Description of the project:
What increases civil conflict adversaries’ willingness to negotiate and settle, and what sustains their commitment to the peace process? Extant literature stresses the role of war-weariness in transforming the attitudes of warring parties towards conflict resolution while ignoring the multi-threat environment that amplifies their weariness. In this research, I argue that both state and non-state actors are more willing to negotiate a settlement when under pressure from their respective rivals to consolidate their scarce military or political resources. Moreover, these transparent external pressures minimize uncertainty about negotiators’ intent and thereby alleviate commitment problems. This research will introduce original data on rebel rivalry to test these arguments. Preliminary findings using quantitative methodology and a case study on the Israeli-Palestinean peace process demonstrate that the presence of inter-state and inter-rebel rivalries increases the likelihood of civil conflict negotiations and settlements. The study offers significant implications for scholars and practitioners who study multi-actor and multi-stage dynamics of conflict resolution and the consequences of rivalry.
Description of the project:
The Critical Thinking Rubric adopted by the department works well for research papers and lab reports but does not work as well for other types of critical thinking exercises. In particular, the areas of Point of View, Information, and Assumptions don’t always fit short, concise problems. The department believes a Problem-Solving Rubric would fit better, and we are in the process of vetting some to modify for our use.
Description of the project:
In this brief tutorial we will study basic MATLAB. The main goals of this tutorial are to introduce basic operations, basic plotting, linear algebra functions and basic MATLAB
programming. We give a word of caution that this only an introduction and as the student works with this software the student will have the need to learn much of MATLAB on his own. To this we recommend the extensive documentation that can be found online and within the software. Further, if the documentation is not clear there is a vast amount of literature about MATLAB in the form of books, tutorials, webpage etc.
Description of the project:
The Faculty Development Grant allowed for the creation of four podcast episodes that illuminated the relational, wellness, and sexual experiences of persons of African descent. Because of the pandemic, subsequent quarantine, and amount of funding, I was only able to complete four podcasts. The guests to each podcast episode were able to share candidly about their professional experiences and empowering communities that are challenged by mental and sexual health issues.
Description of the project:
This project will involve a co-curricular learning experience for students to learn the application of using their voice as an instrument of advocacy and social justice within the human service model. Students get an opportunity to be exposed to the world of voice command from the leadership of a professional currently working in the field of voice command. Tambra J who does voice overs for various venues will provide, education, purpose, and passion to human service students seeking to gain personal growth in the field of advocacy and social justice as well as learning about the helping profession and social policy. The process of understanding the magnitude and degree of success that workshops can have is the goal of this project. The specific type of workshop explained in this proposal is a three-part workshop on the power of voice. The fusion of voice command and social justice/advocacy would be an enriching experience for our students that are human service majors.
Description of the project:
The state of Pennsylvania is the home of several diverse, affordable, private, and public higher education institutions within the Eastern region. The number of students enrolled or who matriculate towards graduation does not reflect the diversity of the State of Pennsylvania. African American student's educational attainment within the focus of programs and services and analyzing factors that may influence students to persist to graduation has not been accounted for in previous studies, especially within the focus of HBCUs. Pennsylvania houses two of the nation's prominent HBCUs (Historically-Black College and Universities) Cheyney University of Pennsylvania and Lincoln University of Pennsylvania. As Lincoln University of Pennsylvania is the first-degree granting HBCU, with the current motto of "Learn, Liberate, and Lead," the concerns for students today is understanding the barriers and challenges in which students face in persistence towards degree completion within the major of Mass Communications at Lincoln University. With Mass Communications being one of the leading and innovative careers for millennials-How can Lincoln University's Mass Communications Department develop graduation attainment in higher education for future leaders? The project will explore the challenges and barriers that students within the Mass Communications Department at Lincoln University encounter, which may affect their educational outcomes with a direct focus on DFW (Drop, Fail, and Withdraw) rates among courses that have a high impact based off of the data provided by Institutional Effectiveness, Research, and Planning.
