Past Summer Fellowship Recipients

Summer 2019

Russell McCutcheon, Associate Professor in the Sunderman Conservatory of Music 

Attended workshops at the Academy of Music Production on audio recording and editing, and video recording and editing during the summer of 2019. The skills developed through these workshops benefited Dr. McCutcheon’s new course, “Music Technology and Media Production.”

Summer 2018

Sahana Mukherjee, Assistant Professor of Psychology 
Sahana used her funds to cover attend the 2018 Institute for Academic Feminist Psychologists two-day workshop in June to assist in revising PSYC 210, “Cultural Psychology”. This is a 2-day workshop for early career psychologists who teach and/or do research that adopt a critical feminist approach. This institute also presents a venue to discuss, and receive feedback on pedagogical approaches as well as opportunities to learn more about intersectional approaches to pedagogy.

Joanne Myers, Associate Professor of English 
Joanne's funds were used to attend a week-long course at the University of Virginia’s Rare Book School to assist in developing a new course, Eng 297, “Introduction to Book History”. The course covers a topic not otherwise present in the English department’s curriculum.

Summer 2017

McKinley Melton, Assistant Professor of English
McKinley was awarded $2000 to cover expenses associated with travel to the United Kingdom to develop the course, Black London and “Bloody”
Liberation: Social Justice and the City, that will be offered in the Fall 2018 semester as part of the Gettysburg London program.

Sarah Sillin, Visiting Assistant Professor of English
Sarah was awarded $1265 to cover expenses associated with attendance at the Center for Historic American Visual Culture (CHAViC) Summer
Seminar, “In Black and White: Race and American Visual Culture.” Learning more about how to incorporate visual culture into teaching will benefit two of Prof. Sillin’s courses.

Summer 2016

Chipo Dendere, Gondwe Scholar and Visiting Assistant Professor, Africana Studies
Chipo received funding to support bibliographic research in Zimbabwe with the goal of diversifying and expanding the reading lists for her courses on African politics.

Kim Spayd, Assistant Professor, Mathematics – Sciences
Kim received funding to support development of her new First Year Seminar, “Math as Muse: Exploring the Relationship Between Math and Art.”

Divonna Stebick, Associate Professor, Education
Divonna received funding to support the continued development of a database of Young Adult literature for her course, “Cultural Implications of Young Adult Literature and Media.”

Summer 2015

Laurel Cohen, Professor, German Studies
Laurel received funding to attend the international faculty development seminar, “Ruin and Revival: History, Modern Memory & Identity,” in Germany and Poland. The seminar addressed “the role of historical memory in the formulation of individual and national identities in contemporary post-Holocaust and post-communist Poland and the former East Germany.” It examined how memory is constructed and transmitted and explored these processes “through multiple lenses—art, literature, and culture; institutions, education, and politics; place, monument, and memorial” with a special focus on “the consciousness and relations of a new generation of Poles and Germans, their past, their present, and their future.” Lectures, discussions with experts and opinion leaders combined with site visits to Berlin, Warsaw, and Krakow provided the framework. Professor Cohen participated in order to (1) design German 331: Politics of Memory in German Media; (2) to connect with museum curators, educators, memorial site directors, faculty, researchers, and public officials to use as resources in class through Skype; and (3) to develop a course-embedded trip to Holocaust and political memorial sites in Berlin and Poland.

Cassie Hays, Assistant Professor, Sociology
Cassie was awarded a fellowship for transportation to and lodging at the International Sociological Association World Congress meeting in Yokohama, Japan. Professor Hays teaches Sociology 209: Race & Ethnicity routinely and wanted to internationalize this course. Because racism and race-thinking are not just American problems and resonate across the world in often terrible and violent ways, Professor Hays wanted to develop a global version of the course that examines historical bases and contemporary outcomes of colonialism, post-colonialism, race-thinking, and racism. She attended a variety of panels, such as “Racism, Nationalism, and Ethnic Relations,” “Social Stratification,” “Comparative Xenophobia,” “Challenges for Muslim Minorities,” and “Politics of Masculinities Racialized as Deviant and Dangerous.”

