Celebrating Student Research, Community Projects and Creative Work
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Katie Felten, Anne Ridenhour, Jonathan Swann
Faculty Sponsor: Chris Marsicano
We analyzed three Clery Act outcomes (rapes, fondling incidents, and stalking incidents) from the 111 co-ed schools in the Annapolis Group, a set of 127 highly residential colleges, to determine if the gender gap (in favor of women) and other campus institutional factors were associated with more sexual misconduct cases.
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Morgan Dunnigan
Faculty Sponsor: Shyam Gouri Suresh
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Jack Salt, Blair Nagell, Amelia Willingham
Faculty Sponsor: Dr. Chris Marsicano
We seek to understand how education systems and curriculums promote or hinder the peacebuilding process in post-conflict countries. In the intersection of education and human rights, scholars frame education as a main facilitator in understanding human rights through teaching regarding equity. On the other hand, research notes that education can intensify ethnic tension by forcing contact between groups and promoting objective standards. Broadly, current education scholarship lacks full closure regarding the most effective means to facilitate peacebuilding and reconciliation in post-conflict education structures. We chose the case studies of Kosovo, New Zealand, Nigeria, and Northern Ireland given the different points in history at which they experienced conflict and because their societies reflect various cleavages throughout the world. We examine how education intersects with the ethnic divisions in Kosovo and Nigeria; religious differences in Northern Ireland and Nigeria; and the ethnic and indigenous split in New Zealand.
The methodology involves a qualitative study of curricula or curriculum frameworks within each country: the Kosovo Curriculum Framework (KCF) and the parallel education system in Kosovo; the Nigerian Educational Research and Development Council (NERDC) and the Religion and National Values (RNV) curriculum; the relationship between the Te Whariki Early Childhood Curriculum and the New Zealand Curriculum; and the Northern Ireland Council for the Curriculum Examinations and Assessment (CCEA). The results of the paper center around the elements in the curriculums that directly connect with peacebuilding.
In the Kosovo case, the KCF humanities curriculum encourages students to cooperate and promotes a sense of multiculturalism, but the restrictive parallel system and limited access to mother tongue instruction hinders the peacebuilding process. In New Zealand, both the indigenous Te Whāriki curriculum and the New Zealand curriculum foster peacebuilding ideals such as community partnership and global citizenship respectively. However, the two curricula remain split along ethnic and cultural lines. Likewise, the national curriculum in Northern Ireland promotes values of cultural acceptance and understanding through various humanities subjects, yet leaves the implementation of such values to the discretion of teachers. In Nigeria, NERDC combined Islamic Religious Studies and Christian Religious Studies into one curriculum resulting in the RNV. The themes of the RNV that foster peacebuilding include social behaviors, national consciousness, and culture and social values; however, the combined teaching of two faiths may result in increased tensions.
We evaluate all four case studies’ curricular contribution to peacebuilding using three areas: instruction in the mother tongue, humanities, and classroom culture. Access to mother tongue instruction is vital for the inclusion of minority groups. Humanities curricula often incorporate peacebuilding themes such as cooperation, cultural diversity, and multiculturalism. Classroom culture encompasses issues such as teacher agency, overcrowding, segregation, and lack of funding. Our research contributes to the emerging field by identifying the imbalance between policy and classroom implementation, in order to examine the relationship between education and conflict, specifically through the role education plays in peacebuilding efforts.
By admin
Jack Salt, Blair Nagell, Amelia Willingham
Faculty Sponsor: Dr. Chris Marsicano
We seek to understand how education systems and curriculums promote or hinder the peacebuilding process in post-conflict countries. In the intersection of education and human rights, scholars frame education as a main facilitator in understanding human rights through teaching regarding equity. On the other hand, research notes that education can intensify ethnic tension by forcing contact between groups and promoting objective standards. Broadly, current education scholarship lacks full closure regarding the most effective means to facilitate peacebuilding and reconciliation in post-conflict education structures. We chose the case studies of Kosovo, New Zealand, Nigeria, and Northern Ireland given the different points in history at which they experienced conflict and because their societies reflect various cleavages throughout the world. We examine how education intersects with the ethnic divisions in Kosovo and Nigeria; religious differences in Northern Ireland and Nigeria; and the ethnic and indigenous split in New Zealand.