Description of the project:
I am requesting funding to complete an artistic project initiated through a Mellon Grant, Summer 2019. The funding requested will support the creation of large scale photographic lenticular prints, including materials and fabrication costs, as well as funding to travel to photograph. Below is documentation of two works created last summer. The two images represent a visual shift when the viewer moves from left to right. For more information, please see the attached Mellon Grant Application.
Description of the project:
In 2018 the Freshman Year Experience (FYE) classes were asked to develop research projects based on the historic sites on campus. Section sixteen at that time was given the Lincoln University Memorial Arch. The Arch, which sits over the main entrance of campus, was erected to honor the Lincoln Men that served in the World War, later to be known as World War I. Initially the research was focused on providing the students with a historical research project looking at why the Arch was built, however the scope of the research has now shifted from why the Arch was built to finding out more on the Lincoln Men who served. There is currently no historical listing of all men who served, and further, no narratives of these men’s lives and military history. My summer research project will consist of doing intensive and extensive research of their actual military records and troop activity.
Lincoln University Business & Entrepreneurial Studies Department is seeking Accreditation Council for Business Schools and Programs (ACBSP) programmatic accreditation whose goal promotes continuous improvement and recognizes excellence in the accreditation of business education programs around the world. ACBSP acknowledges the importance of scholarly research and inquiry and believes that such activities facilitate improved teaching. Institutions are strongly encouraged to pursue a reasonable mutually beneficial balance between teaching and research. And further, ACBSP encourages faculty involvement within the contemporary business world to enhance the quality of classroom instruction and to contribute to student learning
Description of the project:
The author of this proposal plans to write a book “The All African People’s Conference of 1958: The Significance of a Revolutionary Moment”. As indicated in the title, this research focuses on the significance of a revolutionary Pan-African gathering, the 1958 All African People’s Conference which was held in Accra, the capital of the newly independent Ghana (the first to gain independence in Sub-Sahara Africa) under the leadership of Prime Minister Kwame Nkrumah, an alumnus of Lincoln University. Its chief architect was George Padmore, main organizer of the 1945 Manchester Congress which focused on the theme of the decolonization of Africa.
Description of the project:
Historically, Pan African movements have empowered people of African descent in every corner of the world. In this project, background research, literature reviews, interviews, and agency data will be utilized to examine Pan African ideology as well as activities. Past and current Pan African rhetoric will be explained to serve as an updated perspective on experience of people of African descent in different regions of the world. Additionally, this project will outline the usage of newer platforms being used to unify and organize people of African descentand propel notions of Black independence and empowerment. An indepth research study on the experience of Zimbabweans will serve as a case study, while multiple other nations and issues will be explored to further contextualize the topicin current times
Description of the project:
The purpose of that proposal was to upgrade the facilities to be recognized as a BioSafety Level 2 (BSL2) laboratory at the institution. This was to permit us to work with human transformed cell lines which will give students more relevant experience for what they will encounter when they graduate. This objective was successful but took longer than expected. This was due to numerous unanticipated obstacles, and also time in implementing required changes to get the BSL 2 approval. Furthermore, now that the BSL2 was established, we have been successful in passaging and maintaining a HEK293 and soon to be a secondary FT cell line for experimental use. The first transfection experiments for this project which was the last proposed part of the project, start this December.
Description of the project:
The purpose of this grant is to provide summer faculty funding as I pursue two objectivesthat will enhance Lincoln’s curriculum for all students as well as the research experience for Computer Science majors. The first being the development of two computer science courses: one which will serve as an elective, to meet one of the two programming coursesneeded for graduation, and another to serve those students in the Computer Science Department. I also intend to use this time to begin the grant writing process for NSF’s HBCUUP’s Research Initiation Award for junior faculty with no prior research funding.
