Lead institutionAbbreviated project title and PI Grant theme/sOther participating campuses
BSCActivating Potentials in Early Chemistry Education, Kate Hayden, ChemistryD&IRhodes
CentreFaculty Development through Learning Design, Kerry Paumi, ACS teaching & learning workshopIIBSC
CentreSupporting Diversity and Inclusion in Mathematics and STEM Disciplines, Joel Kilty, MathD&ISouthwestern
CentrePathway to Diversity: Uncovering Our Collections, Carrie Frey, LibraryD&IFurman, Rollins, WLU
DavidsonInnovative Pedagogy in Clinical Psychology Research Methods and Statistics, Laura Sockol, PsychologyII, D&IRichmond, Trinity
FurmanCampus Space and Rhetorics of Race, Brandon Inabinet, Communication StudiesII, CC, D&IRichmond
FurmanInclusive Pedagogy for Library Instruction, Andrea Wright, Library II, D&IDavidson, Richmond, BSC, WLU, Sewanee
HendrixMicro-aggression/micro-affirmation photography, Michael Miyawaki, SociologyD&I
Millsaps(Re)Visioning Millsaps Education Curriculum, Stacy DeZutter, Education II, D&I
RollinsCognitive Science in the College Classroom, Jennifer Queen, PsychologyIISewanee, Centenary
SewaneeImproving Inclusion and Pedagogical Practices for Students with Learning Disabilities, Jordan Troisi, Center for Teaching/PsychologyII, D&IBSC, Centre
SewaneeStudies of Slavery and Its Legacies, Scott Wilson, Office of Global CitizenshipCC, D&IMorehouse, Spelman
SouthwesternACS FOCUS – Faculty of Color Uniting for Success, Alicia Moore, EducationII, CC, D&IHendrix, Millsaps
SpelmanJust Food: Race, Class, and Gender in the Urban U.S. South, Ashanté Reese, AnthropologyII, CC, D&IRhodes
SpelmanIncreasing Diversity in the STEM Pipeline through Responsive Pedagogy in the Organic Chemistry Laboratory, Shanina Sanders Johnson, ChemistryD&ICentenary, Centre, Rollins, Sewanee, Southwestern, Trinity, Millsaps

BSC-Rhodes: Activating Potentials in Early Chemistry Education

Students enter introductory chemistry courses with variable background knowledge and experience in chemistry, which creates a dynamic challenge for chemistry programs across the ACS. Alarmingly, underrepresented minorities drop out at disproportionately higher rates than their peers. Literature suggests that this problem may be twofold: students who have had limited exposure to scientific reasoning or mathematics lack the problem-solving skills necessary for success in STEM; and/or students are unable to visualize themselves as scientists due to a lack of self-identifiable models presented in the course. These students, therefore, frequently disengage from chemistry. In order to address these retention challenges, we will create and implement a shared supplemental instructional video series for the first-year chemistry course. These videos will contain fundamental concepts in chemistry with a focus on problem-solving strategies that will reinforce the material and assist them with developing their own approach to solving problems. Each video will begin with a different chemist sharing a short vignette of his/her journey through science, highlighting personal challenges and successes. The goal is to provide diverse models of professional chemists to whom our students can relate. These 10-12 minute videos would be made available across the various ACS campuses.
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Centre-BSC: Faculty Development through Learning Design

We will develop a two-day, interactive Learning Design Workshop to be offered at an ACS campus in August of each year, using the grant period to design the workshop and determine how to sustain the workshop over time. Open to all faculty and staff at a specified campus, the workshop will ask, how can we design learning environments and instruction so that learners use what they learn in appropriate new contexts? The point of the workshop will be to ensure and improve student learning by intentional design of instructional strategies and the classroom or learning environments. Possible foci for the workshop might include student engagement, conducting formative and summative assessment, effective assignment and syllabus design, inquiry-based lab design, experiential learning, and other topics informed by the science of learning and the scholarship of teaching and learning. Participants will leave the workshop with concrete products, such as a revised syllabus, a new course design, or improved assignments.
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Centre-Southwestern: Supporting Diversity and Inclusion in Mathematics and STEM Disciplines

Mathematics plays a pivotal role in the persistence and success of students who aspire to study and work in science, technology, engineering, and mathematics (STEM) fields. While traditional methods of teaching and learning mathematics ostensibly served well for decades, the mathematics community is re-examining and re-envisioning these approaches in response to multiple changing realities, which include: evidence that the standard approach “filters” traditionally under-represented students, extremely different levels of student preparedness, the diverse career and continuing education paths of students, more sophisticated technologies, and access to large data sets that enable more realistic and more relevant applications. This project seeks to further understand the filters that inhibit student persistence and success in mathematics and other STEM disciplines, particularly among under-represented minority, first-generation, low-income, and female students, within the context of small liberal arts colleges located in the southern United States. Beyond exploring these contextual factors, this project works to make a positive difference in improving persistence and success by resequencing the calculus curriculum including the use of the statistical software R and implementing a cohort model in Calculus I.
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Centre-Furman-Rollins-WLU:  Pathway to Diversity: Uncovering Our Collections

This project seeks to build a shared online digital archive relating to the history of desegregation at these colleges and universities. As southern institutions founded long before the civil rights movement in the United States, the experiences and stories of our African-American students, staff, and faculty within the historical contexts of our local communities have not been fully understood, researched, or archived.  We want to uncover and illuminate these historical narratives to not only improve institutional understanding of diversity on campus, but also to help our current students confront and comprehend issues of diversity and inclusion in the context of society, their campus, and their classroom. As a first step, an archival collection of primary source materials will be researched and identified collaboratively by faculty, students, archival professionals, and staff at all four participating institutions.

