International Writing Center Association, $1000. (Noreen Lape, Writing Center). Internationalizing the Writing Center: Developing a Multilingual Writing Center (under advance contract with Utah State University Press) examines a new model for writing centers – one that focuses on foreign language writing tutoring. The book explores the politics of English-medium writing centers in a globalized world, provides a rationale for an MWC, suggests strategies for collaborating with faculty to administer an MWC, and details how tutor training differs when the center is multilingual as opposed to monolingual. Because the project draws on interviews and session transcripts, the grant will fund the services of a professional transcriber.
Partnership for Better Health. $3,500. (Joyce Bylander, Student Life). The CONNECT/CALC Collaboration between Dickinson College and Carlisle Arts Learning Center is a four-week summer program that is targeted at enriching the lives of at-risk teens.
The Adams County Foundation, $800. Asuncion Arnedo (Spanish & Portuguese) “Migrant Farm Labor Health Outreach - Upper Adams County.” Funds will be used to purchase and distribute over-the-counter health items e.g. toothpaste, muscle-soothing ointments and ibuprofen, to migrant farmer workers working in the Upper Adams county area.
U.S. Geological Survey. $36,995. (Scott Boback, Biology) “Analysis and reporting of existing data on low-density detection of Brown Treesnakes on Guam” Control of invasive brown treesnakes (BTS) on Guam via toxicants and/or traps offers the possibility of greatly suppressing snake populations at landscape scales. Visual encounter surveys provide a validated means of assessing the efficacy of population reduction. However, true eradication depends on removing the last few individuals, and it is therefore important to understand whether behaviors of BTS change as population densities decrease markedly. If we can understand how BTS use the forest at these low densities we have the potential of adjusting search efforts to improve the likelihood of detecting animals accidentally introduced to neighboring islands. This project was designed to better understand spatial ecology and detection of BTS in the Habitat Management Unit (HMU) on Andersen Air Force Base. The HMU had a depressed snake density at the time due to repeated aerial deliveries of snake toxicants during 2014-2015. Twenty BTS were implanted with radiotransmitters and were located four nights per week by trained personnel from Dickinson College. While these snakes were being tracked to determine their precise locations, USGS biologists conducted simultaneous visual encounter surveys in the HMU. Snake locations were documented using standard microhabitat and environmental variables. The goals of the current project are two-fold. First, we aim to describe how BTS behave at low densities in terms of movement and habitat selection. Second, we will compare locations of radiotransmitter-implanted snakes versus those encountered during the visual searches and describe any differences. The results of these analyses will allow us to refine visual searching strategies to improve detection of BTS at low densities. This material is based upon work supported by the U.S. Geological Survey under Grant/Cooperative Agreement No. G17AC00283.
NARA - National Historical Publications and Records Commission Program. $76,249. (Susan Rose, Sociology; James Gerencser,). “Carlisle Indian School Digital Resource Center - Interrogating and Reclaiming History from Multiple Perspectives.” This project has three goals: 1) make information and primary documents related to the Carlisle Indian School (CIS) easily and freely accessible, 2) work with “citizen archivists” to create an interactive site to which descendants of the CIS students can contribute their own documents, photos, oral histories, and commentaries; and 3) offer productive ways for the history and legacy of Indian boarding schools to be confronted, discussed, and taught. The Carlisle Indian School is a major site of memory for all Indian nations and those interested in the history of American education. To achieve the above goals we will: a) convene a Teacher’s Institute in summer 2017 in Carlisle with specialists in American Indian education, and participants (12 secondary educators) to develop lesson plans that use the CSDRC and other local resources. These plans can then be used in native and non-native classrooms and community centers/libraries around the country; b.) we will also develop curricular toolkits that will contain photographs of CIS students, historical materials from the School, and other materials useful to engaging their students. These kits will be distributed during the next project phase and to educators upon request through CSDRC; c) W will conduct workshops during the academic year 2017-2018, in five regions across the nation to train teachers to use the materials recently developed, and engage their students to use and contribute to the CSDRC. The criteria for selecting these particular Nations and places include: communities who sent the significant numbers of children to Carlisle; interest of these communities in collaboration; and geographic diversity.