As undergraduate students—especially those pursuing STEM degrees—we commonly hear about the value of research involvement. It's often highlighted as a way to enhance our resumes, gain entry into competitive graduate programs, and foster valuable learning experiences. However, despite the multitude of research labs at the University of South Carolina, securing a research position—particularly one that aligns with your interests—can feel like an uphill battle. The process can be intimidating; from sending initial emails to meeting with faculty, I’ve realized the path isn’t always easy, but persistence and curiosity make a significant difference. By sharing my journey, I hope to motivate others to follow what excites them, even if it leads to unexpected areas of interest.
Finding My Way into Research
As a junior, feeling slightly behind in my pursuit of research, I decided it was time to dive into this new chapter. I began by asking my peers already involved in research how they got started. Many pointed me toward the Faculty Research Database, where they found and emailed faculty members whose work aligned with their interests; following their advice, I began cold emailing. The first few emails were nerve- wracking, and when I didn't get a response right away, the fear of bothering busy faculty members nearly discouraged me from continuing. But I pushed through, driven by a determination to find a lab that resonated with my passions.
After a few weeks of silence, I was thrilled to receive a response from Dr. Ali Brian, the Associate Dean for Research in the College of Education, whose research focuses on developing multi- component prevention intervention strategies for preschoolers, targeting their physical, psychological, and cognitive development. Dr. Brian’s email was both warm and inviting, expressing her eagerness to arrange a meeting with me and her collaborator, Dr. Angie Starrett. Dr. Starrett is an Assistant Professor of Educational Research and Measurement and Assistant Director of the Institute for Rural Education and Development (IRED) at the Yvonne & Schuyler Moore Child Development Research Center (CDRC).
Curious about Dr. Starrett’s work, I discovered her focus is on advanced statistical methods and measurement techniques within childhood development, particularly in rural educational settings. When I arrived at the CDRC for my interview, I was welcomed by a graduate research assistant named Shea Ferguson, whose enthusiasm immediately made me feel at home. The interview with Dr. Starrett and Shea was more than I could have hoped for—they listened intently to my responses, made me feel valued, and even cracked a few jokes to ease my nerves. Then, when they began talking about all the remarkable rural education and development projects at the CDRC, I knew I had to be a part of their team. At the end of the interview, I still remember them even taking the time to walk me around the research center and introduce me to everyone there before I left.
From the interview, Dr. Starrett and Shea knew I didn’t have any research experience and wasn’t directly involved in education studies like most students in the lab, but they took a chance on me. Thus, my initial responsibilities included becoming CITI certified in human subjects research, annotating research articles, creating annotated bibliographies, and finding articles about early childhood education in rural America and satisfaction with professional development for rural teachers. As time passed and I immersed myself in the conversations and work happening around me, I grew deeply connected to the research efforts with IRED. I understood the profound impact their research was having on both the lives of educators and children in underserved rural communities in South Carolina and nationally. Although their research wasn’t directly related to my Biology major, it still provided me with meaningful experiences and novel perspectives I wouldn’t have gained if I were in a traditional biology laboratory setting. My involvement helped me realize that your research doesn’t have to match your major to matter—it just has to matter to you.
“Sometimes, stepping outside of predetermined boundaries leads to the most rewarding discoveries.”
- Hailey Smith
Project SKIP+CODE
SKIP+CODE is an innovative initiative of the IRED aimed at creating a unique curriculum for preschoolers in rural, high-poverty areas. The SKIP+CODE curriculum integrates fundamental motor skills and computational thinking with early unplugged coding manipulatives to promote kindergarten readiness, executive function, and healthy development in rural preschoolers. By addressing motor and cognitive skills simultaneously, SKIP+CODE aims to support children in developing the foundational skills necessary for academic success and future STEM careers. This innovative approach links physical activity with cognitive growth, enhancing motor competence, cognitive abilities, and social skills to increase the likelihood of positive educational outcomes.
To guide the development of this curriculum, we researched multiple computational thinking frameworks, which emphasize the importance of particular concepts, practices, and perspectives. Specifically, computational thinking concepts are the constructs children need to master to understand the mechanics of programming. Some computational thinking concepts we will apply in the SKIP+CODE curriculum include sequencing, loops, events, conditionals, and representation. Computational thinking practices are the problem- solving strategies children will use, such as algorithmic thinking, pattern recognition, abstraction, debugging, decomposition, iteration, and generalizing. Lastly, computational thinking perspectives are the attitudes and learning dispositions we hope children will adopt, including expressing and creating, connecting, perseverance, and choices of conduct.
