LTi Funded Projects

2018

  • Simply put, I believe re-imagining the "Opportunity/Inequality Family History and Autobiography" will move "America Unequal" even further away from traditional forms of learning and assessment towards something more creative and meaningful for students, all while strengthening the pedagogical goals of the course. Ultimately, the goal of "America Unequal" is to help students understand how differences manifest themselves as inequalities and how these inequalities impact all of our lives, albeit unevenly.

    Project Lead:
    1. Joshua Mound, Postdoctoral Fellow
    Department:
    1. College of Arts & Sciences
  • My co-collaborators and I have nearly completed our first year teaching in the New College Curriculum and have reflected on how to augment next year's classes by incorporating digital media materials. We will create audio and video files of certain kinds of course content, including mini-audio-book-style files of selected course readings to accompany texts. Hearing textual material spoken can help the meanings and significance of words, phrases and punctuation leap out in ways that don't always happen when read silently.

    Project Lead:
    1. Adrienne Ghaly
    Department:
    1. College of A&S and English
  • The project will lead to the design and delivery of a new course: ITTR/WGS 3559, Italy on Screen: Sex, Gender and Racial Identities in the Glocal Context utilizing student-centered approaches to teaching. Assignments will be designed to engage students in reflecting, analyzing and critiquing what they are learning as well as how they are learning. Additionally, the project will explore new technologies to support student-driven learning in assignments and assessments.

    Project Lead:
    1. Francesca Calamita
    Department:
    1. Spanish, Italian and Portuguese
  • This project will build a database functionality that allows sophisticated searching for terms throughout a collection of data and information contained in projects that are stored as folders and sub-folders on a Collab site. Users of the proposed database will be able to search for protein structures already existing in the collection, assess the relationships between similar and related proteins, and plan thoughtfully for future projects (and proteins) that would expand and complement the large, existing (and growing) collection of information.

    Project Lead:
    1. Charles M. Grisham
    Department:
    1. Chemistry
  • In the introductory chemistry classroom, it is often a challenge for students to be able to imagine the behavior of molecules at the atomic level, making connections between a conceptual understanding and the mathematical models more difficult. The goal of this project is to develop and implement an interactive application incorporating augmented reality (AR) for tablet computers that will model kinetic molecular theory of particles. The application would allow students to set up simulations with control of variables to model particle movement, interactions, and collisions.

    Project Lead:
    1. Kevin Welch
    Department:
    1. Chemistry
  • This project proposes to explore the application and feasibility of virtual reality and augmented reality in language teaching and learning. Goals of this preliminary project include exploration of VR/AR research and technologies in different disciplines, forming a special interest group around VR/AR in language teaching, and disseminating information about VR/AR in the world language community at UVA.

    Project Lead:
    1. Miao-fen Tseng
    Department:
    1. East Asian Languages, Literatures and Cultures
  • To address the challenge of actively teaching to a high enrollment class, the project lead will hire undergraduate instructional assistants for Chemistry 2410 to attend lecture/discussion and assist students with problem-based learning (PBL). The material is adapted from process oriented guided inquiry learning (POGIL) activities that encourage student to take responsibility for their learning. Research has shown more learning takes place when an idea is developed by the student, rather than being presented by an instructor. Lecturing takes place only to introduce a topic or to reinforce or to expand on previous topics.

    Project Lead:
    1. Alicia Frantz
    Department:
    1. Chemistry
  • This project is an effort to expand the use of real-world scenarios and tasks in humanities teaching. The pedagogical aim for the Fall 2018 fieldwork course is to give students a powerful learning experience that stimulates their curiosity about human sociality and culture as revealed through ethnography. The context for their study will be the planning that is underway for the renovation of Alderman Library. This will give students a grounded perspective for comparing different modes of scientific and humanistic understanding and introduce them to Cultural Anthropology through an intense engagement with collecting, analyzing, and interpreting holistic, qualitative real-world data. They will also host a symposium at the end of the course where they share their research findings with librarians from UVA.

