Research
In this section, you will find evidence that showcases how I have developed my research competencies. This includes information regarding my first authored study, the research groups I have worked with, other publications and conference presentations, and academic credentials.
FIRST AUTHORED STUDY
Title: Student Voices on AI Voices: Exploring AI-Generated Podcasts as a Learning Tool for Praxis in Teacher Education
Summary: Text
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RESEARCH GROUPS
NSSE
National Survey of Student Engagement
NSSE annually collects information at hundreds of four-year colleges and universities about first-year and senior students' participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college.
DR. HICKEY'S LAB
Dr. Daniel T. Hickey's Research Lab
Dr. Hickey's research lab is focused on expansive framing, motivation, cybersecurity, and other relevant and related work.
FSSE
Faculty Survey of Student Engagement
FSSE helps four-year colleges and universities collect information from their instructional staff related to effective teaching practices and contributions to undergraduate engagement. It distributes a national survey each year.
PUBLICATIONS
Let's Get Ethical
Title: Let’s Get Ethical: An Exploration of Undergraduate Decision Making Regarding the Use of Generative Artificial Intelligence
Full Reference: Beyersdorf, K., Klee, S., & Mántica, M. G. (2025). Let's get ethical: An exploration of undergraduate decision making regarding the use of generative artificial intelligence. Journal of the Student Personnel Association at Indiana University, 52, 68-89.
Overview: This study explored undergraduate students’ perceptions and beliefs regarding the ethical use of GenAI in academic work. Specifically, it addressed two research questions:
How do IUB undergraduate students define the ethical use of GenAI in their academic work?
What factors influence students' decisions to use GenAI?
As researchers we sought to grasp the motivations behind students' use of GenAI to establish shared expectations for ethical AI use and the situations it is deemed appropriate by students. Grounded in Rest’s Four Component Model of Moral Decision Making, this study employed an open-ended qualitative survey distributed across the IU Bloomington campus and collected 117 student responses. Thematic analysis of the narrative survey responses revealed that although a significant proportion of students utilize GenAI tools, their usage is primarily influenced by a desire to enhance understanding, generate ideas, and refine their work. Students generally associate ethical usage when utilizing GenAI as an assistive resource, whereas outsourcing entire assignments through the use of GenAI is deemed inappropriate and counterproductive to learning. Factors influencing students' decisions to use or avoid GenAI include authority figures, policies, assignment characteristics, and personal beliefs–highlighting the need for clear, communicated guidelines around GenAI usage.
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Problem-Focused Programs
Title: Reimagining Higher Education Curricula for Societal Impact: Problem-Focused Programs
Full Reference: Beyersdorf, K. (2025). Reimagining higher education curricula for societal impact: Problem-focused programs. Journal of the Student Personnel Association at Indiana University, 52, 1-7.
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CONFERENCE PROCEEDINGS
Let's Get Ethical
Beyersdorf, K., Klee, S., & Mántica, M. G. (April 2025). Let’s get ethical: An exploration of undergraduate decision making regarding the use of generative artificial intelligence [poster presentation]. The Plater-Moore Conference on Teaching and Learning. Indianapolis, Indiana.
Beyersdorf, K., Klee, S., & Mántica, M. G. (March 2025). Let’s get ethical: An exploration of undergraduate decision making regarding the use of generative artificial intelligence [poster presentation]. Annual Graduate Student Education Research Symposium. West Lafayette, Indiana. *Awarded 2nd place poster presentation*
Beyersdorf, K., Klee, S., & Mántica, M. G. (December 2024). Let’s get ethical: An exploration of undergraduate decision making regarding the use of generative artificial intelligence [Video]. HESA Master’s Students Research Exhibition. Bloomington, Indiana.
Additional Presentations
Hickey, D., Barth, T., & Beyersdorf, K. (June 2026). Extending personally authentic learning, assessment, and transfer with GenAI [oral presentation]. International Society of the Learning Sciences. Irvine, California.
Vickery, M., Bai, E., Beyersdorf, K., Sheng, J., Desai, A., & Chakraburty, S. (June 2026). "Where do I start?" A tool for interactive literature discovery in the learning sciences [oral presentation]. International Society of the Learning Sciences. Irvine, California.