Description of the project:
The Pennsylvania Department of Education (PDE) provides The Framework for Grades PreK Program Guidelines for all teacher preparation programs in the Commonwealth of Pennsylvania. This framework explains, in detail, the expectations for all programs. During the 2017-18, the Education Department’s Major Review, conducted by (PDE) occurred. PDE found significant issues with Lincoln University’s teacher preparation programs, and a result of the review, Lincoln University lost the ability to recommend students in the teacher preparation programs, for teacher certification. This presented a significant issue for the University. PDE in most instances
requires teachers to be certified before they are hired in public schools. Since Lincoln University could no longer provide this service to students, the programs would soon disappear because they would provide no value to aspiring teachers. On August 13, 2019, as a result of meetings with PDE staff and Lincoln University’s assurances that PDE program guidelines would be implemented and followed, Lincoln University received approval to reinstate its certifying ability.
The Education Department Immediately began reviewing expectations and found that the following mandates need to be implemented in the teacher preparation programs:
1. The addition of a math methods course
2. Science methods and social studies methods should be stand-alone courses
3. The Arts & Humanities requirements could be merged into EDU 607
4. The Motor Development and Health requirements could be merged into EDU 612
5. An additional Special Education course should be added
During the summer of 2020 the five issues above would be completed to assure that the teacher preparation programs are in full compliance.
Description of the project:
The Pennsylvania Department of Education (PDE) provides The Framework for Grades PreK-4 Program Guidelines for all teacher preparation programs in the Commonwealth of Pennsylvania. This framework explains, in detail, the expectations for all programs. During the 2017-18, the Education Department's Major Review, conducted by PDE) occurred. PDE found significant issues with Lincoln University's teacher preparation programs, and a result of the review,Lincoln University lost the ability to recommend students in the teacher preparation programs, for teacher certification.This presented a significant issue for the University. PDE in most instances requires teachers to be certified before they are hired in public schools. Since Lincoln University could no longer provide this service to students, the programs would soon disappear because they would provide no value to aspiring teachers.On August 13, 2019, as a result of meetings with PDE staff and Lincoln University's assurances that PDE program guidelines would be implemented and followed, Lincoln University received approval to reinstate its certifying ability.The Education Department immediately began reviewing expectations and found that the following mandates needed to be implemented in the teacher preparation programs:
1. The addition of a math methods course
2. Science methods and social studies methods should be stand-alone courses
3. The Arts & Humanities requirements could be merged into EDU607
4. The Motor Development and Health requirements could be merged into EDU612
5. An additional special education course should be added.
During the summer of 2020, the five issues above would be completed to assure that the teacher preparation programs are in full compliance.
The Pennsylvania Department of Education (PDE) provides The Framework for Grades PreK-4 Program Guidelines for all teacher preparation programs in the Commonwealth of Pennsylvania. This framework explains, in detail, the expectations for all programs. During the 2017-18, the Education Department's Major Review, conducted by PDE) occurred. PDE found significant issues with Lincoln University's teacher preparation programs, and a result of the review,Lincoln University lost the ability to recommend students in the teacher preparation programs, for teacher certification.This presented a significant issue for the University. PDE in most instances requires teachers to be certified before they are hired in public schools. Since Lincoln University could no longer provide this service to students, the programs would soon disappear because they would provide no value to aspiring teachers.On August 13, 2019, as a result of meetings with PDE staff and Lincoln University's assurances that PDE program guidelines would be implemented and followed, Lincoln University received approval to reinstate its certifying ability.The Education Department immediately began reviewing expectations and found that the following mandates needed to be implemented in the teacher preparation programs:
1. The addition of a math methods course
2. Science methods and social studies methods should be stand-alone courses
3. The Arts & Humanities requirements could be merged into EDU607
4. The Motor Development and Health requirements could be merged into EDU612
5. An additional special education course should be added.
During the summer of 2020, the five issues above would be completed to assure that the teacher preparation programs are in full compliance.
