Agnes Scott College

AGNES SCOTT COLLEGE CARES ACT INSTITUTIONAL PORTION

CARES ACT: HIGHER EDUCATION EMERGENCY RELIEF FUND: AGNES SCOTT COLLEGE

PROMOTING DIGITAL LITERACY, PROFESSIONAL SUCCESS, AND GLOBAL LEARNING THROUGH TECHNOLOGY

COMMUNITY PROJECT FUNDING/CONGRESSIONALLY DIRECTED SPENDING - NON-CONSTRUCTION - AGNES SCOTT COLLEGE WILL EQUIP HOPKINS HALL WITH STATE-OF-THE-ART EQUIPMENT AND TECHNOLOGY AND DEVELOP A CURRICULUM TO BUILD A PHYSICIAN ASSISTANTS PROGRAM AND GROW THE CLINICAL MENTAL HEALTH COUNSELING PROGRAM. THESE GRADUATE PROGRAMS ARE CRITICAL TO ADDRESS CURRENT HEALTHCARE GAPS, KEEP PACE WITH GROWING NEEDS, AND MEET WORKFORCE DEMAND. THE METRO-ATLANTA COMMUNITY AND STATE OF GEORGIA WILL BENEFIT FROM AN INCREASED NUMBER OF HIGHLY TRAINED AND EDUCATED PHYSICIAN ASSISTANTS AND MENTAL HEALTH COUNSELORS. THESE PROFESSIONALS WILL TOUCH COUNTLESS PATIENTS THROUGHOUT THEIR CAREERS, CREATE IMMEASURABLE IMPACT WITHIN THEIR COMMUNITIES, AND SERVE CITIZENS WHO WOULD OTHERWISE HAVE UNMET PHYSICAL AND MENTAL HEALTH NEEDS. FEDERAL FUNDING WILL BE USED TO PURCHASE MOVEABLE EQUIPMENT AND SUPPORT CURRICULUM DEVELOPMENT INITIATIVES, NOT TO CONSTRUCT OR MODIFY AN EXISTING SPACE OR PURCHASE AFFIXED EQUIPMENT. PLANNING WILL BEGIN IN JULY 2024, FOLLOWED BY CONTRACT APPROVALS, THE PURCHASE OF EQUIPMENT, CURRICULUM DEVELOPMENT, AND TRAINING. AGNES SCOTT PLANS TO COMPLETE THE PROJECT IN JUNE 2025 AND INSTRUCTION FOR THE PHYSICIAN ASSISTANT AND CLINICAL COUNSELING PROGRAMS TO BEGIN IN HOPKINS HALL IN AUGUST 2025.