Jackie Milingo, Associate Professor, Physics
Jackie attended the Research-Based Active Learning in Introductory Physics workshop in Portland, Oregon as well as up to $200 for ground transportation. Part of the National Chautauqua Short Course Program, the workshop is designed primarily to serve undergraduate education in the sciences and brings together undergraduate faculty with physics education Research (PER) specialists to introduce new teaching concepts and techniques that are relevant, current and effective. This particular workshop presented PER-validated strategies for increasing active learning in introductory physics courses, including interactive lecture demonstrations, RealTime physics labs, personal response systems (clickers), activity-based tutorials, collaborative problem-solving tutorials, workshop physics, physics with video analysis, and strategies for analytic mathematical modeling.

Summer 2014

Kathleen Cain, Associate Professor, Psychology
Kathy used her JCCTL funds to travel to Ethiopia to enhance my ability to teach my first-year seminar, FYS 102-3: The World’s Children. Her goal was to get firsthand knowledge of challenges facing women and children in Ethiopia, to learn more about experiential education in collaboration with GRAB, and to explore possible long-term collaboration opportunities between Project Gaia in Ethiopia and students in my seminar. Kathy offered this course for the fifth time in Fall 2014. The course addresses issues of culture, children’s development, and children’s rights, and it examines a variety of challenges to children’s rights in a global context.

Laurel Cohen, Associate Professor, German Studies
Laurel received funding to a seminar on "Ruin and Revival: History, Modern Memory & Identity" in Germany and Poland. The seminar addressed "the role of historical memory in the formulation of individual and national identities in contemporary post-Holocaust and post-communist Poland and the former East Germany."  is questioning how memory is constructed and transmitted. The seminar explored how memory is constructed and transmitted "through multiple lenses—art, literature, and culture; institutions, education, and politics; place, monument, and memorial" —with a special focus on "the consciousness and relations of a new generation of Poles and Germans, their past, their present, and their future." Laurel used this information for the development of her GER 331, Politics of Memory in German Media. 

Cassie Hays, Assistant Professor, Sociology
Cassie received funds to attend the International Sociological Association World Congress meeting in Yokohama, Japan to ‘internationalize’ the course she teaches regularly: SOC 209, ‘Race & Ethnicity.’  The global version of the course focuses on the historical bases and contemporary outcomes of colonialism, post-colonialism, race-thinking, and racism. This enables students to better understand that racism is a worldwide problem.

Jacqueline Milingo, Associate Professor, Physics
Jackie used her summer fellowship to attend a workshop Portland, OR that concentrated on Research-Based Active Learning in Introductory Physics. The techniques and discussion surrounding physics education research were applicable to the classes she teaches and benefits the physics department. The new strategies and methods learned in this workshop were immediately applicable to her lectures and labs.

Summer 2013

Paul Austerlitz, Associate Professor, Sunderman Conservatory of Music
Paul received a grant to support his attendance to the Barry Harris study group, New Roads in Jazz Pedagogy.  Paul writes, "In addition to leading to new pedagogical approaches, this summer's labors revitalized my own playing: combining study with Harris with hands-on application of his ideas in collaboration with top-level players on a near-nightly basis was exhilarating!"

Felicia Else, Associate Professor, Art and Art History and Kay Etheridge, Associate Professor, Biology
Felicia and Kay received a grant to develop a hands-on component to their team-taught course, Wonders of Nature and Artifice: The Renaissance Quest for Knowledge. The funds received supported preparation for an exhibit to take place November 2012, construct an inventory of materials in Special Collections, the Biology department and other locations on campus suitable for students to use, and a student worker to assist with these tasks. 

Salma Monani, Assistant Professor, Environmental Studies
Salma received a grant to acquire the video production skills that are required of her students in her Environmental Film and FYS: Green Eggs and Government Cheese courses.  This film module exposes students to both theory and practice.

Yumi Takamiya, Assistant Professor, Asian Studies
Yumi received the Creative Teaching Fellowship Grant to travel to Japan to collect books, DVD's, an authentic materials needed to enhance her 305/306 Japanese Language courses.

