Grants Awarded 2017-2018

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2017-2018

Augmented Reality Library Scavenger Hunt

Project Team:

  • Alex Pfundt, Research and Instruction Librarian/ Coordinator of Information Literacy, LITS
  • Arleen Zimmerle, Humanities and Media Librarian, LITS
  • Eun-Soo Jang ('20), LITS Digital Curriculum Summer Intern
  • Romy Dangol ('19), LITS Digital Curriculum Summer Intern

Project Timeline: Summer-Fall 2018

Research and Instructional Services (RIS) librarians presently run a mobile scavenger hunt activity that has students competing in teams to win prizes while getting them into the library to explore collections, spaces, and services. This grant supports the development of an augmented-reality game, built in ARIS, and all necessary equipment to allow any student to complete the scavenger hunt on their own time and at their own pace while still being motivated and actively engaged by the gaming element. 

Being There: Notation Systems in Theory and Practice

Project Team:

  • Shiamin Kwa, Assistant Professor of East Asian Languages and Cultures and Comparative Literature
  • Alicia Peaker, Director of Digital Scholarship, Critical Making, and Digital Collections Management

Project Timeline: Summer 2018-Summer 2019

This seed grant supports the development of materials showcasing the visual, audio, and cartographic aspects of Kwa's upcoming monograph project, which follows the adaptation history of a Chinese opera The Orphan of Zhao from the fourteenth century, to its translation into French in the eighteenth century, and its continued progress into the twenty-first century. Specifically, this project supports student research and creation of a 3D model of an eighteenth-century raked stage, demonstrating the ways that the flat winged pieces and raked stages created very specific theatrical experiences that also changed the ways that audiences were arranged in the theater to benefit from single point perspective in a theatrical audience. An initial prototype will eventually be developed into a virtual walk-through tour of the stage designed to make the experience of the stage fully accessible with captioning and an audio guide. The grant also supports the creation of a digital book supplement prototype, to be shared with prospective publishers.

Blending ECONB253 Introduction to Econometrics

Project Team:

  • David Ross, Associate Professor of Economics
  • Melanie Bahti, Educational Technology Services, LITS
  • Romy Dagnol ('19), LITS Digital Curriculum Summer Intern
  • Eunsoo Jiang ('20), LITS Digital Curriculum Summer Intern

Project Timeline: Summer 2018-Fall 2018

This project will support the development of online, interactive lessons that David Ross needs to “flip” components of his Introduction to Econometrics course. Ross has been inspired to flip ECONB253 by the success he has had with this approach to ECONB200 Intermediate Microeconomics, in which students review concepts and skills from introductory economics courses and get an introduction to some new content through interactive online materials, and Ross uses the learning data generated as students work through the materials to customize in-class activities to address areas of weakness or confusion and build on areas of strength. As no publisher assessment resources (e.g., Aplia or Sapling Learning), exist for econometrics, in this case Ross will need to create his own Moodle assessments as well as curate and create instructional video resources.

Blending LILAC Summer Orientation 2018

Project Team:

  • Katie R. Krimmel, Associate Dean of the Leadership, Innovation and the Liberal Arts Center, LILAC
  • Jennifer Prudencio, Associate Director of Employer Relations and Internships, LILAC
  • Melanie Bahti, Educational Technology Assistant, LITS
  • Jennifer Spohrer, Director of Educational Technology Services, LITS

Project Timeline: Spring 2018-Summer 2018

The Summer Funding Orientation is required of the over 100 students who receive funding for internships through LILAC each summer and is designed to help those students prepare for and derive the most benefit from their internship experiences. Historically, it has been a day-long, in-person orientation that must be scheduled on the weekend after classes end. Digitizing the majority of this program will: 1) better serve students who are studying abroad during the semester the in-person orientation takes place, 2) allow all students more time for the reflection-based activities that are integral to the program, and 3) give students greater flexibility in scheduling orientation activities during one of the busiest points in the semester. Digitizing elements of the pre-departure orientation will enable us to increase capacity and in the future serve students pursuing summer experiences that are not funding by LILAC. The seed grant will provide instructional design and project management support from educational technology specialists in LITS in order to develop and pilot a blended version of the orientation with the summer 2018 cohort.

