Project Mentor
Dr. Loel Tronsky
Department: Psychological Sciences
Project Overview:
I am new to the University of Connecticut and am in the process of building my research lab. Most of my previous research has focused on the development of mathematical (and to a lesser extent, reading) skills and how working and long-term memory support them. Recently, I developed a new course, Positive Psychology, and as a result am just beginning to create a new research program in that subfield.
You might be wondering, what is positive psychology? In general, it is the study of the conditions/processes that contribute to the optimal functioning of people, groups, and institutions. In other words, it focuses on identifying the types of thoughts and behaviors that individuals and groups can cultivate that will increase their well-being and help them to flourish. Some (but not all) of the topics that fall under the positive psychology umbrella include optimism, character strengths, happiness, gratitude, mindfulness, savoring, awe, hope, flow, kindness, and grit.
What first captivated me in positive psychology is the topic of awe, which is defined as a positive emotion (typically) that we experience in response to encountering something that is so vast, beautiful, pure, and/or unique that it is difficult for us to comprehend. It is our response to more common events such as taking a nature walk through an undisturbed forest and to less common events like viewing breathtaking pieces of art such as Michelangelo’s David. Recent research suggests that experiencing awe makes us feel small (small sense of self) and yet more connected to others, makes a feel that we are a part of something much greater than ourselves, makes us healthier (e.g., reduces inflammation), makes us more likely to engage in prosocial behavior, and may affect our memories. This last effect was demonstrated in research conducted by an undergraduate student I mentored last year that focused on the impact that awe and kindness can have on our perceptions of negative autobiographical memories. If you would like to learn more about this research study, learn more about awe in general, and/or learn a little bit more about me, please follow the links below.
- https://drive.google.com/file/d/1lhm9lGhZUK17ldG1jiW5cqtSiBo5Dlsf/view?usp=sharing
- https://ggsc.berkeley.edu/images/uploads/GGSC-JTF_White_Paper-Awe_FINAL.pdf
- https://psychology.uconn.edu/person/loel-tronsky/
In addition to the goal of continuing to investigate the impact that awe has on our physical and mental well-being, I plan to investigate other positive psychology topics. I would like to do that by collaborating with students to learn what questions related to positive psychology they are interested in asking and trying to evaluate. The ultimate goal would be to take the knowledge that we will gain from these lines of research and disseminate that information to the UConn and wider community and (ideally) develop programs in those communities to maximize flourishing and resilience.
Role of a SHARE Summer Apprentice:
Working as an apprentice in my lab, you will likely engage in the following: searching for and synthesizing empirical research using a variety of databases; with my assistance, you will use this information to develop specific research questions related to awe and perhaps other positive psychology topics; and you will begin to create research designs to try to answer those questions.
Learning Outcomes:
Skills you will develop as a result of completing the apprenticeship: a better understanding of empirical research, how to search databases efficiently/effectively, ability to generate interesting research questions, ability to translate those questions into testable hypotheses, ability to design research studies to test those hypotheses, and an improved ability to analyze/interpret quantitative information/statistics. Finally, completing the apprenticeship satisfactorily could lead to the option of continuing to work in my lab as a research assistant, which also could result in engaging in an independent research project that you create and the opportunity to apply for additional undergraduate research funding to support that project.
Summer Schedule/Time Commitment:
I would like you to work the 90-hour maximum, and ideally that would be spread roughly equally over each week of the summer, about 10 hours per week. When you complete the work during the week will be up to you—in other words, it will be flexible so you can complete it around your other summer commitments. We will meet one-on-one virtually once per week (more if requested by you) during which we will discuss the work you completed over the course of the previous week and will discuss/plan your tasks for the upcoming week.
Preferred Qualifications:
Qualifications:
- Above all an interest in positive psychology and motivation to learn about research in the field and how you can be a partner in adding to that knowledge base
- Completion of at least one of the introductory psychology courses–PSYC 1100, PSYC 1101, or PSYC 1103
Preferred Qualifications (but NOT required):
- Rudimentary knowledge of database searching
- Rudimentary knowledge of statistics
- Rudimentary knowledge of research design
To Apply:
The application opens on Monday, March 2, 2026. Click here to submit an online application for this SHARE apprenticeship through the Quest Portal. The application deadline is Monday, March 30, 2026, at 11:59pm.
Click here to view an outline of the general application questions. There are no additional questions for this application.
Please note:
All students hired for a SHARE Summer apprenticeship must complete a federal I-9 form and present original documents in person to OUR staff as part of the hiring process. Visit this U.S. Citizenship and Immigration Services page for more information about acceptable documents. You cannot begin working until this is complete. Students are encouraged to plan ahead for this. For example, if you are going home for spring break, consider bringing original documents back to campus with you.