Summer 2012

Eleanor Hogan, Associate Professor, East Asian Studies
Eleanor received a Summer Fellowship to develop a First-Year Seminar on Japanese popular culture. In this course, students are asked to contextualize various video games, animated films, comics (manga), popular music and other assorted products and media imported from Japan. Professor Hogan asked her students to conduct this analysis with the assumption that American preconceptions about Japanese culture are formed by entertainment mediums that are not originally intended for Westerners, and that does not give a whole or accurate picture of Japanese culture and society. The course, taught last fall, examined Japan’s “Gross National Cool” and “soft power,” terms used by scholars to discuss the Japanese cultural invasion with regard to entertainment. By the end of the semester, students were able to assess and discuss what these products reflected about Japanese society and what they portray about Japan beyond its borders. The Johnson Center grant allowed Professor Hogan to conduct research on Japanese popular culture and media through site visits in Japan and to hire a student assistant to work with her over the summer to incorporate Japanese video games into the course.

Leo Yip, Associate Professor, East Asian Studies 

Leo used his Summer Fellowship to develop a Business Japanese course. Professor Yip traveled to Tokyo to gather printed, audio, and visual materials for this new course. Despite growing interest in business Japanese language education, Professor Yip found that textbooks and teaching materials available in the United States are outdated. With these materials, Professor Yip designed a course organized around a series of situations that simulate the Japanese marketplace and that allow students to acquire culturally appropriate interpersonal communication skills needed to deal with a variety of business transactions. Professor Yip was able to call upon his professional experience and connections in a Japanese company to accumulate particularly authentic materials.

Summer 2011

Jonathan David (Classics) combined his Summer Fellowship with other sources of financial support to work as a staff member for two archaeological research projects—the ‘Ain el-Qubbi Exploratory Excavation and the Megiddo Expedition—in the Jezreel Valley in northern Israel. At both excavations, Professor David was able to include a certain number of Gettysburg College students as team members, providing them with hands-on experience and field instruction in archeological methods, ancient history, and biblical studies. Following their visit, Professor David collaborated with these students to develop a new course that surveys the history and archaeology of the Ancient Near East, with emphasis upon the material cultures of the Syro-Palestinian region during the Late Bronze and Early Iron Ages.

Kay Etheridge (Biology) used her JCCTL funding to digitize books and other resources for use in her First-Year Seminar: Creativity in Art and Science. She also developed a new software program that allows users to combine these digital resources with images from ARTstor to create an interactive visual timeline. In her seminar, students explore selected topics in Western art and science history from medieval through contemporary times. Since an understanding of relationships between key individuals, world events, and
cultural events are integral to students’ understanding of course materials, Professor Etheridge’s software helps students familiarize themselves with these figures and events by developing their own interactive timelines.

Chris Fee (English) created a new course, The Medieval North Atlantic: The Burning of Njal as an Introduction to Saga Age Iceland. The JCCTL grant allowed Professor Fee to become better acquainted with the manuscripts of Njal’s Saga and the current scholarly publications examining this text. He worked at the Arni Magnusson Institute for Icelandic Studies in Reykjavik, and Vidar Hreinsson, the General Editor of The Complete Sagas of Icelanders and Executive Director of the Reykjavik Academy, provided a home base for
him. Professor Fee also assembled digital images of the relevant folia from the manuscript tradition of this saga, using the growing quality of digital archives to introduce his students to the problems of editing and translation.

Dave Powell (Education). Each semester, students in Professor Powell’s Education 306:Educational Purposes, Methods, and Instructional Media in Social Studies, Art, and Music complete a “gallery walks” project, during which they are immersed in a particular piece of social studies content and are asked to research different ways of representing that content to others. This project is designed to help students develop the research skills they need in order to interpret subject matter content for teaching. Using JCCTL funding, Professor Powell accumulated his students’ research to create a website that showcases their work and intermingles it with other content related to social studies teaching. He anticipates that this website will be utilized by college graduates, future students, cooperating teachers, and others to explore and expand their skills in teaching social studies. Interested parties may visit the site and garner new ideas.

