LTi Funded Projects

2017 Funded Projects

  • Project Lead: Alicia López-Operé, Department of Spanish, Italian, and Portuguese

    The intention of this project is to design a learning community allowing students to interact with human figures when learning Medical Spanish. 3D models of human skeletons and organs are being printed to be used as teaching material in Medical Spanish.

  • Project Lead: Alison Levine, French

    This project funds the redesign of Masterpieces in French Cinema, with the goal of offering the course at an enrollment of 50, while maintaining the feel, active participation, and writing intensive elements of a seminar.

  • Project Lead: Rebecca Hehn

    This project funds a Biostatistics Virtual Form each semester. The forums seeks to ensure guest speakers with diverse backgrounds are represented, to be inclusive for all students. The Biostatistics Virtual Forum seeks to: (1) demonstrating the importance of being statistically literate (2) providing information about potential career opportunities (3) demonstrating the relevance of statistics across various fields of discipline.

  • Project Lead: Rebecca Hehn

    This project funds a Biostatistics Virtual Form each semester. The forums seeks to ensure guest speakers with diverse backgrounds are represented, to be inclusive for all students. The Biostatistics Virtual Forum seeks to: (1) demonstrating the importance of being statistically literate (2) providing information about potential career opportunities (3) demonstrating the relevance of statistics across various fields of discipline.

  • Project Lead: Maxim Bychkov, Physics

    This project seeks to enhance problem solving, encourage independence, and impact TA modeling to encourage students to become more experienced problem solvers. The project will develop an online video repository for use in a pedagogy course to model teaching practices in the lab environment.


  • Project Lead: S. Max Edelson

    This project seeks to design four courses featuring digital project building, using MapScholar, an HTML5 web application purpose-built for geo-spatial visualization. This involves a year-long collaboration in a workshop format to discuss and develop curriculum and assignments, and to create and refine documentation and teaching guides.

  • Project Lead: Noel Lobley, Music

    This project seeks to design a large-enrollment undergraduate course to enhance the delivery of audiovisual content in the classroom, improving coherence between lectures, discussion groups and assignments. Using online engagement software, the project seeks to develop content for student assignments and create a formal and informal record of student ideas to be shared throughout discussion groups and in lectures.

  • Project Lead: Matthew Street, Department of Spanish, Italian, and Portuguese

    This project seeks to translate existing ePortfolio tutorial documents into Spanish. Additionally, the project proposes to create a repository of student & instructor testimonials, successful ePortfolio projects, and other scholarly resources to help new instructors in Spanish get up to speed and embrace the use of portfolios in teaching.

  • Project Lead: Hsin-hsin Liang, East Asian Languages, Literatures and Cultures

    This project, a continuation of a 2016 LTi-funded project, seeks to enhance learners’ listening comprehension and develop authentic learning tasks for advanced Chinese language students, by involving students in transcribing the project’s previously-developed video segments.

  • Project Lead: Manuela Achilles, Department of Germanic Languages and Literatures

    This project redesigns a fourth semester German language course to incorporate critical making and use of technology into students’ learning and practice of the German language. The redesign seeks to engage students in projects to actively learn the basics of website development and 3D printing technology, using German as their working language.

  • Project Lead: Jeffrey Woo, Statistics

    This project seeks to integrate more problem-based learning into the lecture portion of Stat 2120. In alignment with AAC&U High Impact Practices (HIP), collaborative, problem-based activities and projects were developed and were designed to enhance student learning and engagement, as well as to encourage interaction between students and instructor. Students are assessed via pre- and post- activity quizzes.

  • Project Lead: Abigail Hohn, Slavic Languages and Literatures

    This project provides a new resource for Russian language students, by creating open source online modules that include recordings of colloquial Russian, as well as nineteenth, twentieth, and twenty-first century Russian poems, accompanied by interactive texts.

  • Project Lead: Ira Bashkow, Anthropology

    This project involves former students in the redesign of the undergraduate course “The World Is Our Laboratory: How to Do Ethnographic Field Research” (ANTH 1559). The students will work to re-design authentic activities that will be flipped in the next iteration of the course. The redesigned activities are based upon field research exercises that students complete independently and incorporate into a semester-long project.

  • Project Lead: Paul Bourdon, Mathematics

    This project seeks to redesign course materials for problem based learning for three flipped classroom sections of Calculus 1. (Math 1310). Pre-class videos will be designed to help students prepare for the problem based class. The intention is to scale up this model for all sections of Calculus 1 in Fall 2018.