Capacity-Building for Hybrid Curricular Offerings at the GSSWSR

Project Team:

  • Janet Shapiro, Dean of the Graduate School of Social Work and Social Research, GSSWSR
  • Peggy Robinson, Director of the Center for Professional Development, GSSWSR
  • Susannah M Sinclair, Field Education Program Coordinator, GSSWSR
  • David Consiglio, Director of Assessment, Learning Spaces, and Special Projects, LITS

Project Timeline: Spring 2018-Fall 2018

This Digital Bryn Mawr seed grant helps the Graduate School of Social Work and Social Research achieve a stragic objective of adding online and hybrid curricular offerings to its Master’s, Professional Development, and Field Education programs to increase flexibility and better meet the needs of the working professionals who participate in them. The seed grant provides funding to convert a room in the GSSWSR building into a small studio that faculty and staff can use to record instructional video and host webinars and hired students to help faculty and staff learn to use it. Over summer 2018, the GSSWSR will provide curricular development funds to faculty to create online instructional modules on Trauma-Informed Practice, which can be used to create hybrid courses in the master’s program and online mini-courses for the Center for Professional Development. The Dean’s Office will also partner with the Field Education Program to develop webinar-based learning opportunities for field liaisons and instructors. The GSSWSR programs plan to pilot these new hybrid offerings during the 2018-19 academic year.

Creating 3D Models of Greek Vases in Art and Artifact Collection

Project Team:

  • Astrid Lindenlauf, Associate Professor of Classical and Near Eastern Archaeology
  • Jessica Goodman, Graduate Student, Classical and Near Eastern Archaeology
  • Matthew Jameson, Graduate Student, Classical and Near Eastern Archaeology
  • Marianne Weldon, Collections Manager, Special Collections, LITS

Project Timeline: 

This grant supports the photogrammetric recording of two complete Greek vases for the Friday lab session of ARCHB135: Archaeological Method and Fieldwork. Photogrammetric modeling and its applications are essential techniques for students who would like to conduct fieldwork or work in museums. Graduate students will help create the models and tutorials to enable undergraduates to gain additional familiarity with the techniques. Models will be made available to researchers via triarte.brynmawr.edu, and models will be used in future iterations of the course.

Data Science with R: Development of R-Programming Teaching Resources

Project Team:

  • Anjali Thapar, Professor of Psychology
  • Emily Spiegel ('18), Undergraduate Assistant
  • Riya Philip ('20), Undergraduate Assistant

Project Timeline: Summer 2018

The goal of this project is to develop, design and create all of the teaching materials (including a series of how-to video tutorials) to be used in a new undergraduate course, Data Science with R.  The goal of the course is to teach students how to program in R and to use R to manage, visualize and analyze big data sets. Over the summer, Thapar will work with students to develop the course and create all teaching materials- including but not limited to: lecture notes and powerpoints, homework and lab activities, a R manual specifically designed for this course, and a series of how-to video tutorials.

Digital Projects for SOCLB102: Society, Culture and the Individual

Project Team:

  • Joanna Pinto-Coelho, Visiting Assistant Professor in Sociology
  • Yeidaly Mejia ('19), Undergraduate Assistant
  • Beth Seltzer, Educational Technology Specialist, LITS
  • Palak Bhandari, Educational Technology Assistant, LITS

Project Timeline: Fall 2017-Spring 2018

Joanna Pinto-Coehlo will use this seed grant to redesign SOCLB102 to include a digital praxis assignment as its core element, in partnership with LITS staff and Yeidaly Mejia, who served as a TLI consulant for the course in fall 2017. This "digital praxis" assignment requires students to apply what they learn about the sociology of inequality and injustice to real life situations, either on campus and/or elsewhere in "the real world," and produce some kind of digital project to share with and educate their communities. These projects might involve digital media artifacts as varied as multimedia blogs, podcasts, short films, twitter campaigns, twitterchats, FacebookLive teach-ins. We will help students explore ways to maintain or archive their media artifacts so that they can continue to exist and bear fruit even after the semester is over. The seed grant provides support from educational technology and digital scholarship specialists in LITS and funding to hire Mejia as a teaching assistant.

