Meet the 2026 PREP Program Cohort
Now in its fourth year, the PREP Program supports Virginia Tech faculty pursuing research in the social sciences, with a focus on those who are new to grant writing or have faced challenges with previous proposals.
Over the spring semester, cohort members received hands-on training to strengthen their grant writing skills and develop competitive proposals. The 2026 cohort focused on pursuing support from non-federally funded foundations, including the Spencer Foundation, W.T. Grant Foundation, Graham Foundation, and the U.S.-Japan Foundation, with the goal of submitting proposals within the next nine months.
Meet the 2026 PREP Program cohort, including their research topics and descriptions below.
2026 PREP Recipients
Jenn Engelke, assistant professor of landscape architecture in the School of Design
Project: From Environmental Knowledge to Action: Experiential Learning for Systems Thinking and Ecological Literacy
Experiential learning within the classroom can be implemented through diverse pedagogical approaches, spanning a digital continuum from immersive Virtual Reality environments to hands-on design/build activities. This comparative study seeks to investigate the role of design in shaping experiential learning opportunities on the Virginia Tech campus, with a particular emphasis on nature-based solutions for stormwater management. Students will develop both digital and physical models to evaluate strategies for managing water quantity and improving water quality within the landscape. Through this process, the project aims to integrate design innovation with ecological performance, fostering a deeper understanding of sustainable practices in stormwater management design. Additionally, the study will examine what students learn through these pedagogical approaches and explore how such methods can be further integrated into classroom instruction. Finally, the project will assess ecological literacy and place attachment among participants, measuring how different forms of engagement influence perceptions and connections to the landscape.
Lia Kelinsky-Jones, research assistant professor of agriculture, leadership, and community education in the College of Agriculture and Life Sciences
Project: Conceptual and Relational Evidence Use in Virginia School District Decisions About Freshly Prepared Meals
This project will investigate county-level school districts, including school boards, business offices, and nutrition directors, to understand: how do school districts use evidence when making decisions about local, scratch-based cooking? The study examines two types of evidence: Conceptual evidence which shapes how problems and solutions are understood; and Relational evidence which concerns the credibility of information sources and the trust that underlies evidence use. The project will compare districts participating in the Chef Ann Foundation’s local, scratch-cooking program with non-participating districts. We will conduct a survey of district and school officials for how they conceptualize evidence related to local, scratch cooking, including perceived benefits, opportunities, and impediments. The survey will also test how different forms of messaging and messengers influence decision makers’ use of evidence. Follow-up qualitative inquiry will deepen understanding of how officials access, interpret, and apply evidence related to local food and scratch-based cooking decisions.
Pipiet Larasatie, extension specialist and assistant professor of sustainable biomaterials in the College of Natural Resources and Environment
Project: Building a Climate‑Resilient Future: U.S.–Japan Collaboration on Transparent Sustainability and Social Impact Metrics for Mass Timber Construction
The U.S. and Japan face an urgent need to address environmental changes, support forest-dependent rural communities, and promote sustainable urban development. Mass timber construction, which uses engineered wood products such as cross-laminated timber, offers a lower-carbon alternative to steel and concrete while supporting healthier forests and regional economies. However, progress is limited by the absence of shared environmental and social sustainability metrics. This project brings together partners from both countries to develop the first binational framework to evaluate impacts across mass timber supply chains. Using digital traceability tools and workshops with universities, industry, and community stakeholders, the project will co-create metrics grounded in real-world practices and cultural contexts, placing social impact alongside environmental outcomes.
Gonzalo Munoz-Vera, assistant professor of architecture in the School of Architecture
Project: Architectural Discourse in Print: The Virginia Record’s Impact in Shaping (and Representing) the Built Environment (1982-1989)
Architectural periodicals are among the most influential yet understudied instruments shaping architectural discourse, professional norms, and the public understanding of the built environment. This research project examines the final phase of the Virginia Record (1982–1989) to critically assess how architectural values, professional identities, and regional priorities were constructed and circulated during a pivotal decade of transformation. Through close visual and textual analysis of forty-one issues, complemented by interviews with former editors and contributors, the project investigates editorial agendas, representational biases, and omissions—particularly regarding gender, regional equity, and Appalachian community architecture. Building on the applicant’s prior international research on architectural magazines, this study develops an empirical and comparative framework that situates the Virginia Record within broader debates on architectural media, power, and professional culture. The project will generate archival documentation, interview recordings, and analytical material to support future publications, exhibitions, and public dissemination.