    Project Lead:
    1. Ira Bashkow
    Department:
    1. Anthropology
  • I propose to integrate one particularly useful platform, Mediathread, into my required writing courses, in collaboration with Yitna Firdyiwek; to contribute to introducing this tool to faculty across the university; and to share any significant findings in conference presentations and publications.

    Project Lead:
    1. Sarah O'Brien
    Department:
    1. English
  • This project involves developing a new course, MDST 3559: Media in Africa Ethnicity, Politics, and Religion in the Public Sphere. The class will be an entirely student-run learning experience.

    Project Lead:
    1. Andrea Press
    Department:
    1. Media Studies and Sociology
  • This project focuses on the creation of a library of multi-media pedagogical materials to supplement the textbooks used in the First-, Second-, and Third-Year Russian courses (Russ 1010, 1020, 2010, 2020, 3010, 3020). The library materials will be primarily directed towards the development of students' listening skills and cultural competence, and aims to improve listening competence, increase motivation, and provide greater diversity of assignments for communicative language practice.

    Project Lead:
    1. Anna Borovskaya-Ellis
    Department:
    1. Slavic Languages and Literatures
  • This project aims to explore technical and organizational factors necessary to establish an online database of authentic graded materials to facilitate the shared retention, composition, and recollection of foreign language pedagogical content developed by instructors in different language programs at UVa.

    Project Lead:
    1. Shu-Chen Chen
    Department:
    1. East Asian Language Literature and Cultures
  • Both the practice of ‘process writing’ and the use of E-portfolios in our classes foreground the learning that takes place in any given subject because they display stages of progress in students’ work. This project aims to examine points of convergence between the two, and to develop a series of templates for writing projects that can initially be adapted for intermediate level Spanish classes in which the writing is geared toward implementing the principal learning goals of grammar study and vocabulary acquisition. After an initial review of research on foreign-language writing pedagogy and on the use of E-portfolios, a comparison of students’ work in two writing-intensive Spanish classes, one that used an E-portfolio and one that did not (fall ’18), will be used to draw conclusions and build the templates.

    Project Lead:
    1. Paula Sprague
    Department:
    1. Department of Spanish, Italian & Portuguese
  • In this project the faculty member and undergraduate students will develop videos that outline common misconceptions that students had with content in the course. Secondly re-design some of the previous activities and create and produce review videos for future semesters. The second part of this project is to design and develop additional problem-based learning into the lecture portion of STAT 2120, with a focus on using real-life case studies found in major news outlets.

    Project Lead:
    1. Jeff Woo
    Department:
    1. Statistics
  • This ambitious multifaceted, multiyear project experiments with new spaces and ways of working to support integrated approaches to learning, with the potential to capture the imagination and enhance many courses and programs across Grounds. Via our materials collective, students and faculty will participate through educational programs, collaborative research and scholarship, creative 21st century communication, and community engagement. Creative arts and design mobile lab projects, presentations, exhibitions, discussions, and community events are envisioned.

    Project Lead:
    1. Cassandra Fraser
    Department:
    1. Chemistry
  • The intention of this project is to demonstrate the relevancy of statistics in today’s workforce. These symposia are offered to all students in STATS 2020, STAT 1100, STAT 3220, and STAT 1610. Data journalists from 538 and Numlock virtually joined the symposia in the fall. In the Spring, they will visit and do a large presentation for students in introductory statistics classes, as well as host smaller, in-depth workshops with more advanced statistics courses, such as STAT 3130 and STAT 3220.

    Project Lead:
    1. Rebecca Hehn
    Department:
    1. Statistics
  • The broad goal of this project is to improve the quality of student learning in the Tibetan Language Courses at UVa (1st, 2nd and 3rd year) through the following interventions 1) a transition to teaching the course via Zoom, 2) exploration of online language teaching and learning, 3)  adjustment of the curriculum to suit an online environment, and 4) developing opportunities for student interaction with native speakers of Tibetan.