NEURAL CORRELATES OF LANGUAGE AND COMMUNICATION IN APES

SCHOLARSHIPS, COMMUNITY, MENTORING, AND LEADERSHIP DEVELOPMENT TO SUPPORT STEM UNDERGRADUATE STUDENT SUCCESS

RUI: EVOLUTIONARY AND ECOLOGICAL IMPACTS OF HORIZONTAL GENE TRANSFER IN ARTHROPODS

ALUMNAE NETWORK & CAREER RESOURCES PROGRAM STEM SUPPORT ANCHORED AT ASC

INCREASING WOMEN'S PARTICIPATION IN BIOMEDICAL RESEARCH

RCN: DIVERSITY IN ECOLOGY, EVOLUTION, MARINE SCIENCE AND DISEASE (DEEMD) -EQUITY IN STEM IS A CRITICAL PART OF COLLABORATION. THE OVERALL GOAL OF THIS RCN: DIVERSITY IN ECOLOGY, EVOLUTION, MARINE SCIENCE, AND DISEASE (RCN: DEEMD) IS TO PROMOTE COLLABORATION AND EQUITY IN ECOLOGY, EVOLUTION, MARINE SCIENCE (EEMS) AND THE EMERGING INFECTIOUS DISEASE (EID) FIELDS. THESE FIELDS OVERLAP IN MANY DIFFERENT PLACES, YET FORMAL COLLABORATIVE EFFORTS NEED TO BE IN PLACE TO FACILITATE EQUITABLE INTERACTIONS. RCN:DEEMD AIMS TO BRIDGE BOTH BASIC AND SOCIAL SCIENCE APPROACHES BY 1) FACILITATING IN-PERSON WORKSHOPS, 2) DEVELOPING VIRTUAL WORKING GROUPS, 3) ESTABLISHING AND MAINTAINING A MENTORSHIP PROGRAM, AND 4) GENERATING A FRAMEWORK FOR MORE EQUITY IN APPROACHES TO EEMS AND EID RESEARCH. EARLY CAREER TRAINING IS PROVIDED THROUGH WEBINARS AND SEMINARS TO SUPPORT TRAINING, PROFESSIONAL DEVELOPMENT, LABORATORY EXCHANGES, AND CAREER PREPARATION. ASSESSMENTS ARE DONE THROUGH SURVEYS FOR THE OVERALL RCN, THE IN PERSON WORKSHOPS, AND THE MENTORSHIP PROGRAM. PRODUCTS FROM RCN: DEEMD ARE BEING WIDELY DISSEMINATED THROUGH AND OTHER COMMUNICATION PLATFORMS. CLIMATE CHANGE AND OTHER HUMAN INDUCED STRESSORS CAN CAUSE AN INCREASE OF PATHOGENS SPREADING BETWEEN WILDLIFE AND HUMANS. EIDS CAN HAVE DEVASTATING CONSEQUENCES ON BIODIVERSITY WHILE ALSO HIGHLIGHTING THE HEALTH INEQUITIES EXPERIENCED IN HUMAN POPULATIONS WORLD WIDE. GLOBALLY, EIDS OFTEN DISPROPORTIONATELY AFFECT MARGINALIZED AND IMPOVERISHED HUMAN POPULATIONS. SUCH DISPARITIES START LONG BEFORE PEAK DISEASE OUTBREAKS AND EXTEND TO INTERACTIONS WITH WILDLIFE. THEREFORE, IT IS CRITICAL TO UNDERSTAND THE UNDERLYING ECOLOGICAL, AND EVOLUTIONARY CONTEXT OF DISEASE DYNAMICS AND THEIR IMPACT ON VULNERABLE WILDLIFE AND HUMAN POPULATIONS. HOWEVER, TO ACCOMPLISH THIS, THERE NEEDS TO BE MORE EQUITY AND DIVERSITY IN THE SCIENTISTS THAT ARE STUDYING THIS VERY LARGE ISSUE. THROUGH THE DEVELOPMENT OF RCN: DEEMD INVESTIGATION OF THE INTERSECTION OF BASIC SCIENCE AND SOCIAL SCIENCE IN EIDS IS BEING ACHIEVED BY INTEGRATING APPROACHES FROM EEMS. DIVERSE RESEARCH COLLABORATIONS FROM UNDERREPRESENTED GROUPS ARE BEING ELEVATED TO HELP DEVELOP A BETTER STRUCTURE FOR INTEGRATIVE COMMUNICATION TO TACKLE SUCH A LARGE ISSUE. THIS PROJECT IS SUPPORTED BY THE DIVISION OF OCEAN SCIENCES, DIVISION OF BIOLOGICAL INFRASTRUCTURE, DIVISION OF ENVIRONMENTAL BIOLOGY, AND DIVISION OF INTEGRATIVE ORGANISMAL SYSTEMS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

TESTING A THEORETICAL MODEL OF SOCIAL INFLUENCE AND HIGH-IMPACT PEDAGOGICAL PRACTICES FOR SUSTAINING UNDERGRADUATE STEM STUDENT SUCCESS

ELUCIDATING MECHANISMS GOVERNING TRANSCRIPTIONAL REGULATION OF THE HUMAN LAT GENE

RUI: DYNAMIC ULTRA-COMPACT IONIZED GAS REGIONS IN THE STAR-FORMING REGION W49A: CONTINUING THE SEARCH FOR FLICKERING SOURCES

