Nicholas Henriksen, Romance Languages and Literatures | 2022-2023 In the Department of Romance Languages & Literatures (RLL), gender-diverse students face a major pedagogical and communication barrier because the languages we teach (French, Italian, Portuguese, and Spanish) employ a binary grammatical gender in their lexicons. This strict masculine/feminine distinction is exclusionary to students who do not…
Grant Category: NINI Grant
Learning to smell and helping machines do the same
Ambuj Tewari, Statistics | 2022-2023 STATS 315 is a new introductory course on deep learning that teaches students the basics of a powerful methodology that has tremendous societal impact. However, all the datasets we use in the course currently are already curated and tend to be focused on images or text. This project will help…
Seeds of Peace: Cross Cultural Talk in the Middle East
Adi Raz, Middle Eastern and North African Studies, Center for (CMENAS) | 2022-2023 The Middle East is divided by political and social rifts, but it is equally true that the diverse peoples of the region have much in common. Still, politics and regional policies have placed emphasis on dividing forces rather than commonalities between Middle…
Seeds of Peace
Karla Mallette, Near Eastern Studies | 2022-2023 I am attaching chair’s letter of support to ensure it reaches you before the deadline
Accessing Resources in South Asian Languages and Cultures Courses
Christi Merrill, Asian Languages and Cultures | 2022-2023 The proposed project builds on the collaborations Dr. Merrill and Dr. Ali have led in ongoing efforts 2021-2023 to continue “Decolonizing the Curriculum in South Asian Languages and Cultures Courses.” In the next phase of this project, collaborators aim to lead efforts to make the resources relied…
A Curriculum Collaboration: Coherent Inclusive Instruction and Assessment in the Math Introductory Program
P. Gavin LaRose, Mathematics | 2022-2023 With this project the Department of Mathematics will extend its work revising Math 105 (Data, Functions, and Graphs) and Math 115 (Calculus I) to Math 116 (Calculus II), and make this course sequence (which together are the Department’s Introductory Program in undergraduate mathematics) a coherent, inclusive and equity-focused whole.…
The Audiovisual Lexicon: Completing a Diverse Foundation for Media Literacy
Vincent Longo and Matthew Solomon, Screen Arts and Cultures | 2022-2023 The Audiovisual Lexicon is a comprehensive foundation for media literacy that aggregates the collective expertise of a diverse group of scholars, educators, and practitioners in a single open access streaming video resource composed of three-minute videos, each explaining a key analytical or conceptual term…
Expanding and Enhancing Active Learning in a Large-Scale Introductory Course
Alicia Romero, Statistics | 2020-2021 While Active Learning is becoming a more and more commonly used instructional strategy to improve learning and equity in courses, the implementation of this strategy becomes more complex and difficult as the size of the course increases. We are designing and implementing changes to Stats 250, one of the largest…
Expanding Inclusive Teaching and Mastery Assessment in Mathematics
P. Gavin LaRose, Mathematics | 2019-2020 The Department of Mathematics is in the first phase of a comprehensive project to improve the degree to which its Introductory Program courses (Math 105, Data Functions and Graphs; Math 115, Calculus I; and Math 116, Calculus II) are inclusive of students from populations that have traditionally been underrepresented…
Small Strokes Paint a Broader Picture: Developing A Gamified App with Commonly Used Scientific Measurement Instruments to Make Students aware of Their Own Sleep and Media Behavior
Jan Van den Bulck, Select Department | 2022-2023 Many students choose Comm344 “Media and Sleep” to understand their media use habits, their (un)healthy sleeping behaviors, and the interactions between these two areas of life. Students are confronted with social science, medical, and epidemiological research in the course. They learn to navigate the differences between beliefs…