During the fall term of 2018, one course on each campus will utilize the materials found during the discovery process to create projects that illustrate historical and / or current issues of diversity and inclusion.  Campus offices involved in this effort will include: Diversity and Inclusion, Library and Archives, Center for Teaching and Learning, Information Technology Services, and Communications. The long-term goal is an inclusive ACS digital archive that speaks to the broader experience of desegregation on small college campuses across the South.
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Davidson-Richmond-Trinity: Blended Inclusion: Innovative Pedagogy in Clinical Psychology Research Methods and Statistics for Diverse Students

Improving pedagogical approaches to teaching research methods and statistics at the undergraduate level is key to facilitating student understanding and improving retention. This need is particularly salient for underrepresented minority students, first-generation college students, women, and students with disabilities, who express greater statistics anxiety and report lower competence in these critical domains. Furthermore, while these students express high interest in clinical psychology at the undergraduate level, their representation decreases at more advanced levels of study — suggesting that students’ experiences with quantitative material are a barrier to increasing diversity in the field. Blended and active learning strategies have been shown to enhance student performance and reduce anxiety. The goal of this project is to develop blended learning resources for teaching research methods and statistics in courses and mentored research experiences in clinical psychology. By using these resources to promote active learning strategies, we aim to improve student understanding of research methods and foster a growth-oriented mindset for quantitative skills –  particularly among students from underrepresented groups.
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Furman-Richmond: Campus Space and Rhetorics of Race—Connecting Injustice to the Liberal Arts Geography & Built Environment

The program pilots a campus map of both the geographical location of liberal arts campuses and the sights within them. It focuses on histories stemming from nineteenth century inequalities, especially slavery, and brings critical analysis of campus space through the vocabulary of rhetoric—the ancient consideration of how symbols work to persuade and constitute communities. Students inventory campus settings and archival holdings for public-facing symbols, create a Pocket Sights app location with photographic evidence and written contextualization, and connect these sights in a coherent campus tour by emplotting a flow. In the end, campuses serve their communities and visitors with a tool for analysis that can be utilized across the curriculum and by various constituencies, and multiple campuses like Richmond and Furman can compare their pasts to find similar tropes and narratives of race in the geographic and built landscape.
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Furman-Davidson-Richmond-BSC-WLU-Sewanee: Inclusive Pedagogy for Library Instruction

As our institutions seek to cultivate more diverse and inclusive environments, library instruction provides an opportunity for librarians to also consider our own biases and utilize inclusive pedagogies to improve our learning environments for all. The literature on library instruction and inclusive pedagogies, however, is distressingly sparse. This project unites librarians from across the ACS to form an Inclusive Pedagogy for Library Instruction Working Group. They will work together to consider broader inclusive pedagogies, related library pedagogies (such as critical information literacy and anti-racist instruction), and the unique nature of library instruction. They will also work with diversity and inclusion groups on their home campuses, experts from outside the group, and leverage their individual backgrounds and experiences with diversity and inclusion. Collaborators develop all this to craft and apply inclusive best practices for information literacy instruction in academic libraries that consider the range of diverse identities including race, gender, sexuality, and abilities.
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Hendrix: Micro-aggression and Micro-affirmation Project

This project will develop a photography exhibit of students’ experience with micro-aggressions and micro-affirmations and develop a website featuring the exhibit and videos of students sharing their experiences. The website can be used as part of classroom instruction for faculty teaching courses on identity and inequality, to facilitate class discussions, and to generate reflective assignments. Furthermore, the website can be used for faculty development purposes, e.g., at workshops designed to help faculty foster an inclusive classroom environment and enhance student advising. The goal is to raise campus awareness about micro-aggressions, foster dialogue on how to address them, and promote the use of micro-affirmations as an ACS model for creating more inclusive campus communities.
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Millsaps: (Re)Visioning Millsaps Education Curriculum

This project will redesign the Millsaps Education program, moving from a single track in teacher licensure to dual tracks with the addition of a non-licensure track. Central to this redesign is an invigorated focus on issues of equity and social justice in education and the use of digital tools to foster communication and collaboration for our future education professionals. This project will unfold through a series of three overlapping processes: information-gathering, piloting courses using newly designed framework, and articulating our new undergraduate education program. By the end of the grant period, we aim to submit the course sequence and descriptions for our new multi-tracked degree program to Curriculum Committee and provide a model for program redesign to other ACS schools.
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Rollins-Sewanee-Centenary: Cognitive Science in the College Classroom

