CLAS Students Selected for Social Science and Humanities Grants

Instructor Chotsani Dean, left, helps Michelle Arslan with a clay sculpture during a class titled “Pottery and the Vessel” at the Art Ceramic Studio.

Fifteen student-faculty teams were selected to receive SHARE program awards for Spring 2019, and 12 of the teams are part of the College of Liberal Arts and Sciences. The program supports undergraduate research projects in the social sciences, humanities, and arts.

The awards are geared towards introducing students, who are in the primary stages of their college careers, to research in their chosen field and helping them develop transferable skills for future research projects. Throughout this this research apprenticeship, students work closely with their faculty mentor on a project and assist with tasks ranging from  conducting library research, assisting in experiments, coding and analyzing data, and conducting and transcribing interviews.

The goal of the program is to foster a relationship that will continue past the spring semester, allowing the project to continue and result in a more independent role for the student. During the initial Spring semester, student apprentices will receive a $1,500 stipend, and faculty mentors will receive a $500 professional development stipend.

The 2019 CLAS recipients are:

Project Title: Exploring the Upper Crust of Mesopotamian Society: An Archaeological Study of Bread Production at Tell Leilan
Student Apprentice: Stephen Baker, Anthropology and Physiology & Neurobiology
Faculty Mentor: Alexia Smith, Anthropology

Project Title: Head vs. Heart Beliefs: Comparing Intuitive and Rational Cognitive Judgments
Student Apprentice: Erin Blake, IMJR: Mental Health & Well-Being
Faculty Mentor: Crystal Park, Psychological Sciences

Project Title: Study of Language and Math – Mapping Abilities and Math Fluency in Hearing and Deaf Children
Student Apprentice: Caroline Hebert, Speech, Language & Hearing Sciences and Cognitive Science
Faculty Mentor: Marie Coppola, Psychological Sciences

Project Title: “Advice and Consent” or “Search and Destroy?”: The Senate Judiciary Committee’s Review of U.S. Supreme Court Nominations in the Era of Party Polarization
Student Apprentice: John Kelly, Political Science
Faculty Mentor: Kimberly Bergendahl, Political Science

Project Title: The Scholio Project: Designing Online News Comments to Promote Intellectual Humility in Public Discourse
Student Apprentice: Addison Kimber, Political Science and Biology
Faculty Mentor: Michael Morrell, Political Science

Project Title: Justice in the Dark: How Secretively Funded Campaign Advertisements Shape Judicial Campaigns
Student Apprentice: Hollianne Lao, Political Science
Faculty Mentor: Virginia Hettinger, Political Science

Project Title: The PRISM Project: A Mindfulness Intervention on Substance Abuse
Student Apprentice: Kasey Macedo, Psychological Sciences and Human Development & Family Studies
Faculty Mentor: Beth Russell, Human Development & Family Studies

Project Title: Patterns of African American Life in Post War Hartford (1940-2010)
Student Apprentice: Chloe Murphy, Africana Studies
Faculty Mentor: Fiona Vernal, History and Africana Studies

Project Title: Puerto Rican Heritage Trail
Student Apprentice: Alejandro Rodriguez, History
Faculty Mentor: Anne Gebelein, Latin American and Caribbean Studies

Project Title: Digitizing the Paper Trail: Enslaved and Freedpeople in The Spanish Empire
Student Apprentice: Jenifer Rojas Orellana, Political Science
Faculty Mentor: Ricardo Salazar-Rey, History

Project Title: Can Inclusive Education Programs Reduce Racial and Gender Discrimination in the Labor Market?
Student Apprentice: Mary Vlamis, Economics and Political Science
Faculty Mentor: Jorge Aguero, Economics

Project Title: Stratified Model Minorities: Educational Experiences and Social Mobility of Chinese Immigrants from Taishan and Fuzhou
Student Apprentice: Jingya Zhu, Sociology and Communication
Faculty Mentor: Simon Cheng, Sociology


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