    Project Lead:
    1. Franziska Oertle
    Department:
    1. East Asian Language Literature and Cultures
  • The goal of this project is to capture teaching assistants “in action” as they are teaching in the lab. These videos will be edited and incorporate questions for TA training throughout the semester. The intention is to have the TAs reflect on the problem- based approach that is implemented in the lab.

    Project Lead:
    1. Maxsim Bychkov
    Department:
    1. Physics
  • This proposal seeks funding to revamp and optimize the Illusion of Progress website as an online teaching resource for K-12 and first-year University courses. As such, the project will utilize the lab spaces and available resources at the Wilson Media studios to facilitate workshops on designing digital projects and anti-racist teaching resources with teachers, students, faculty, and staff. The outcome will be a study guide and lesson plan based around The Illusion of Progress and a report detailing the best practices for digital production and teaching strategies.

    Project Lead:
    1. James Perla
    Department:
    1. Citizen Justice Initiative, College of Arts and Sciences
  • Hypothesis: Undergraduate learning assistants can contribute significantly to the creation of a positive, supportive learning environment in the Mathematics Department’s active-learning calculus classes. In this project, alumni of these active-learning calculus courses who conveyed enthusiasm for the course format and exhibited great communication skills as well as substantial depth of understanding of course material will be recruited to become learning assistants. These successful former students will be role models for current students. Having experienced the benefits of flipped-classroom instruction over traditional-lecture instruction, our learning assistants can, much more easily than instructors, convince potentially skeptical current students this method of instruction—which devotes the majority of class time to fostering problem-solving-skill development rather than transmission of information—will help them succeed in the course.

    Project Lead:
    1. Paul Bourdon
    Department:
    1. Mathematics
  • The proposed project will support the development of a new course. We will compare the historical Silk Road with the new model that China envisions and examine what impacts the latter might have on contemporary society and polities, and whether China might be successful or not in realizing this “dream.” Multidisciplinary in nature, the course covers materials found in disciplines ranging from history, religions, art history, cultural studies, economics, to current news coverage.

    Project Lead:
    1. Dorothy Wong
    Department:
    1. Art
  • The proposed project has two goals. The first goal is to provide a free resource for students taking lower-level Spanish grammar courses through a volunteer group of tutors. My second goal is to provide tutors pedagogical resources and training workshops to enhance their performance as mentors.

    Project Lead:
    1. Sara Young
    Department:
    1. Spanish, Italian, & Portuguese
  • This proposal is to carry out phase two of the project: “Rhythm of Russian.” “Rhythm of Russian” is a website that brings recordings of native Russian speakers together with interactive text. The theoretical and technical aspects of the project have already been developed (LTI grant 2017-2018). Therefore, the second phase of “Rhythm of Russian” is devoted to expanding the database of modules, testing the website with students, and developing additional features.

    Project Lead:
    1. Abigail Hohn, PhD Candidate
    Department:
    1. Slavic Languages and Literatures

2017

  • 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:
    1. Alicia López-Operé
    Department:
    1. Department of Spanish, Italian, and Portuguese
  • 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:
    1. Alison Levine
    Department:
    1. French
  • 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:
    1. Rebecca Hehn
    Department:
    1. Statistics
  • 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:
    1. Rebecca Hehn
    Department:
    1. Statistics
  • 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:
    1. Maxim Bychkov
    Department:
    1. Physics
  • 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:
    1. S. Max Edelson
    Department:
    1. History
  • 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:
    1. Noel Lobley
    Department:
    1. Music
  • 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:
    1. Matthew Street
    Department:
    1. Department of Spanish, Italian, and Portuguese
  • 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:
    1. Hsin-hsin Liang
    Department:
    1. East Asian Languages, Literatures and Cultures
  • 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:
    1. Manuela Achilles
    Department:
    1. Department of Germanic Languages and Literatures
  • 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:
    1. Jeffrey Woo
    Department:
    1. Statistics
  • 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:
    1. Abigail Hohn
    Department:
    1. Slavic Languages and Literatures
  • 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:
    1. Ira Bashkow
    Department:
    1. Anthropology
  • 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.