Cognitive science is interdisciplinary with strong ties to psychology, linguistics, anthropology, computer science, neuroscience, and mathematics. However, despite these interdisciplinary endeavors, few experimental findings are extended to improve the essentials of teaching and learning such as course design, student development, and effective instruction.  Cognitive psychology explores the manner in which experience influences actions and thoughts, and how mental operations are used to solve problems, maintain goals, and learn and remember information.  The goal of our proposal is to directly apply empirical evidence from human learning and information processing studies in our field to the college classroom. The aim of the project is to provide ACS professors with additional tools to craft syllabi, courses, and assignments with students’ cognitive systems in mind. Through three web-based modules designed to help faculty incorporate the latest and most essential findings in cognitive science in their courses to maximize student learning.
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Sewanee-BSC-Centre: Improving Inclusion and Pedagogical Practices for Students with Learning Disabilities

Though students with learning disabilities or learning differences (LD) are entering universities at a higher rate than ever, they are often underserved in these universities. This project seeks to improve education-related experiences of students with LD and their overall sense of inclusion on campuses. The project has four primary goals: (1) to increase understanding/knowledge of the education-related LD experience among faculty, staff, students, and members of the ACS; (2) to increase awareness of campus resources, processes, and people associated with LD among faculty, staff, students, and members of the ACS; (3) to equip students, faculty, and staff, and members of the ACS to have more informed and collegial conversations about LD; and (4) to introduce effective pedagogical practices for faculty members to implement in the classroom among our faculties and members of the ACS.
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Sewanee-Morehouse-Spelman: Studies of Slavery and Its Legacies

The issue of institutions’ relationship to slavery and its legacies is perhaps even more important for Southern colleges and universities to confront, and it is unsurprising that fewer institutions in the South have taken on such a project. The Studies of Slavery Project entails collaboration among three institutions – Morehouse College, Spelman College, and the University of the South – in the development and implementation of coordinated courses on the three campuses. The three courses, which will be titled and numbered to comply with standards on the three campuses, will address their respective institution’s relationship to slavery and its enduring legacies through historical analysis of new world slavery and slave-based economy, discussion of memory, ethical considerations of how to respond to the legacies of slavery in the present context. The grant will conclude with a conference for ACS representatives on the project’s accomplishments.
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Southwestern-Hendrix-Millsaps: ACS FOCUS – Faculty of Color Uniting for Success

FOCUS addresses the challenges that faculty of color face in their path to professional success in the academy. This national issue manifests itself in particular ways at liberal arts colleges, where faculty of color are far less likely to have colleagues of color in their department or area. Moreover, the increasing enrollment of students of color at our three institutions has not been matched by increased numbers of faculty of color. As a result, these faculty often have outsized responsibilities for mentoring students and service. FOCUS will develop summer workshops for faculty of color over three successive years. The week-long workshops will address scholarly productivity through specific goal setting, designated time for scholarship each day, and follow-ups on progress made. The project will also bring in trained facilitators to assist faculty with issues such as self-care, cultivating mentors, tenure & promotion, and navigating service demands. In addition, it aims to explicitly build a peer mentoring network by facilitating cross-institutional relationships.
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Spelman-Rhodes: Just Food: Race, Class, and Gender in the Urban U.S. South

The interdisciplinary course will bring together theoretical perspectives from Anthropology, Food, Environmental and Black Studies alongside hands-on, community-based experiences in Atlanta and Memphis. The course will be taught during the fall of 2018. The primary objectives of the course are to: (a) foster collaboration, diversity and inclusion within and across the Rhodes College and Spelman campuses; (b) provide Rhodes and Spelman students an in-depth, comparative approach to theorizing, studying and analyzing food inequalities along the lines of race, class, and gender in the urban US South; and (c) increase the visibility of food justice work in Memphis and Atlanta, and more broadly the southern U.S., through a public-facing project.
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Spelman-Cenentary-Centre-Rollins-Sewanee-Southwestern-Trinity-Millsaps: Increasing Diversity in the STEM Pipeline through the Incorporation of Culturally and Socially Responsive Pedagogy in the Organic Chemistry Laboratory

As the nation seeks to realize a more diverse STEM-trained workforce, diversity should also be acknowledged in the STEM classroom. This project seeks to incorporate culturally relevant and socially responsible practices and curriculum in the organic chemistry laboratory. A Community of Practice will be established among institutions in the Associated Colleges of the South that creates these teaching materials while promoting student engagement. The learning environments will be designed to connect students to real world experiences in hopes of improving retention rates and improved success in STEM courses. In addition to creating novel learning resources for use in chemistry labs at these institutions, this project will bring visibility to teaching and scholarship being done on these campuses. To this end, specific activities will include a training workshop, the creation of standard protocols for increasing culturally and socially responsible content in courses, and peer review of developed resources.
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