The methodology involves a qualitative study of curricula or curriculum frameworks within each country: the Kosovo Curriculum Framework (KCF) and the parallel education system in Kosovo; the Nigerian Educational Research and Development Council (NERDC) and the Religion and National Values (RNV) curriculum; the relationship between the Te Whariki Early Childhood Curriculum and the New Zealand Curriculum; and the Northern Ireland Council for the Curriculum Examinations and Assessment (CCEA). The results of the paper center around the elements in the curriculums that directly connect with peacebuilding.
In the Kosovo case, the KCF humanities curriculum encourages students to cooperate and promotes a sense of multiculturalism, but the restrictive parallel system and limited access to mother tongue instruction hinders the peacebuilding process. In New Zealand, both the indigenous Te Whāriki curriculum and the New Zealand curriculum foster peacebuilding ideals such as community partnership and global citizenship respectively. However, the two curricula remain split along ethnic and cultural lines. Likewise, the national curriculum in Northern Ireland promotes values of cultural acceptance and understanding through various humanities subjects, yet leaves the implementation of such values to the discretion of teachers. In Nigeria, NERDC combined Islamic Religious Studies and Christian Religious Studies into one curriculum resulting in the RNV. The themes of the RNV that foster peacebuilding include social behaviors, national consciousness, and culture and social values; however, the combined teaching of two faiths may result in increased tensions.
We evaluate all four case studies’ curricular contribution to peacebuilding using three areas: instruction in the mother tongue, humanities, and classroom culture. Access to mother tongue instruction is vital for the inclusion of minority groups. Humanities curricula often incorporate peacebuilding themes such as cooperation, cultural diversity, and multiculturalism. Classroom culture encompasses issues such as teacher agency, overcrowding, segregation, and lack of funding. Our research contributes to the emerging field by identifying the imbalance between policy and classroom implementation, in order to examine the relationship between education and conflict, specifically through the role education plays in peacebuilding efforts.
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Andrew Peipers
Faculty Sponsor: Shyam Gouri Souresh
This project uses panel data from 1995-2017 using state fixed effects for Argentina, Brazil, Chile, Colombia, Ecuador, Mexico, and Peru to study the relationship between Foreign Direct Investment and Tourism
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Athena-Maria Kalamaras
Faculty Sponsor: Economics Department (ECO 316)In the context of dynamic spatial models, we considered agent-based decision-making processes. This project creates agents that realize an autonomous decision-making process, including inputs like income and information about the surroundings to produce clear outputs like spending and relocating. The agents are given a decision-making mechanism that resembles a cost-benefit analysis, in order to evaluate their options and optimize their relocation strategy. The agents keep moving until no better position is available. The results of the agents’ decision making are then portrayed through various maps, including money maps, optimization maps, status maps and identity maps.
Leigha Nortier
Faculty Sponsor: Gary Bertholf
The Wound reveals the inherent queer nature of the practice of Ulwaluko that is couched in the language of heteronormativity. The environment of this practice is a location in which same-sex desire and heteronormative expectation collide. The potential intentions of this film are to shed a light on the fact that there is actually queer space within these practices that are built to be rigidly heteronormative and masculine. But, what can be problematic with this analysis or perspective is that much of the true meaning of the language itself used in this environment can not be directly translated to English, thus there are potential moments that the western viewer believes they understand but truly do not.
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Out-migration, both national and international, has become the new normal for rural communities in Nepal, greatly impacting the demographics of many rural communities as young men are increasingly absent and villages are occupied by women, children, and the elderly who are left behind. The existing literature demonstrates that gendered migration in Nepal particularly impacts the women left behind. In Nepal specifically, migration shapes not only the positions of women in rural communities, but the ritual and practical roles of women in Nepalese culture. These changes are, above all, characterized by an increase in the burden of agricultural labor – born entirely by the women left to tend homes, children and field while men are both pushed and pulled into the global labor market. There is some evidence that male out-migration has resulted in greater roles and decision making for women in the public sphere, but due to the traditional patriarchal social structure women are still subject to male domination in key decision-making and labor market participation despite male out-migration. Research shows that gender inequality in Nepal is affected by gendered streams of migration, but how has removing men worked to change relationships between genders – and with poverty?
Faculty Sponsor: Dr. Natalie Delia Deckard