Stefanie Sobelle (English) attended a summer studio in architecture to obtain basic training in architectural design in preparation for her Fall 2010 senior seminar, Space in the American Imagination. Focusing upon the imagination of space in 20th-21st century literature, art, and architecture of the United States, this course considers the dynamics between public and private places, how American cities and towns are characterized and represented, American ideas of “safety,” and how Americans inhabit and conceptualize the home, the town, the city, a landscape, “outer space,” and imagined space. Experiential in nature, this course also guides students to be engaged, interdisciplinary thinkers.

Kevin Wilson (Psychology). In Professor Wilson’s Advanced Laboratory in Cognitive Neuroscience lab, students have traditionally designed and implemented a functional magnetic resonance imaging (fMRI) research project. However, due to the high cost of fMRI data collection, students must work in large groups and can only collect a single data set, which prevents them from carrying out a full study, analyzing a complete body of data, or drawing significant conclusions based on their results. Using JCCTL funding, Professor Wilson adapted this course so that small groups now re-analyze existing data from a published research study; this allows them to complete a full research project, test new research hypotheses, and draw meaningful conclusions based upon whole group statistical analysis. This course makes Gettysburg College the only undergraduate-focused institution in the country to offer students the chance to conduct a course-based project of this depth, and it also provides students with the opportunity to perform research that can yield student-authored publications in peer-reviewed journals.

Anne Xu-Cobb (Asian Studies) used her stipend to attend the summer program in Chinese film history and criticism at the Beijing Film Academy. During her visit, she attended lectures, field trips, and film screenings; met with Chinese filmmakers and producers; and researched at the Beijing Film Archives. The information she gained will inform the use of film in her literature classes—in particular, her 30 Years of China in Literature and Film course. These findings will also allow her to offer cross-disciplinary courses in both literature and film, since many contemporary Chinese novels and short stories are adapted into films and television dramas.

Kent Yager (Spanish). Following the Spanish department’s decision to add accelerated Portuguese to its regular curriculum, Professor Yager utilized JCCTL funding to support a summer visit to Brazil. During this time, he lived with a Brazilian family, reinvigorated his Portuguese, traveled, and updated his cultural knowledge of Brazil. Additionally, he took photographs of different regions, collected regalia, and purchased video and other teaching materials for use in this course.

Rob Bohrer (Political Science) and the Political Science Department received a grant in the 2009-2010 academic year to better incorporate research methods across the Political Science curriculum, but Professor Bohrer was unable to utilize his funds until the 2010-2011 academic year. He used these funds with the following goals in mind: to better integrate research methods in all Political Science courses; to systematically evaluate the current use of social science research techniques in all Political Science courses; to systematically evaluate student learning as it corresponds to the research process in the discipline; and to develop comprehensive exercises, databases, and standards for each level of political science course and determine the effectiveness of the project.

Summer 2010

Rob BohrerRoy Dawes and Bruce Larson (Political Science) and the Political Science Department agreed on the need to better incorporate research methods across the Political Science curriculum. Two external reviews echoed this need as well in 2004. However, because such an effort is so time-intensive, little progress 2 was made. Professors Bohrer, Dawes, and Larson used their fellowship to address this problem with the following goals in mind: better integrate research methods in all Political Science courses; systematically evaluate the current use of social science research techniques in all Political Science courses;systematically evaluate student learning as it corresponds to the research process in the discipline; develop comprehensive exercises, databases, and standards for each level of political science course and determine the effectiveness of the project.

Beth Campbell Hetrick (Mathematics) created a new course for her department on wavelets, a family of functions used to represent data or functions with applications in such areas as image compression, signal processing and de-noising, pattern recognition, and computer graphics. Her goal was to develop a course that introduces students to the mathematical theory of wavelets and motivates their interest through the exploration of applications. To meet her goal, Professor Campbell Hetrick attended a summer workshop in June 2009 organized by the Mathematical Association of America’s Professional Enhancement Program and entitled “Wavelets and Applications: A Multidisciplinary Undergraduate Course with an Emphasis on Scientific Computing.”