2016 LTi Funded Projects

Making Art in/with Communities 

Peter Bussigel, Music

This is a yearlong course designed to connect UVA arts students with communities that are traditionally underserved by our institutions.  Curricular components address the history, ethics, and organizational structures of art focused on civic engagement through projects and direct conversations with local artists and organizers. 

Developing Automated Self-Assessments to Improve Learning 

Ran Zhao​, East Asian Languages​

This project proposes to develop automated and interactive self-assessment quizzes that go with 60 grammar tutorial videos that have already been created for all of the CHIN 1010 Elementary Chinese sections. 

Developing a Video Collection of Chinese Scholars 

Hsin-hsin Liang, East Asian Languages​

This project has two phases: 1) videotaping of interviews with Chinese visiting scholars or Chinese professors on their specialties or specific topics, and 2) videotaping Chinese scholars’ interactions with our students in Chinese during language classes. These videotapes will serve as the “seeds” for a future videotape collection to be called “Lectures by Chinese scholars”.    

Electronic Portfolios in Writing Pedagogy: Process and Product 

Patricia Sullivan​, English

This project will pilot the use of electronic portfolios as a tool in writing pedagogy.  Specifically it has three goals: 1) develop a knowledge base and learning community of experienced students and writing instructors;  ) reflect on the role that  electronic portfolios might play in the development of students’ metacognition and awareness and development of their writing processes; and 3) explore the role that electronic portfolios might play in showcasing student writing on digital platforms for the benefit of future students, instructors and Writing Program administrators. 

Foreign Language E-Portfolio 

Emily Scida, Spanish and Karen James, French

The core goal of our project to integrate eportfolio in foreign language courses is to promote more authentic and comprehensive assessment of student learning in all areas of language development – linguistic knowledge (grammar, vocabulary, pronunciation, etc.), language skill development (speaking, listening, reading, and writing), and cultural and cross-cultural learning.

Atmosphere and Weather Lab Redesign 

Howard Epstein, Environmental Sciences

This project is the second iteration of designing a core lab in Atmosphere.  Using the model for Hydrology lab re-design, a team-based approach was developed to engage students, teaching assistants, and focus groups with students and faculty. The intention is to improve the instruction lab for authentic, problem-based learning. 


Program Assessment in Chemistry 

Linda Columbus, Chemistry, Laura Serbulea, Chemistry

This project tested an online platform for assessing students in Chemistry. This project will develop a systematic means for faculty to understand what students are learning in their program of study that will provide a foundation to guide curricular and pedagogical planning. We want to develop the tools, processes, curricula, and technical support to administer this assessment. 

Enhancing Learning Opportunities in Introductory Physics Labs 

Max Bychkov​, Physics

This project worked to create entirely new experimental authentic problem-based labs that are student centered. Teaching assistants were also given professional development experience to learn how to facilitate inquiry-based environments. Student focus groups were implemented to obtain feedback for continuous course improvement.

An Experiment in Flipped-Classroom Calculus Instruction 

Paul Bourdon, Math

In collaboration with two 6th-year mathematics-department GTAs this proposal  supports an experiment in flipped-classroom calculus instruction at UVA involving the teaching of two sections of Math 1310 in an active learning space.  Projects will involve authentic applications of calculus and require some use of a computer-algebra system. Problem sets will be designed to get students engaged in class, as quickly as possible, in collaborative problem solving. 


2015 LTi Funded Projects

E-Portfolios in Foreign Language Teaching & Learning

Emily Scida, Spanish and Karen James, French

This project continues the work of the first LTi grant in using ePortfolios for teaching, learning, and student assessment of foreign languages; the project has expanded to seven departments and will impact over 1000 College students.

Click here to view their project.

Further Development of "Intro to Coding" Course for UGs

Charlie Grisham, Chemistry and Jeff Holt, Statistics

The project continued the development of the Introduction to Coding course supported by a previous LTI grant and extended the multi-course model with a first-time version of this course in Environmental Science. Each of these courses will included for the first time an end-of-semester special project or projects in the designated specialty area, under the mentorship of faculty in the respective departments.

Problem-based Learning Introductory Lab Course

Max Bychkov, Physics

This project supported the re-design of an existing laboratory courses centered on a problem-based learning approach.

Interactive Simulation of Archeological Site 44PG64

Natasha Dakouri-Hild, Art History

A pilot interactive simulation was developed based on materials (descriptive data, artifacts, maps etc.) of an actual archaeological site at the Flowerdew Hundred Plantation. 

