Auditory Adventures in Archaeology
Instructor: Alison Carter
Funded Amount: $16,884
This project proposes creating a series of ten podcast episodes featuring interviews with archaeologists and specialists to supplement or replace readings in undergraduate archaeology courses. The podcasts will cover course-relevant content, research methods, and career pathways, providing students with deeper engagement in topics across multiple Anthropology courses.
Mission to Mars – a novel model of experiential learning through role-play in a Simulated Professional Experience
Instructor: John Halliwill
Funded Amount: $5,900
The novel Human Physiology course, HPHY 410 “Mission to Mars” uses a simulated company experience to teach students both the physiology of human spaceflight and essential professional skills like collaboration, critical thinking, and problem-solving. This proposal will support course refinement, evaluation of its effectiveness, and implementation of a 360-degree feedback app to enhance experiential learning and career readiness outcomes.
Migrant Belongings
Instructor: Tobin Hansen
Funded Amount: $10,000
This proposal supports the development of “Migrant Belongings,” a 200-level Clark Honors College course that combines active learning, critical pedagogy, and anticolonial service to explore migration, state power, and material culture through students’ engagement with personal belongings confiscated by the U.S. Department of Homeland Security. The project also includes a pop-up educational exhibit and short video to broaden access and showcase students’ efforts to return these belongings to their owners.
CURE the Research Equity Gap: Introducing Course-Based Research Experiences in Human Physiology
Instructor: Valeri Sawiccy
Funded Amount: $20,000
This project integrates a Course-Based Undergraduate Research Experience (CURE) into HPHY 212, providing over 1,400 students per year with equitable, hands-on research opportunities in physiology and neuroscience. Through phased development, piloting, and collaboration with a biomechanics lab, the initiative aims to enhance students’ research skills, science identity, self-efficacy, and long-term engagement in scientific research.
Reviving the Northwest Review as an Experiential Learning Undergrad Class
Instructors: Brian Trapp and Jason Brown
Funded Amount: $17,530
This proposal revives the Northwest Review, UO’s former literary magazine, as a two-course experiential learning sequence, giving undergraduate students hands-on experience in literary editing, publishing, and digital content management. The program aims to provide practical career skills in the Humanities while restoring a nationally recognized literary magazine that enriches UO’s cultural presence.