RUI: DYNAMIC UC HII REGIONS IN SGR B2: FLICKERING AND IONIZED FLOWS

ENRICHING IR SPECTROSCOPY LEARNING THROUGH INQUIRY-BASED ACTIVITIES

SCOTTIES MIND YOUR MENTAL HEALTH - AGNES SCOTT COLLEGE (AGS), A SMALL, PRIVATE RESIDENTIAL WOMEN’S COLLEGE OUTSIDE ATLANTA, GEORGIA, IS APPLYING FOR A SAMHSA GLS GRANT TO SUPPORT ITS PROJECT, SCOTTIES MIND YOUR MENTAL HEALTH. ASC IS DIVERSE, WITH 61.7% OF STUDENTS IDENTIFIED AS STUDENTS OF COLOR. THE POPULATION OF FOCUS FOR THE GRANT IS LGBTQIA+ STUDENTS, WHO COMPRISE 66.27% OF STUDENTS SEEN AT ASC’S COUNSELING AND PSYCHOLOGICAL SERVICES (CAPS) DEPARTMENT. CAPS WILL SERVE 4,125 PEOPLE IN THREE YEARS: 1,350 PEOPLE IN YEAR 1, 1,375 IN YEAR 2, AND 1,400 IN YEAR 3. OVERALL, CAPS SEES 32% OF ASC COLLEGE STUDENTS. CAPS CONSISTENTLY HAS MORE APPOINTMENTS WITH STUDENTS ANNUALLY THEN SIMILARLY SIZED SCHOOLS. THE STUDENT GOVERNMENT ASSOCIATION FELT SO STRONGLY ABOUT NEEDING MORE SERVICES THAT IT PASSED A RESOLUTION FOR EXPANDING CAPS STAFFING. GLS FUNDS WILL BE USED TO HIRE A NEW PROJECT COORDINATOR WHO WILL IMPLEMENT PREVENTION PROGRAMMING, PROVIDE EDUCATIONAL SEMINARS, AND COORDINATE OUTREACH EFFORTS. SOME EVIDENCE-BASED INTERVENTIONS ASC WILL IMPLEMENT ARE MENTAL HEALTH FIRST AID, QPR, ASIST, AND EMOTIONAL THERAPY DOGS. THE GRANT’S GOALS AND OBJECTIVES ARE: GOAL 1: TO DEVELOP AN INFRASTRUCTURE OF COMMUNITY RELATIONSHIPS, TRAUMA-INFORMED AND CULTURALLY RESPONSIVE POLICIES, AND TRAINING TO SUPPORT THE WELL-BEING, MENTAL HEALTH (MH), AND ACADEMIC SUCCESS OF ASC STUDENTS. OBJECTIVE (OBJ.) 1.1: FORMALIZE PARTNERSHIPS WITH FIVE OFF-CAMPUS ENTITIES TO HAVE THEM: A. PROVIDE INFORMATIONAL MATERIALS ON CAMPUS, B. ATTEND MH FAIRS TWO TIMES PER YEAR, AND C. DEVELOP WARM REFERRAL NETWORK PATHWAYS FOR STUDENTS. OBJ. 1.2: DEVELOP, REVIEW, AND/OR REVISE POLICIES TO ENSURE THEY ARE TRAUMA-INFORMED; RECOGNIZE UNDER-RESOURCED POPULATIONS; AND ARE CLEAR AND UP-TO-DATE, TO INCLUDE ACADEMIC POLICIES REGARDING COURSE ACCOMMODATIONS, MEDICAL LEAVE OF ABSENCE (MLOA), CRISIS PROTOCOLS, INCLUDING