Don Jameson and Tim Funk (Chemistry), inspired by an effort to be more environmentally friendly, created a “green” organic chemistry laboratory manual in Summer 2008 with the help of a Mellon Summer Scholar. They focused on three areas: the development of a lab manual that encompassed the entire organic chemistry lab curriculum while, at the same time, emphasizing the importance of health and environmental safety when doing lab work; the modification of existing labs to decrease the environmental footprint the organic laboratory places in the community; and the creation of new labs that both teach the fundamental concepts of organic chemistry and illustrate how creatively science can solve environmental problems. It was the last of these three goals that needed further attention and Professors James and Funk used their follow-up grant to complete the development of a new “green” organic chemistry laboratory experiment.

Summer 2009

Daniel Drury (Health Sciences) developed a creative approach to teaching “Neuromuscular Physiology” by formulating a new set of laboratory experiences that use various methods of musculoskeletal biofeedback.  These laboratory experiences are unique because they demonstrate the dynamic interplay between the brain and the skeletal muscle system.  His three-step approach includes: (1) using traditional classroom-based instruction to expose students to the structure and function of the intact neuromuscular system; (2) introducing the students to the procedures and equipment necessary to quantify muscular function by employing a variety of laboratory machines often used in medicine and rehabilitation to provide an external source of data to analyze; and (3) internalizing information by having students kinesthetically experience and analyze each procedure.  Drury continues to refine and fine-tune all of the labs for future classes.

Jing Li (Chinese) and Takeshi Sengiku (Language Resource Center) are developing interactive multimedia tools to help students learn and improve their Chinese pronunciation.  With increasing enrollments in Chinese, it becomes more difficult for instructors to give enough time and attention to the performance of each student.  The project goal is to focus on the errors and weaknesses of beginning students’ pronunciation so that students can achieve the accurate reproduction of the original Chinese sound system and build a solid foundation for advanced learning of the language.  The technology incorporated to enhance learning includes digitization and animation to illustrate the “invisible” movements and positions of the tongue and air flows to link sounds to the corresponding images, and speech analysis to impart interactive aural-visual feedback similar to a real instructor.  These tools are available without time or place limitations, greatly enhancing the ability of the student to learn the language without hands-on help from an instructor.  Sengiku completed the pinyin1]chart, with sounds recorded by native speakers.  A series of quizzes is nearly completed and will be accessible to students enrolled in CHN101 next fall.  Each time a quiz is accessed, the questions are randomized.  Students hear a sound recorded by a native speaker of Chinese, then select their answer.  The creation of the animation is ongoing; a template draft for one sound has been created, and a programmer will be hired for the summer of 2009 to continue the project. [1]The Pinyin is the Romanized symbol system, a tool that native speakers use to learn the sounds of Chinese.

Kent Yager (Spanish), who had to postpone his 2007 award because of an injury, worked on his fellowship in summer 2008.  He created units for the Spanish Department’s new Spanish linguistics methodology course “Spanish in Today’s World.”  Current introductory texts for Hispanic linguistics present the major topics (e.g., Spanish phonetics and phonology, morphology, and sociolinguistics), but provide little or no practical work with data collection, analysis, or presentation.  It is important for students to do work in linguistics and not just read about such work. Yager developed student projects for each of the major topics.  The projects have been very successful in that students are in contact with native speakers of Spanish, they are collecting language samples from the Spanish speakers, they are analyzing the samples, and they are presenting their results in oral and written reports.  A Web page provides access to a database related to each unit project.  Eventually, the database should include both data and samples of oral Spanish that future students will be able to analyze.  

Summer 2008

Bela Bajnok, Professor, and Chair of Mathematics received a fellowship to develop undergraduate research projects suitable for three levels of courses involving research in mathematics.

Roy Dawes, Associate Professor of Political Science, and Ann Harper Fender, Professor of Economics, received a shared fellowship to support summer preparation for a new service-learning-based course, “The Political Economy of Disaster,” that focuses on the aftermath of Hurricane Katrina in the Gulf Coast and includes a class service-learning trip to New Orleans.