Education

Learning by Doing: How Baker Students Gain Real-World Experience Through Research

Baker School of Education students don’t just learn about research—they do it. Read how undergraduates and graduates are co-authoring papers, presenting at conferences, and building career-ready skills alongside faculty mentors.

Emily Grossnickle Peterson (left), Sophia Stull (second from left), Krissy Kanu (fourth from left) with other student researchers.

At many universities, research is the work of faculty and doctoral students. At American University’s Baker School of Education, students at every level are invited in—from first-year undergraduates to doctoral candidates—and the experience shows up in conference presentations, published papers, and career advancement of alumni.

Research Opens Doors Early

While doctoral and master’s students routinely participate in research at universities across the country, the Baker School stands out for involving undergraduates in substantial projects. That access to faculty is a reflection of the Baker School’s core values.

“I don’t believe I would have had the opportunity to be involved in research as an undergraduate student if I did not attend AU,” explains Sophia Stull, BA ’27, an elementary education major minoring in special education and psychology. “The small, community-oriented feel of AU, and specifically our Baker School of Education, gave me the courage to reach out to Dr. [Emily Grossnickle] Peterson and express my interest in educational research as a first-year student.”

The Baker School’s research opportunities also reach students outside of education majors. Krissy Kanu, CAS/BA ’25, majored in psychology with minors in legal studies and communications. “I have always had an interest in student motivations, which resonates particularly well with our science curiosity research at the EdNeuroscience lab,” she said.

Mentorship That Builds Credentials

The success of undergraduate research at the Baker School is due to faculty who embrace mentorship. Baker School Professor Emily Grossnickle Peterson, who leads the EdNeuroscience lab, is one of them.

“I think I’ve mentored a total of 19 undergrad research assistants since 2017,” Peterson notes. “Undergraduates in my lab do all different sorts of things from running data collection sessions to helping to do all the behind-the-scenes work that leads up to actually running studies.”

That hands-on involvement lets undergraduates build academic credentials typically reserved for graduate students. “My current two students have presented their work at AU’s Robyn Rafferty Mathias Student Research Conference and are co-authors on some national and international conference presentations,” Peterson adds.

For Stull, the lab changed how she sees herself. “My work in the lab was one of my first exposures to psychology research, and it really broadened my understanding of what science is,” she explains. “I deemed myself a ‘non-science person’ and didn’t allow myself to reconsider this opinion until I began working on educational neuroscience research. My work in the lab is what led me to discover my interest in psychology and passion for research as a whole, and I could not be more grateful for that.”

Kanu valued the relationships as much as the results. “I feel grateful for the opportunity to work so closely with other members of the lab and individuals across campus. The ability to establish meaningful relationships while working together toward common goals increases efficiency while sustaining a fruitful and enjoyable work environment.”

Her advice for new students is to “start early and apply for all opportunities available! Allowing yourself to practice working in various areas helps to polish an understanding of personal interests and identify interacting concepts.”

Research That Shapes Teaching

For aspiring teachers, research and classroom practice reinforce each other. Nikki LeVee, BA ’25, a double major in secondary education and sociology, assisted Associate Dean Carolyn Parker on a problem-based learning grant from the National Science Foundation beginning in her sophomore year. She took part in every phase, from professional development and curriculum development to data collection and conference presentations.

“Reflecting back, this has been one of the most rewarding and pivotal experiences in my time at AU, including opportunities outside of our campus and gaining a consistent mentor who I have looked up to for all of these consecutive years,” LeVee says.

Read more about LeVee’s path after graduation in Nikki LeVee, BA ’25, Brings Artistry to Colorado.

Parker’s research team has included other graduates, too. Mohamed Moustafa, who earned degrees in secondary education and environmental studies in 2023, credits his professional network at AU for an earlier job he got at Westland Middle School. He now teaches at Montgomery County Public Schools’ Parkland Magnet Middle School for Aerospace Technology. He found the staff at Baker invaluable, saying of his advisor, "Jody Hagen Smith honestly saved my life and helped me become the person I am today."

“I learned the importance of data collection and data-based decision-making when creating science lessons,” he says. “I was exposed to the Next Generation Science Standards early on, which helped me in the interview process, during professional development, and when making lesson plans for students. Learning about the NGSS has helped me develop curriculum that is comprehensive and challenges students to their best ability.”

Graduate Research Builds Professional Confidence

Research at the Baker School isn’t limited to undergraduates. Julia Wolf, MEd ’22, earned her master’s degree in education policy and leadership and co-authored a research paper that was later published in Urban Education, working under the mentorship of Professor Robert Shand.

“My experience co-authoring a research paper that was later published in Urban Education was instrumental in helping me understand how my degree could translate into practice,” Wolf says. “Under the guidance and mentorship of Dr. Shand, I was given both the support and the autonomy to grow professionally, strengthen my management skills, and learn how to navigate working with individuals at varying levels of seniority and experience.”

The project stretched her beyond research itself. “The opportunity challenged me to develop not only as a researcher but also as a professional, and the skills and confidence I gained have had a lasting impact on my career,” Wolf says. “Beyond the professional growth itself, having a peer-reviewed publication to draw upon has been an invaluable asset when pursuing career opportunities and connecting with other professionals.”

A Community That Invests in Students

From a neuroscience lab to a national grant project to a peer-reviewed journal, the Baker School’s approach is consistent: Students are treated as contributors, not observers. Faculty gain capable collaborators, students gain skills and mentors that last well beyond graduation, and the field of education gains fresh perspectives from people early in their careers.

This article is an update to an earlier article.