POSTVENTION, STUDENTS OF CONCERN TEAM PROCEDURES, AND GUIDELINES FOR STAFF ON IDENTIFYING AND REFERRING STUDENTS WITH MH OR AOD ISSUES BY THE END OF THE YEAR ONE. OBJ. 1.3: BY THE END OF THE GRANT PERIOD, 300 ADMINISTRATIVE AND STUDENT LEADERS WILL PARTICIPATE IN SCOTTIE SAFE ZONE TRAINING FOR LGBTQIA+. OBJ 1.4: BY THE END OF THE GRANT PERIOD, 300 STAFF, FACULTY, AND STUDENTS WILL ATTEND QPR, MENTAL HEALTH FIRST AID (MHFA), AND/OR ASIST TRAINING. OBJ. 1.5: DEVELOP AND IMPLEMENT AN ONGOING MONTHLY TRAINING SERIES (EIGHT MONTHS PER YEAR) FOR ALL RESIDENCE ASSISTANTS ON INCORPORATING TRAUMA-INFORMED PRACTICES USING TRAUMA-INFORMED VALUES IN RESIDENCE HALLS AND SIGNS OF VICARIOUS TRAUMA AND WHAT TO DO WHEN IT IS EXPERIENCED. GOAL 2: TO IDENTIFY AND SUPPORT ASC STUDENTS BEFORE AND IF THEY EXPERIENCE A MH OR AOD CRISIS IN ORDER TO LESSEN THE IMPACT ON THEIR WELL-BEING, INCLUDING ACADEMICS, AND SAFETY. OBJ. 2.1: PROVIDE CULTURALLY RESPONSIVE, TRAUMA-INFORMED COUNSELING SERVICES TO 400 STUDENTS EACH ACADEMIC YEAR VIA CAPS BY THE END OF YEAR 3. OBJ. 2.2: BY THE END OF THE GRANT PERIOD, CAPS WILL CREATE FIVE NEW MH SUPPORT GROUPS FOR HISTORICALLY MARGINALIZED POPULATIONS, INCLUDING FOR THE POPULATION OF FOCUS, LGBTQIA+ STUDENTS, NON-BINARY AND TRANSGENDER STUDENTS, AND ALSO FOR IMMIGRANTS AND INTERNATIONAL STUDENTS AND OTHERS IDENTIFIED THROUGH STUDENT DISCUSSIONS. OBJ. 2.3: FACILITATE ALL FIRST-YEAR STUDENTS DEVELOPING WELLNESS PLANS DURING SUMMIT LEGACY (FIRST-YEAR ORIENTATION). OBJ. 2.4: EACH SEMESTER, CAPS AND ACTIVE MINDS WILL HOLD ONE MH FAIR. OBJ. 2.5: ENGAGE ONE STUDENT GROUP PER SEMESTER THAT REPRESENTS AN UNDER-RESOURCED POPULATION TO ASSIST IN OUTREACH, EDUCATION, AND AWARENESS PROGRAMMING FOCUSED ON THAT POPULATION. OBJ. 2.6: PROVIDE EDUCATIONAL HEALTH AND WELLNESS SEMINARS TO150 STUDENTS EACH ACADEMIC YEAR ON TOPICS SUCH AS SELF-CARE, SOCIAL CONNECTEDNESS, TRANSITIONING TO COLLEGE, TIME MANAGEMENT, BUDGETING, COPING SKILLS, STRESS REDUCTION, EATING DISORDERS, INTIMATE PARTNER VIOLENCE, ETC.