Gonyea, B., Gumford, A., Awan, M., & Beyersdorf, K. (May 2026). Generative AI and engagement: Insights from a multi-institution survey [oral presentation]. Association for Institutional Research. Washington, D.C.
Beyersdorf, K. (March 2026). Preservice teachers’ motivation and praxis with NotebookLM podcasts in a learning theories course [oral presentation]. Graduates in Instructional Systems and Technology Conference. Bloomington, Indiana.
Hickey, D. T., & Beyersdorf, K. (October 2025). Personally authentic generative AI for engagement, assessment, and transfer [oral presentation]. Indiana Connected Educators. Bloomington, Indiana.
Beyersdorf, K., & King, K. (November 2023). Undergraduate adult learners in college [Video]. HESA Master’s Students Research Exhibition. Bloomington, Indiana.
Beyersdorf, K. (May 2023). The forgotten architects of sporting mega-events: Remembering the World Cup in Qatar 2022 as synonymous with migrant worker exploitation and abuse [poster presentation]. College of Letters and Science Undergraduate Research Symposium. Stevens Point, Wisconsin.
Beyersdorf, K. (March 2023). The fight to tell history: Battles over the national history standards in the 1990s [poster presentation]. Research in the Rotunda. Madison, Wisconsin.
Beyersdorf, K. (May 2022). A jump or a hurdle: The ‘push’ factors for Latin American immigrants [poster presentation]. College of Letters and Science Undergraduate Research Symposium. Stevens Point, Wisconsin.
Beyersdorf, K. (March 2022). A jump or a hurdle: The ‘push’ factors for Latin American immigrants [poster presentation]. Research in the Rotunda. Madison, Wisconsin.
RESEARCH TRAINING & COURSEWORK
Academic Credentials
Qualitative and Quantitative Research Methodology, MSEd program, IU
Institutional Research, graduate certificate, IU
Social and Behavioral Responsible Conduct of Research, CITI Program
Graduate Coursework
Strategies for Educational Inquiry (EDUC-Y 520)
Intermediate Statistics Applied to Education (EDUC-Y 502)
Qualitative Inquiry (EDUC-Y 611)
Mixed Methods Research (EDUC-Y 641)
Design-Based Research (EDUC-I 633)
Research Practice Partnership with Community Collaboration (EDUC-I 674)
Environmental Theory and Assessment (EDUC-U 549)
Foundations of Institutional Research (EDUC-C 661)
Capstone in Institutional Research (EDUC-C 678)
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RESEARCH SUPERVISION
With the IU School of Medicine, I advised six medical students on community-engaged research projects as part of this co-curricular, grant-funded AmeriCorps program. This experience emphasized culturally responsive healthcare practices and guided students in developing skills for addressing health disparities, fostering a comprehensive approach to medical education. Each students' summer experience culminated in a research project that was presented at the Indiana University Medical Student Program for Research and Scholarship (IMPRS) Summer Research Program Poster Symposium. I was privileged to support and directly advise the following six students' in their research experience:
Blakely, M., Alexis, M., & Messmore, N. (July 2024). Mental health literacy assessment among Black girls ages 6-16 [poster presentation]. IMPRS Research Symposium. Indianapolis, IN.
Blango, M., Messmore, N., & Beyersdorf, K. (July 2024). Understanding the impact of secondary trauma: A quick review [poster presentation]. IMPRS Poster Symposium. Indianapolis, IN.
Castillo, S., Alexis, M., & Messmore, N. (July 2024). Assessing child sexual abuse preventative education programs and factors of disclosure rates [poster presentation]. IMPRS Research Symposium. Indianapolis, IN.
McEvilly, T., & Messmore, N. (July 2024). The efficacy of an FQHC’s homeless initiative program in reducing emergency department recidivism for unhoused populations [poster presentation]. IMPRS Research Symposium. Indianapolis, IN.
Reyes, B., & Messmore, N. (July 2024). Surveying HPV vaccination status and identifying barriers within the Burmese community in Indianapolis [poster presentation]. IMPRS Research Symposium. Indianapolis, IN.
Singh, K., & Messmore, N. (July 2024). Social connectedness and its importance on mental health in the elderly population [poster presentation]. IMPRS Research Symposium. Indianapolis, IN.