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Funded Projects

Funded Projects

Teaching and Technology Innovation grants support faculty projects to improve student learning, curriculum, or pedagogy, or contribute data to the scholarship concerning how students learn. Here are some of the funded projects from previous grant cycles:

Funded Project Presentations

Integrating Interactive Python Coding Labs into General Chemistry
DiscoveryBased Experiments
Discovery-Based Experiments to Enhance Students Learning in the Organic Chemistry Laboratory Courses
Ohlone heritage hub
Creating an Ohlone Heritage Hub for SCU

2022-2023 Projects

  • Giorgio Lagna (Biology) & Christelle Sabatier (Biology): Developing a Modular Camino Course to Promote Easy Plug-and-Play Implementation of Inclusive Grading and Learning Methodologies in STEM

2021-2022 Projects

  • Christelle Sabatier (Biology) & Patti Simone (Psychology): Developing Open Pedagogy Assignments in the Neuroscience Capstone Course
  • Beatrice Ruhland (Biochemistry & Chemistry) & Amelia Fuller (Biochemistry & Chemistry): Discovery-Based Experiments to Enhance Students Learning in the Organic Chemistry Laboratory Courses
  • Chris Bacon (Environmental Studies & Sciences), Jesica Silham Fernández (Ethnic Studies), C.J. Gabbe (Environmental Studies & Sciences), & Laura Nichols (Sociology): The Environmental Justice and Sustainability Research Toolbox
  • Erin Schwartz (Biology), Christelle Sabatier (Biology), Brian Bayless (Biology), & Janice Edgerley-Rooks (Biology): A Retrospective Look at Teaching Practices and Resources that Supported Online Learning in Biology
  • Lang Chen (Psychology), Lisa Whitfield (Psychology), Kirsten Read (Psychology), & Jui Bhagwat (Psychology): Developing Innovative Learning Modules and Assessment Tools to Promote Scientific Inquiry and Skills of Psychology Majors
  • Grace Stokes (Biochemistry & Chemistry), Megan Tichy (Biochemistry & Chemistry), & Hoda Mirafzal (Biochemistry & Chemistry): Integrating Interactive Python Coding Labs into General Chemistry
  • Molly King (Sociology), Katia Moles (Sociology), & Laura Robinson (Sociology): Cura Personalis in the Digital Classroom with Technology Teaching Tools: Advancing SCU's Leadership in Educational Innovation across the Curriculum
  • Amy Lueck (English), C.J. Gabbe (Environmental Studies & Sciences), and Lee Panich (Anthropology): Creating an Ohlone Heritage Hub for SCU
  • Amy Lueck (English), Tanya Chiykowski-Rathke (Anthropology), Matt Kroot (Anthropology), Lee Panich (Anthropology), Brian Smith (Art and Art History): Community Heritage Online
  • Kristin Conard, Maria Judnick, and Robin Tremblay-McGaw (English): Linking Up the Bay: Creating a Day of Sharing for Multimodal Resources
  • Sabrina Chuang, Seiko Horibe, and Tomoko Takeda (Modern Languages):  Creating Multimedia Banks for Chinese and Japanese Language Teaching
  • Christelle Sabatier (Biology and Neuroscience) and Patti Simone (Psychology and Neuroscience):  Introduction and Impact of Neuroscience Teaching Modules Across the Curriculum
  • Kristin Conard, Maria Judnick, and Robin Tremblay-McGaw (English):  LinkingOut: Sharing Digital Rhetoric and Multimodal Projects from SCU to the Jesuit Web
  • Tim Urdan (Psychology) and Graeme Warren (Business):  Secreting the Sauce
  • Michelle Stecker (Sociology) and Tonya Nilsson (Civil Engineering):  The Innovation Journey: Using Augmented Reality to Transform Human- Centered Design Thinking
  • Elizabeth Drescher and Jaime Wright (Religious Studies):  Using Smartphone-Based Geomapping to Support Collaborative Learning with Local Religious Communities and Practitioners
  • Michelle Burnham (English) and Blake de Maria (Art and Art History):  Faculty Summer Digital Humanities Incubator on Digitizing Archives
  • Amy Lueck (English) and Lee Panich (Anthropology):  Virtual Santa Clara: Using Augmented Reality for Composing Public History with Undergraduates
  • Claudia MacIsaac (English), SCU Freshmen and Fourth Graders: Collaborating to Enhance Literacy and Tech Skills
  • Lissa Crofton-Sleigh (Classics)  Virtual Reality Supplements to Engage Active Language Learning
  • Theresa Conefrey, Jackie Hendricks, and Maura Tarnoff (English) A Humanities Annotation App