Active Learning with Technology in Core Labs

Howard Eptstein, Environmental Science

This project is the redesign of labs for one of the core laboratories in Hydrology in the department of Environmental Sciences. Redesign of lab will include authentic instruction, using active learning spaces best practices,  professional development, and coordination with other Teaching Assistants teaching these courses. Focus groups were implemented to ensure consistency throughout the lab in connection with the course.

Authentic Experiences for UG Astronomy Students

Ed Murphy, Astronomy

This project connected the existing Rapid Response Robotic 24-inch Telescope (RRRT) at the Fan Mountain Observatory (13 miles south of Charlottesville) to the UNC-developed Skynet worldwide network of robotic telescopes, providing a local facility for students to obtain authentic astronomical data for use in undergraduate courses for non-science majors.

Mobile App for Students Learning Chinese Tones (Stage 2)

Ran Zhao, East Asian Languages​

This grant helped build upon a previous LTi grant by further developing the platform for student use and improving the interface for all users.

Click here to view the project.

Transforming Existing Writing Courses with Technology

Patricia Sullivan, English

The project designed and developed technology components for undergraduate writing courses encouraging faculty to promote 21st Century rhetoric and digital literacies through the exploration, practice and evaluation of writing.

Study Team Program

Katie Densberger, Transition Program

This project piloted a Study Team Program for undergraduate students at the College, targeting large-enrollment introductory courses that are typically difficult for most students.

Click here to view the project.

The Professional Speaking Voice Podcasts

Kate Burke, Drama

A series of three-minute pod casts [video modules] were created to raise awareness of the importance of the speaking voice and to offer practical, self-guided exercises to an undergraduate, graduate student, staff and faculty audience.

Using Technology to Tailor Instruction in Project-based Chemistry Courses

Lindsay Wheeler, Chemistry

A redesign of CHEM 1400, called “Foundations of Chemical Principles”, was conducted in order to better prepare students for entering into our Chemistry courses, integrating technology to help tailor the project-based course to student needs. 

Computer Interfacing, Data Analysis & Apps to Chemistry

Jim Demas, Chemistry

A course was designed to teach students how computers and instruments work, how to program computers and control devices with them, and how to process and analyze the data they have acquired with the intention to help improve and increase digital literacy of students.

ASL Language Labs Project

Gregg Propp, American Sign Language

This project funded the development of an internal capacity to create timely, relevant, and high quality video modules for American Sign Language Labs.

Increasing Data Literacy Among Students in the College

Chris Neu, Physics

A course will be designed to increase the “data literacy” of general non-science students in the College, focusing on how to interpret various sources of numerical data that one increasingly encounters in our everyday world.

Online Exercises for UG Economics Courses

David Mills, Economics

Online exercises for use in two undergraduate economics courses were developed to overlap with and extend the course material students are exposed to in assigned readings and lectures. They were designed so that students could work at their own pace and supplement group homework assignments, providing the kind of “practice problems” students often ask for when they are studying for exams. 


2014 LTi Funded Projects

ePortfolios in Foreign Language Teaching and Learning

Emily Scida, Spanish and Karen James, French  

This project integrated ePortfolios into introductory French and Spanish course sequences and selected intermediate, advanced, and graduate courses for a comprehensive, self-reflective, and student-centered approach to language learning

Click here to view their project.

Introduction to Coding Course for Undergraduates 

Charlie Grisham, Chemistry and Jeff Holt, Statistics   

A successful graduate level coding course was adapted to an introductory undergraduate level in two tracks: Matlab and Mathematic; offering a general introduction to coding in first 10 weeks of the course followed by discipline-specific applied projects in Chemistry and Statistics.

Developing a Mobile App for Students Learning Chinese to Master Tones

Ran Zhao, Chinese  

In an effort to help students master their tones in the speaking of Chinese, this project developed a computer-based program named SpeakGoodChinese (SGC). The tool provides students with both visual and audio feedback of their pronunciation of spoken words, enabling students to monitor their practice and improve speaking.

Click here to view the project.

Using Learning Technologies to Deepen Collaboration in Experiential Learning in Virginia and South Africa

David Edmunds, Global Studies    

This project facilitated a deeply collaborative experiential education between students and community members at UVA and program collaborators in South Africa (at sites of work for a UVA study abroad program in public health research in Westhaven and Town Two/Cape Town) with the purpose of developing a protocol and tool kit for these types of projects in the future.