Digital Storytelling Facilitation Training

Project Team:

  • Christina Rose, Assistant Dean of the Undergraduate College
  • Jennifer L. Walters, Dean of the Undergraduate College
  • Shiamin Kwa, Assistant Professor of East Asian Languages and Cultures and Comparative Literature
  • Christine Boyland, Senior Educational Technology Specialist, LITS

Project Timeline: Spring 2018-Spring 2019

This Digital Bryn Mawr Seed Grant will be used to fund training on digital storytelling production and facilitation through the StoryCenter (storycenter.org) located in Berkeley, CA.  As stated on their website, "[the] methods of group process and story creation serve as a reflective practice, a professional development tool, a pedagogical strategy, and as a vehicle for education, community mobilization, and advocacy." Digital storytelling blends creative expression, writing and public speaking skills, and digital competencies. Working together on personal stories about things that are meaningful to them can enable students to feel a sense of community and individual and collective voice. Through a series of trainings in technical skills, community-building facilitation, and story development methods, the project team will be equipped to develop and lead digital storytelling programming for the Bryn Mawr College community. This programming may take several different forms, including stand-alone workshops, digital storytelling components in research projects, digital storytelling projects within academic courses, a quarter-length half-credit digital storytelling course, or a LILAC intensive focused on digital storytelling.

Digital Support for Real-World Engagement in Mathematics

Project Team:

  • Victor Donnay, Professor of Mathematics on the William R. Kenan, Jr. Chair
  • Tiana Evelyn ('20), Undergraduate Assistant
  • Alicia Peaker, Director of Digital Scholarship, Critical Making, and Digital Collections Management

Project Timeline: Summer 2018

This grant supports several aspects of outreach for mathematics. First, it supports the creation of a virtual art gallery for the posters that Donnay's Math 201 multi-variable calculus students made last year (see the gallery) and establishes a procedure for the gallery in coming years. Second, it supports the creation of a professional website with the art gallery as part of it. Third, it supports the creation of a video about the work Donnay's student did with the Philadelphia street lights department. 

Encryption for Everyone: Training and Outreach for Data Security

Project Team:

  • Sofia Fenner, Assistant Professor of Political Science
  • Jennifer Spohrer, Director of Educational Technology Services, LITS
  • Leslie Goloh ('19), LITS Information Security Summer Intern
  • Julie Gonzales ('19), LITS Information Security Summer Intern

Project Timeline: Summer 2018-Spring 2019

Bryn Mawr’s Institutional Review Board (IRB) is committed to the protection of human subjects participating in research conducted by our students, staff, and faculty. That protection increasingly requires researchers to employ data security practices such as encryption to safeguard their research data. This Digital Bryn Mawr Seed grant will support a collaboration between the IRB and LITS to develop a set of engaging, user-friendly online materials that the IRB can use to help faculty, staff and students learn more about what data encryption is, the role it can play in securing research data (and its limitations), and what to consider when choosing encryption tools and workflows over summer 2018. The IRB would use these materials in conjunction with face-to-face training sessions held in the weeks prior to IRB propososal deadlines to promote awareness and adoption of encryption practices among faculty, staff, and students over the 2018-2019 academic year.

A Global Classroom for Bryn Mawr College and Chilean Students

Project Team:

  • Carolina Hausmann-Stabile, Assistant Professor on the Alexandra Grange Hawkins Lectureship in Social Work, GSSWSR
  • Karina Zuchel, Psychologist and Chief Operational Officer, Fundación Tierra de Esperanza
  • Nelson Villagrán, Sociologist and Director of the Research Division, Fundación Tierra de Esperanza
  • Julie Riese ('18), Graduate Assistant

Project Timeline: Spring 2018-Fall 2018

This seed grant supports the development, implementation, and evaluation of a global classroom initiative partnership between Hausmann-Stabile and colleagues at the Fundación Tierra de Esperanza in Chile. Hausmann-Stabile and Zuckel and will create lectures about immigration, adolescent mental health, and suicidal behaviors using technological and culturally-competent pedagogical best practices for global classroom experiences. Thirty undergraduate and graduate students at Bryn Mawr College and thirty college students and mental health practitioners at the Fundación Tierra de Esperanza will be invited to attend up to three lectures co-taught by GSSWSR faculty and Chilean colleagues and simultaneously delivered at classrooms at both institutions. Participants will also be asked to help evaluate of this global classroom experience by completing a baseline survey before and completing an exit interview after their experiences. At the end of this process, Hausmann-Stabile and her collaborators hope to develop guidelines to inform similar future global classroom initiatives at Bryn Mawr College.