ENHANCING GLOBAL-MINDEDNESS AT AGNES SCOTT COLLEGE THROUGH MIDDLE EASTERN STUDIES

SHAKESPEARE AND DIGITAL STORYTELLING [?SHAKESPEARE AND DIGITAL STORYTELLING? IS A NEW TWO-WEEK SUMMER INSTITUTE FOR 25 ENGLISH TEACHERS OF GRADES 9-12. THE THEME OF ?TRANSLATION,? AS A MEANS TO CONTEXTUALIZE SHAKESPEARE?S ART AND TO CONSTRUCT CONTEMPORARY MEANING, UNDERPINS THE INSTITUTE, WHICH WILL GUIDE PARTICIPANTS IN AN IN-DEPTH STUDY OF SHAKESPEARE?S A MIDSUMMER NIGHT?S DREAM, THE TAMING OF THE SHREW, AND HAMLET, EXPLORING THE PLAYS? FOLK AND FAIRY TALES ROOTS AS WELL AS 21ST-CENTURY APPROACHES TO TEACHING SHAKESPEARE.]

SHAKESPEARE AND DIGITAL STORYTELLING [AGNES SCOTT COLLEGE (ASC) PROPOSES ?SHAKESPEARE AND DIGITAL STORYTELLING,? A TWO-WEEK RESIDENTIAL SUMMER INSTITUTE FOR A DIVERSE GROUP OF 25 ENGLISH TEACHERS OF GRADES NINE THROUGH 12. ASC WILL HOST THE INSTITUTE JUNE 14?26, 2026, ON ITS CAMPUS OUTSIDE ATLANTA, GEORGIA. PARTICIPANTS WILL ENGAGE IN AN IN-DEPTH STUDY OF SHAKESPEARE?S A MIDSUMMER NIGHT?S DREAM, THE TAMING OF THE SHREW, AND HAMLET, EXPLORING THE PLAYS? FOLK AND FAIRY TALE ROOTS AND 21ST-CENTURY APPROACHES TO TEACHING SHAKESPEARE, INCLUDING DIGITAL STORYTELLING. TOBY EMERT, PROFESSOR OF ENGLISH EDUCATION AND THEATER, WILL SERVE AS PROJECT DIRECTOR. THE INTERDISCIPLINARY FACULTY TEAM WILL ALSO INCLUDE A SHAKESPEAREAN SCHOLAR, A PROFESSOR OF ART, AND AN ASSOCIATE PROFESSOR OF HISTORY, WITH ADDITIONAL SUPPORT FROM A DIGITAL CURATOR, AN EXPERIENCED THEATER EDUCATOR, AND FOUR ACCOMPLISHED K-12 TEACHERS. ROBUST POST-INSTITUTE DISSEMINATION ACTIVITIES WILL EXTEND THE INSTITUTE?S IMPACT BEYOND THE IN-PERSON PARTICIPANTS.]

SHAKESPEARE AND DIGITAL STORYTELLING [AGNES SCOTT COLLEGE (ASC) PROPOSES ?SHAKESPEARE AND DIGITAL STORYTELLING,? A TWO-WEEK RESIDENTIAL SUMMER INSTITUTE FOR A DIVERSE GROUP OF 25 ENGLISH TEACHERS OF GRADES NINE THROUGH 12. ASC WILL HOST THE INSTITUTE JUNE 16?28, 2024, ON ITS CAMPUS OUTSIDE ATLANTA, GEORGIA. PARTICIPANTS WILL ENGAGE IN AN IN-DEPTH STUDY OF SHAKESPEARE?S A MIDSUMMER NIGHT?S DREAM, THE TAMING OF THE SHREW, AND HAMLET, EXPLORING THE PLAYS? FOLK AND FAIRY TALE ROOTS AND 21ST-CENTURY APPROACHES TO TEACHING SHAKESPEARE, INCLUDING DIGITAL STORYTELLING. TOBY EMERT, PROFESSOR OF ENGLISH EDUCATION AND THEATER, WILL SERVE AS PROJECT DIRECTOR. THE INTERDISCIPLINARY FACULTY TEAM WILL ALSO INCLUDE A SHAKESPEAREAN SCHOLAR, A PROFESSOR OF ART, AND AN ASSOCIATE PROFESSOR OF HISTORY, WITH ADDITIONAL SUPPORT FROM A DIGITAL CURATOR, AN EXPERIENCED THEATER EDUCATOR, AND FOUR ACCOMPLISHED K-12 TEACHERS. ROBUST POST-INSTITUTE DISSEMINATION ACTIVITIES WILL EXTEND THE INSTITUTE?S IMPACT BEYOND THE IN-PERSON PARTICIPANTS.]