As we move forward in the early evolution of SKIP+CODE, we aim to incorporate a computational thinking framework with the South Carolina Early Learning Standards (SC-ELS), a set of comprehensive guidelines across six developmental domains: Approaches to Play and Learning, Emotional and Social Development, Health and Physical Development, Language Development, Mathematical Thinking, and Cognitive Development. By integrating a computational thinking framework with the SC-ELS, we aspire to create a curriculum that comprehensively addresses every facet of a child’s early development, ensuring a well-rounded and holistic approach to their growth and learning. However, as many of you know, progress isn’t always linear. We’ve been meticulously analyzing possibilities for integration of the six domains of SC-ELS with computational thinking practices and processes in developmentally appropriate lesson plans for preschoolers that effectively teach computational thinking. It’s essential to ensure our lesson plan is structured to not only teach computational thinking but also to provide methods to accurately measure computational thinking proficiency. We anticipate SKIP+CODE will positively impact executive functioning and kindergarten readiness, while promoting an active lifestyle and advancing gross motor skills in preschool-aged children.
Life as an Undergraduate Research Assistant at the CDRC
Since Fall 2023, I have been part of the IRED research team, working alongside an inspiring group of researchers, including Dr. Brian, Dr. Starrett, Dr. Bridget Miller (Associate Professor of Early Childhood Science Education), Dr. Matthew Irvin (Director of IRED and Professor of Educational Psychology), Dr. Devan Jones (postdoctoral Scholar), and my graduate research assistant mentors: Shea Ferguson, Beatrice Quiroz, and Alyssa Raygoza. They have guided me through comprehending complex qualitative and quantitative data, understanding pedagogical approaches, and instilling their knowledge from their degrees in educational psychology and research. Most importantly, they have introduced me to the world of computational thinking and fundamental motor skills and their intersection with SKIP+CODE, a core undertaking within IRED.
Over the summer of 2024, I transitioned into a paid undergraduate research assistant position funded by IRED, dedicating my efforts to the development of SKIP+CODE. Through this role, I honed my ability to collaborate effectively with graduate-level students and faculty to contribute meaningfully to the development of SKIP+CODE’s conceptualization. As of Fall 2024, I am still in a paid position at the CDRC, working with Dr. Brian, Dr. Starrett, Dr. Miller, Dr. Jones, Beatrice, and Shea on developing lessons that integrate fundamental motor skills and computational thinking for rural preschoolers.
“Beyond just data, research is about exploring possibilities, constantly questioning assumptions, and collaborating between diverse perspectives.”
- Hailey Smith
The Importance of the Research Process
One of the most profound lessons I’ve learned through my involvement in SKIP+CODE is the critical role of the research process, particularly during the conceptualization phase. Often, people think of research as a collection of data or the analysis of results, but so much foundation must be laid before reaching that stage. Planning, designing, and revising the SKIP+CODE framework and lesson plans has been a deeply iterative process, requiring input from educators and researchers to create something that truly serves the needs of young learners. Therefore, beyond just data, research is about exploring possibilities, constantly questioning assumptions, and collaborating between diverse perspectives. Every decision made during the conceptual phase—choosing which methodologies to employ, designing lesson plans, or aligning the curriculum with developmental standards—plays a crucial role in shaping the eventual outcomes. In these early moments, the integrity and impact of the research are truly built. Through this process, I’ve learned the value of patience, flexibility, and the willingness to revisit initial ideas to ensure the final product truly embodies the most thoughtful and effective approach.
Looking Forward
As I continue working on SKIP+CODE throughout the remainder of 2024 and into the Spring of 2025 -my final semester before graduation- I am filled with a sense of purpose and excitement for what lies ahead. Our hope for the future is that SKIP+CODE will equip preschoolers with the skills they need to pursue an active lifestyle and a lifelong interest in STEM, opening doors to opportunities they might not have otherwise encountered. Through my involvement in SKIP+CODE’s conceptualization, I’ve deepened my love for STEM and solidified my passion for research. This experience has shown me that research doesn’t always have to align perfectly with your major to be meaningful- it’s about pursuing what truly resonates with your passions. Sometimes stepping outside of premeditated boundaries leads to the most rewarding discoveries. By sharing my journey, I hope to inspire other undergraduate students to explore opportunities beyond their chosen disciplines. The personal and professional growth that comes from embracing what inspires you is immeasurable and, in the end, far outweighs any challenges along the way.