Living Campus

Project Team:

  • Cara Palladino, Director of Donor Relations and Stewardship
  • Dawn DiGiovanni, Associate Director of Facilities for Grounds
  • Alicia Peaker, Director of Digital Scholarship, Critical Making & Digital Collections Management, LITS
  • Cara Navarro ('20), Undergraduate Assistant
  • Lille van der Zanden ('20), Undergraduate Assistant

Project Timeline: Spring 2018-Spring 2019

The goal of this project is to create a public-facing electronic archive and exhibitions of the dedicated benches and trees on the Bryn Mawr College campus, so that community members, alumnae/I, donors, and visitors can more easily locate, learn about, and visit them, both in person and virtually. The first stage will involve hiring student interns to help us create an electronic archive of all dedicated benches and trees, with the GIS coordinates, photographs, and metadata such as names, descriptions, date of dedication and type of tree. We will would with LITS staff to make this archive accessible and searchable via Bryn Mawr’s website and the Development Office will record information about new dedications and add them to the archive to ensure that it remains up-to-date. The primary goal is creating a searchable archive that descendants and others can use look up a particular bench or tree, find out where it is located on campus, and view photographs and other information about it online. However, we could also use this database to create other public-facing exhibitions that recognizes the College’s donors and highlights its history, such as augmented reality walking tours, virtual story maps, and digital exhibitions.  

Remote Sensing in Ecology Teaching and Research

Project Team:

Project Timeline: Summer 2018-Fall 2019

This seed grant will enable Tom Mozder to integrate remote sensing and photogrammetry using drones and aerial photograph analysis using Pix4D software into the lab section of BIOLB220 Ecology. These technologies are the cutting edge of field ecology, and also used by land managers, consultants, agriculturalists and scientists in other fields. Mozdzer plans to d­­evelop a two-week module that teaches students how to program flight plans for a drone, use the drone to collect data, and then analyze that data using Pix4D image-analysis software. He will begin using the drone on campus and with student researchers at his field site in Massachusetts in summer 2018, and develop the course module during his sabbatical in 2018-19. He will begin teaching the module in fall 2019, and data that BIOLB200 Ecology lab students collect with drone will contribute to the long-term data the lab has been collecting in Morris Woods, adjacent to Bryn Mawr College’s campus. Bryn Mawr students who want to deepen their experience will be able to use the drone and the Pix4D software in research for their senior theses.

Teaching Book History with Digital Tools

Project Team:

  • Jessica C. Linker, CLIR Humanities and Digital Scholarship Postdoctoral Fellow, LITS

Project Timeline: Summer 2018-Fall 2019

This grant supports Linker's attendance at Rare Book School for the purposes of developing a syllabus and teaching materials for an upcoming course on Digital Book History. The course, and the need for additional training, stems from Bryn Mawr History's shift to offering senior majors the opportunity to produce a digital project in lieu of a traditional senior thesis, leading to an increased need for integrations of digital pedagogy into the curriculum. 

UV Photography Training

Project Team:

Project Timeline: Summer 2018

This Digital Bryn Mawr Seed Grant will provide funding for Marianne Weldon to attend the Tools and Techniques for UV/Visible Fluorescence Documentation workshop taught by the American Institute for Conservation of Historic and Artistic Works at Duke University in August 2018. Through this workshop, Weldon will gain an understanding of how UV/visible fluorescent images are being used in research and conservation of works on paper, photographs, paintings, textiles, and objects and practical experience of the tools and techniques needed to capture such images. At the conclusion of this workshop, she will be able to train students and student employees in reproducible industry best practices in this field.