ENHANCING SCIENCE COURSES AND LABORATORIES AT A WOMEN'S COLLEGE USING LIDAR

SHAKESPEARE AND DIGITAL STORYTELLING

INTEGRATION OF GLOBAL PROFESSIONAL READINESS AND MIDDLE EAST STUDIES AT AGNES SCOTT COLLEGE

MRI-R2: ACQUISITION OF QUANTITATIVE INSTRUMENTATION FOR RESEARCH IN MOLECULAR BIOLOGY AND BIOCHEMISTRY

RUI: THE NEUROBIOLOGY OF SOCIAL MOTIVATION

RCN-UBE: INCUBATOR: CREATING A WOMEN'S COLLEGE BIOLOGY NETWORK FOR FACULTY AND STUDENTS (WOCOBIO) -THE WOMEN'S COLLEGE BIOLOGY NETWORK FOR FACULTY AND STUDENTS (WOCOBIO) AIMS TO CREATE A SUPPORTIVE COMMUNITY FOR RESEARCH-ACTIVE UNDERGRADUATE STUDENTS AND FACULTY AT WOMEN?S COLLEGES. WOCOBIO WILL HOLD MEETINGS TO HELP FACULTY DEVELOP RESEARCH COLLABORATIONS, MENTOR STUDENTS, AND WRITE GRANTS. IT WILL ALSO CREATE LAB MEETING SPACES FOR STUDENTS AND THEIR MENTORS. THESE MEETINGS WILL ALLOW STUDENTS TO PRESENT THEIR RESEARCH, NETWORK, AND ENGAGE WITH GUEST SPEAKERS. BY BUILDING THESE NETWORKS, WOCOBIO HAS THE PROTENTIONAL TO ADVANCE SCIENCE AT ALL-WOMEN?S COLLEGES AND SUPPORT WOMEN FROM UNDERREPRESENTED BACKGROUNDS IN PURSUING CAREERS IN STEM. WOCOBIO WILL CREATE A NETWORK OF BIOLOGY FACULTY AND STUDENTS FROM WOMEN?S COLLEGES THROUGH TWO COMPLEMENTARY SETS OF ONLINE MEETINGS. THE FIRST SET, AIMED AT BIOLOGY FACULTY AT HISTORICALLY ALL-WOMEN?S COLLEGES, WILL FACILITATE SUPPORT FOR IMPLEMENTING RESEARCH PROGRAMS, MENTORING, GRANT WRITING, AND RESEARCH NETWORKING. THE SECOND SET WILL INCLUDE THESE FACULTY MENTORS AS WELL AS THEIR RESEARCH STUDENTS. THESE MULTI-INSTITUTION, MULTI-LAB MEETINGS WILL FOCUS ON PROVIDING UNDERGRADUATES WITH AN AUTHENTIC LAB MEETING EXPERIENCE AND WILL CENTER AROUND UNDERGRADUATE RESEARCH PRESENTATIONS, PRIMARY LITERATURE DISCUSSIONS, AND MEETING WITH GUEST SPEAKERS. DURING THE ONE-YEAR INCUBATOR GRANT, WOCOBIO AIMS TO RECRUIT FACULTY PARTICIPANTS FROM NINE HISTORICALLY ALL-WOMEN?S COLLEGES AND ESTABLISH THREE WORKING GROUPS CENTERED AROUND DIFFERENT FIELDS OF BIOLOGY (ENVIRONMENTAL BIOLOGY, INTEGRATIVE ORGANISMAL SYSTEMS, AND MOLECULAR AND CELLULAR BIOLOGY). WITHIN THESE WORKING GROUPS, THE PROJECT AIMS TO TRAIN AND MENTOR APPROXIMATELY 36 UNDERGRADUATE RESEARCHERS AND 12 FACULTY MEMBERS. THIS PROJECT HAS THE POTENTIAL TO CREATE A BEST PRACTICE GUIDE FOR BUILDING INCLUSIVE UNDERGRADUATE-FOCUSED LAB MEETINGS AT PRIMARILY UNDERGRADUATE INSTITUTIONS. ADDITIONALLY, THIS NETWORK WILL DISSEMINATE GUEST SPEAKER RECORDINGS, DISCUSSION PROMPTS, AND OTHER EDUCATIONAL RESOURCES DEVELOPED FOR ITS LAB MEETINGS THROUGH THE QUANTITATIVE UNDERGRADUATE BIOLOGY EDUCATION AND SYNTHESIS (QUBES) NETWORK PLATFORM. DURING THE INCUBATOR YEAR, THE WOCOBIO NETWORK WILL WORK TO IDENTIFY OTHER UNMET NEEDS OF FACULTY AND STUDENTS AND ESTABLISH FUTURE DIRECTIONS FOR THE NETWORK. THIS PROJECT IS BEING JOINTLY FUNDED BY THE DIRECTORATE FOR BIOLOGICAL SCIENCES, DIVISION OF BIOLOGICAL INFRASTRUCTURE, AND THE DIRECTORATE FOR STEM EDUCATION, DIVISION OF UNDERGRADUATE EDUCATION AS PART OF THEIR EFFORTS TO ADDRESS THE CHALLENGES POSED IN VISION AND CHANGE IN UNDERGRADUATE BIOLOGY EDUCATION: A CALL TO ACTION (HTTP://VISIONANDCHANGE/FINALREPORT/). THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