    Project Lead:
    1. Paul Bourdon
    Department:
    1. Mathematics

2016

  • 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.

    Project Lead:
    1. Paul Bourdon
    Department:
    1. Math
  • 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.

    Project Lead:
    1. Howard Epstein
    Department:
    1. Environmental Sciences
  • 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”.

    Project Lead:
    1. Hsin-hsin Liang
    Department:
    1. 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.

    Project Lead:
    1. Ran Zhao
    Department:
    1. East Asian Languages​
  • 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.

    Project Lead:
    1. Patricia Sullivan​
    Department:
    1. English
  • 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.

    Project Lead:
    1. Max Bychkov​
    Department:
    1. Physics
  • 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.

    Project Lead:
    1. Emily Scida
    2. Karen James
    Department:
    1. Spanish
    2. French
  • 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. 

    Project Lead:
    1. Peter Bussigel
    Department:
    1. Music
  • 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.

    Project Lead:
    1. Linda Columbus
    2. Laura Serbulea
    Department:
    1. Chemistry
    2. Chemistry

2015

  • 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.

    Project Lead:
    1. Howard Eptstein
    Department:
    1. Environmental Science
  • This project funded the development of an internal capacity to create timely, relevant, and high quality video modules for American Sign Language Labs.

    Project Lead:
    1. Gregg Propp
    Department:
    1. 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.

    Project Lead:
    1. Gregg Propp
    Department:
    1. American Sign Language
  • 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.

    Project Lead:
    1. Ed Murphy
    Department:
    1. Astonomy
  • 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

    Project Lead:
    1. Jim Demas
    Department:
    1. 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.

    Project Lead:
    1. Jim Demas
    Department:
    1. Chemistry
  • 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.

    Project Lead:
    1. Emily Scida
    2. Karen James
    Department:
    1. Spanish
    2. French
  • 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.

    Project Lead:
    1. Charlie Grisham
    2. Jeff Holt
    Department:
    1. Chemistry
    2. Statitics
  • 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.

    Project Lead:
    1. Chris Neu
    Department:
    1. 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.

    Project Lead:
    1. Chris Neu
    Department:
    1. Physics
  • A pilot interactive simulation was developed based on materials (descriptive data, artifacts, maps etc.) of an actual archaeological site at the Flowerdew Hundred Plantation

    Project Lead:
    1. Natasha Dakouri-Hild
    Department:
    1. Art History
  • This grant helped build upon a previous LTi grant by further developing the platform for student use and improving the interface for all users.

    Project Lead:
    1. Ran Zhao
    Department:
    1. East Asian Languages​
  • 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. 

    Project Lead:
    1. David Mills
    Department:
    1. 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. 

    Project Lead:
    1. David Mills
    Department:
    1. Economics
  • This project supported the re-design of an existing laboratory courses centered on a problem-based learning approach.

    Project Lead:
    1. Max Bychkov
    Department:
    1. Physics
  • 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.

    Project Lead:
    1. Katie Densberger
    Department:
    1. 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.

    Project Lead:
    1. Katie Densberger
    Department:
    1. Transition Program
  • 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.

    Project Lead:
    1. Kate Burke
    Department:
    1. 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.

    Project Lead:
    1. Kate Burke
    Department:
    1. Drama
  • 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.

    Project Lead:
    1. Patricia Sullivan
    Department:
    1. English
  • 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. 

    Project Lead:
    1. Lindsay Wheeler
    Department:
    1. 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. 

    Project Lead:
    1. Lindsay Wheeler
    Department:
    1. Chemistry

2014

  • 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.

    Project Lead:
    1. Ran Zhao
    Department:
    1. Chinese
  • 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.

    Project Lead:
    1. Emily Scida
    2. Karen James
    Department:
    1. Spanish
    2. French
  • 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.

    Project Lead:
    1. Charlie Grisham
    2. Jeff Holt
    Department:
    1. Chemistry
    2. Statistics
  • 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.

    Project Lead:
    1. David Edmunds
    Department:
    1. Global Studies