Virtual is the New Real: Developing Critical Methods for VR

Project Team:

  • Homay King, Professor of History of Art and the Eugenia Chase Guild Chair in the Humanities
  • Shari Frilot, Chief Curator of Sundance New Frontier and Senior Programmer of Sundance Film Festival
  • Harlow Figa, Director of the Trico Film Festival
  • Palak Bhandari, Educational Technology Assistant, LITS

Project Timeline: Fall 2017-Spring 2018

Artificial and virtual reality media present a challenge for film studies, which is built around a rich vocabulary and concepts for critically analyzing “flat” forms of moving imagery, such as film, television, video, or digital streaming media. How do we discuss framing and composition, camera angles, and perspective and point of view in a 360-degree environment? How does truly binaural audio affect audio design? How does positional tracking change our way of describing “camera” movement and distance? Professor King has begun exploring these questions in her own research, most recently in her book Virtual Memory: Time-Based Art and the Dream of Digitality (Duke UP, 2015) and an interview in Film Quarterly 71.1 (Fall 2017) with Shari Frilot, a pioneer in VR/AR programming who introduced the medium to the Sundance Film Festival. King will use this Digital Bryn Mawr Seed Grant to support introducing units and assignments on artificial and virtual reality into HARTB334 Topics in Film: Transitional Objects between Old and New Media and support the introduction of virtual and artificial reality media as a category in the Tri-Co Film Festival, held at the Bryn Mawr Film Institute in May 2018.

Visual Topology: 3D Modeling of TLV Bronze Mirrors in Early China

Project Team:

  • Jie Shi, Assistant Professor of History of Art on the Jye Chu Lectureship in Chinese Studies
  • Alicia Peaker, Director of Digital Scholarship, Critical Making, and Digital Collections Management
  • Jialu Guo ('19), Undergraduate Research Assistant
  • Matthew Jameson, Graduate Student, Classical and Near Eastern Archaeology
  • Jessica Goodman, Graduate Student, Classical and Near Eastern Archaeology

Project Timeline: Summer 2018

Among all Chinese mirrors, one type conventionally called “TLV mirrors” dating from late 1st century BCE to early 1st century CE stands out as the most complex. Shaped into circular discs and ornamented as the symbolic universe, with the center boss representing the axis mundi and directional animals representing the four quarters of the world, such mirrors are an ingenious union of physical shape and symbolic decoration (including inscription) in an organic relationship. To vividly show this union (if not tension), traditional methods of reproducing works of art are insufficient or inadequate. This grant supports the creation of a 3D model of the TLV mirrors. The objective is to create an interactive model that could demonstrate and sum up the dynamic relationship between the shape and ornament of the TLV mirrors. Project participants will create an interactive model, 3D printed version, animation, and other materials as needed, all of which will be made available for teaching and research.

White Father’s Archive, Rome: Digital Competencies through Student Research Support

Project Team:

  • Alicia Walker, Associate Professor of History of Art on the Marie Neuberger Fund for the Study of Arts and Director of the Middle Eastern Studies Program and Director of the Center for Visual Culture
  • Alicia Peaker, Director of Digital Scholarship, Critical Making, and Digital Collections Management
  • Jenny Spohrer, Director of Educational Technology Services, LITS
  • Christine Atiyeh, Independent Scholar
  • Nava Streiter, Graduate Student, History of Art
  • Cassandra Dixon ('19), Undergraduate Assistant
  • Cassidy Gruber Baruth ('19), Undergraduate Assistant
  • Hallie Novak ('19), Undergraduate Assistant
  • Kelly Potts, Kutztown University of Pennsylvania ('18)

Project Timeline: Spring 2018-Summer 2018

The project will further the digitization and cataloguing of the White Father's Archive in Rome. We will send a team of undergraduate and graduate students and faculty supervisors to Rome for two weeks to scan and catalog approximately 2,000 to 2,500 items such as letters, institutional documents, photographs, post cards, newspaper clippings and historic publications on site. A subset of students will continue the work of cataloguing and creating metadata for these materials over the summer and have the opportunity to write blog posts for our project website that publicize the contents of the archive and show its research potential. Students will learn about best practices for scanning and creating metadata, the design and functionality of the database to which they will contribute, and contextual history of the archive itself and the White Fathers’ archeological work in Carthage, Tunisia.

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