PURPOSE: TO SUPPORT A SERIES OF MIXED-METHODS EVALUATION STUDIES THAT WILL EXPLORE THE EFFECTS OF ARTS INSTRUCTION ON THE FINANCIAL LITERACY OF ELEMENTARY SCHOOL CHILDREN.

COSMOLOGY AND EFFECTIVE FIELD THEORY IN WARPED EXTRA DIMENSION

EXPLORING THE ETHICS OF THE DIGITAL TRANSFORMATION [AGNES SCOTT COLLEGE (ASC), A PRIVATE LIBERAL ARTS COLLEGE FOR WOMEN IN DECATUR, GEORGIA, REQUESTS SUPPORT FOR THE ?EXPLORING THE ETHICS OF THE DIGITAL TRANSFORMATION? PROJECT THAT WILL FOCUS ON EXPLORING ETHICAL QUESTIONS INVOLVED IN THE USE OF DATA WHILE DEVELOPING A NEW MINOR DEGREE FOCUSED ON THE DIGITAL HUMANITIES. THE THREE GOALS OF THE PROJECT WILL BE TO (1) DEMONSTRATE THE PRACTICAL RELEVANCE OF THE HUMANITIES TO EVOLVING PROFESSIONAL NEEDS, (2) ATTRACT MORE STUDENTS TO THE HUMANITIES, AND (3) STRENGTHEN THE INTELLECTUAL AND WORKING RELATIONSHIPS BETWEEN THE HUMANITIES AND DATA SCIENCE FIELDS. TOWARD THOSE GOALS, THE PROJECT TEAM WILL ENGAGE IN THE WORK NECESSARY TO DEVELOP, LAUNCH, AND PROMOTE A NEW HUMANITIES AND DATA MINOR DEGREE PROGRAM THAT WILL BRING TOGETHER COURSES RELEVANT TO DATA ANALYSIS AND COMMUNICATIONS AND THOSE FOCUSED ON UNDERSTANDING THE ETHICAL IMPLICATIONS OF USING DATA.]

PURPOSE: TO SUPPORT THE PRODUCTION OF ROMEO AND JULIET BY WILLIAM SHAKESPEARE.

FY 2011 SUMMER UNDERGRADUATE RESEARCH FELLOWSHIP (SURF) GAITHERSBURG