistant would assist with note-taking (and/or recording) relevant interviews and conversations, photographing (or doing audio-visual recordings) of these interviews and conversations, undertaking digital research, transcribing the material recorded, and helping to keep all of the material well organized for future editing and eventual publication. Ideally, the research assistant would have strong writing and/or artistic abilities, as well as strong audio-visual and relevant high-tech skills. The work will include audio-video recording, some photography, writing, and transcribing and editing of the material. The work will also require a research assistant with strong cultural sensitivities, especially able to work with different immigrant groups, and peoples from a wide range of backgrounds. Bilingual skills (Spanish/English) is a definite plus.
 
Time commitment: 4-6 hours per week (average)
 
Credit hour option*: 2
 
Submit Cover Letter/Resume to: waisman@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.

Professor: Green-Lewis Jennifer
 
Department: English
 
Title: Alice at the Microscope
 
Description: I’m in the early stages of drafting three essays on Victorian concepts of the miniature, the gigantic, and the distant, exploring how each was shaped by the advent of different visual technologies and made available for popular consumption and exchange through the advent of photography. My goal is to consider novelistic point-of-view in the context of reading practices that were daily occurrences for many middle-class Victorians. I would welcome some assistance gathering sources –writings in popular and scientific journals of the 1840s to the 1880s, for the most part (both British and American), but also novels and short stories of the period– in which specific photographic technologies, such as the microphotograph and the stereograph, are discussed or are present.
 
Duties:

• Go to Library of Congress (Reading room, as well as Prints and Photographs), Smithsonian, and other institutions as necessary to find articles in nineteenth-century periodicals and to track down holdings of microphotographs and other ephemera
• Use online sources to locate essays, articles, letters, and other writings; read and summarize
• Compile folder of sources with bibliographic information

 
Time commitment: 7-9 hours per week (average)
 
Credit hour option*: 3
 
Submit Cover Letter/Resume to: jmgl@gwu.edu
*If credit is sought, all registration deadlines and requirements must be met. Students selected to be research assistants should contact Ben Faulkner at benfaulkner@gwu.edu whether they intend to pursue credit or not.