Dr. Jen Peterson
From Adversity to Healthy Aging: Examining ACEs and Well-Being in Older Alaskans
Dr. Jen Peterson is a Spring 2025 Mentor Award recipient.
Her project this semester with Kieleigh Williams, Jenn Smyth, and Samantha Nixon, all undergraduate students studying psychology, examines the relationship between negative childhood experiences and healthy aging in Alaskans aged 60 and older. Research suggests that childhood trauma can result in a lifetime of adverse outcomes. Many individuals who have experienced these events still go on to lead healthy, productive lives. Her research group aims to investigate the factors that mitigate negative events and promote healthy well-being in older adults.
How is your project going so far this semester?
Dr. Peterson: This semester is going extremely well. We began weekly meetings last fall to discuss project ideas. We started reading research articles and quickly settled on our key research questions. So far this semester, we have completed the literature review, designed our study, written a survey, and completed our IRB application. Additionally, the students have created a poster [PDF download] for the UAF Research and Creative Activity Day to showcase what they have learned throughout this process. As soon as we obtain IRB approval, we will begin data collection. In the meantime, we will set up our survey in Qualtrics and start to design part two of the study, where we will conduct semi-structured participant interviews.
How did you find out about URSA and what encouraged you to submit an application for funding?
How has your undergraduate mentoring experience been thus far?
Dr. Peterson: This has been an excellent experience for me. These students are invested in the process and truly want to learn about research. They recognize the importance of research as part of their overall academic learning experience. I regularly see them make connections between their coursework and our lab activities. I would not be surprised to see multiple students continue this project until publication, even after graduation. We are looking forward to the second part of the current study, where the students will learn to conduct participant interviews. This is a unique experience for an undergraduate student, but one I feel provides an incredible opportunity for learning.
If you could share one piece of advice with prospective URSA Mentors, what would you say?
Dr. Peterson: Work with as many students as possible and ensure that they have differing levels of experience. This process is much richer when you can all learn from each other. Although this is true for all research projects, it is especially important in this context, as URSA offers a unique opportunity to support undergraduate research experiences. This financial support allows you to bring in students who may have no prior research experience and mentor them as they develop their skills over time. By supporting their growth, you are not only contributing to their academic and professional development but also shaping the next generation of researchers. Who knows—one day, these first-year students may become your colleagues!
How did your group come to work together on this URSA project in particular?
Group Response: Kieleigh began working with Dr. Peterson at the beginning of the 2024 fall semester, right after completing her research methods course during the summer 2024 semester. Following the class, Dr. Peterson reached out to students interested in research and invited them to join her FlexCog Lab. Kieleigh decided to join Dr. Peterson’s lab, and they began brainstorming ideas together about adverse childhood experiences and healthy aging among older adults, specifically in Alaska. For the fall semester, it was just the two of them on the team working together. However, things expanded this spring semester when fellow psychology majors Jenn and Sam came on board!
How does your work on this URSA project relate to your career or personal goals?
Student Response: Our work in the ACEs and Healthy Aging lab aligns closely with our career goals by deepening our understanding of how adverse childhood experiences can affect physical, psychological, and social health throughout the course of a lifetime, specific to individuals who reside in Alaska. This unique lab also provides valuable insights into the role of resilience, both in our own lives and in the lives of others. By exploring these topics, we can apply the skills we have developed in the FlexCog Lab to our future work as healthcare professionals, ensuring we deliver care that is both holistic and integrative.
If you could share one piece of advice with other undergraduate students looking to join a mentored project on campus, what would you say?
Student Response: Mentored research is an integral part of learning the process and understanding how research is carried out in a hands-on way. It is a way for you to be involved in the latest chapter of science and build your skills to amplify your future opportunities. As first-time undergraduate research assistants, this project has been an incredibly enriching, immersive learning experience for our group.
If you are considering joining a mentored project, do not hesitate to start early! The possibilities are incredibly diverse. Beyond the skills you learn in the lab, you will also be more likely to identify your interests while in college, and will have hands-on experience to refer back to in future academic or occupational ventures. Unsurprisingly, balancing commitments is one of the most valuable skills you can learn while participating in undergraduate research. Additionally, you will develop close relationships with your mentor and other students and embrace the ability to collaborate. Ultimately, the skills and experiences you gain far outweigh any anxiety, fear, or limitations you may face.