This week's news from the faculty.
David Gillikin, professor of geology, was awarded two NSF collaborative research grants. He received an Antarctic Earth Sciences Grant for his project, “The Antarctic Sea Scallop as Key to Paleoenvironments and Sea Ice Conditions: Understanding the Modern to Predict the Past,” which aims to discover whether the Antarctic scallop provides a guide to sea-ice conditions in nearshore Antarctica today and in the past. He was also awarded a Paleo Perspectives on Climate Change Grant for “Bridging the Gap from Northern Iberia to Northwest Africa to Reconstruct Atmospheric Dynamics and Hydroclimate for the Last 2,500 Years.”
Angela Commito, visiting assistant professor of classics, was part of a team awarded a $220,000 National Endowment for the Humanities Collaborative Research Grant in support of the Notion Archaeological Research Project. This three-year program of archaeological research will examine how the community living in the ancient port town of Notion in western Anatolia (Turkey) responded to developments in Greek urbanism and the expansion of Roman power.
A poem by Kimmo Rosenthal, professor of mathematics, was published in volume 30 of the literary journal, The Fib Review. “The Gaze of Blanchot,” is based on the work of French writer Maurice Blanchot and is a “fib,” which must follow the Fibonacci sequence in some manner.
Megan Ferry, professor of Chinese, has been elected to the advisory board of the Open Language Resource Center at the University Kansas. The center was recently awarded a U.S. Department of Education grant for 2018-2022, making it one of only 16 Title VI Language Resource Centers in the country. The center will design and curate open-access, non-paywalled resources to support language learning at the high school and post-secondary levels in a variety of languages.
Jue Wang, associate professor of mathematics, was one of 20 participants selected nationwide for a curriculum development workshop at Manhattan College. The group developed materials to support using modeling in teaching differential equations, a pivotal STEM course in the undergraduate curriculum.
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