The following faculty teams have already received funding:

  • Amy Lueck (English) and Max Sims (Art/Art History):  Making Virtual Reality a Reality on our Campus: An FLC in the Imaginarium
  • Corey Irving (Mathematics) and Nicholas Tran (Computer Science):  Computer-based Testing in Introductory Math/CS Courses at SCU
  • Erick Ramirez (Philosophy) and Scott LaBarge (Philosophy/Classics):  Virtual Thought Experiments: An improvement in philosophical pedagogy
  • Kristin Conard, Maria Judnick, and Robin Tremblay-McGaw (English):  LinkedUp: Creating a Collaborative Space for English Department
  • Theresa Conefrey (English), Laura Doyle (Civil Engineering), Jackie Hendricks (English), Jes Kuczenski (Engineering), Amy Lueck (English), Cruz Medina (English), Rob Michalski (English), Christelle Sabatier (Biology), and Megan Tichy (Chemistry/Biochemistry):  ePortfolios to promote integrated and intentional learning to increase retention in STEM fields
  • Allia Ida Griffin and Jesica Siham Fernandez (Ethnic Studies):  A Digital Archive for Teaching in the Anti-Racist Classroom
  • Patti Simone and Gian Greenberg (Psychology), and Julia Scott (Bioengineering):  Incorporating Virtual Reality and Electroencephalograms into Jesuit Education
  • Marie Bertola, Irene Bubula-Phillips, Evelyn Ferraro, Ariel Schindewolf and Nina Tanti (Modern Languages and Literatures): Perspectives at 360 degrees
  • Jeffrey Bracco (Theatre and Dance) and Max Simms (Art and Art History): The Glass Menagerie: Audience Engagement Through Augmented Reality
  • Theresa Conefrey (English), Jes Kuczenski (Engineering), and Christelle Sabatier (Biology): ePortfolios to enhance advising in STEM (a pilot study)
  • Jackie Hendricks, Theresa Conefrey, and Maura Tarnoff (English): A Humanities Annotation App
  • Angela Holzmeister (Classics) and Michael Taylor (Engineering): What Daedalus Knew: Engineering Technologies on Bronze Age Crete
  • Amy Lueck, Michelle Burnham, and Kirstyn Leuner (English): Writing the Archives: Digital Humanities Courses to Enhance Teaching and Learning in English and Beyond
  • Thiadora A. Pina and Laura Lee Norris (Law): High-Tech​ ​Law​ ​Competency​ ​Videos

The following faculty teams received funding:

  • Irene Bubula-Phillips, Marie Bertola, and Evelyn Ferraro (Modern Languages):  Ciao Web!
  • Theresa Conefrey and Jackie Hendricks (English):  New Content and New Pedagogy for a Redesigned Core Curriculum Course
  • Dawn Hart, Tim Markowitz and Lianna Wong (Biology):  Developing a Modular, Online Curriculum for Presentation and Analysis of Quantitative Data
  • Amy Lueck, Michelle Burnham and Tricia Serviss, English, and Nadia Nasr and Sheila Conway (Archives and Special Collections):  Writing the Archives: Digital Humanities Courses to Enhance Teaching and Learning in English and Beyond
  • Christelle Sabatier and Brody Sandel (Biology): Modeling in Introductory Biology Courses​­ the gateway to developing multiple biological core competencies
  • Seiko Horibe (Fujii) and in consultation with Yoshiko Miyakoshi (Modern Languages:  Japanese Program Curriculum Innovation using the Flipped Classroom Design
  • Jes Kuczenski (Engineering) and Tricia Serviss (English):  First-Year Student Signature Project – Design an Infographic on “What is Technical Communication”
  • Matthew Bell, Patricia Simone, and Lisa Whitfield (Psychology):  Creating and Evaluating the Impact of Multimedia Resources on Student Learning of ​Difficult Concepts
  • Juan Montermoso and Charles Byers (Management): HyMark Project (Hybrid Marketing)

The following faculty teams received funding:

  • Janice Edgerly-Rooks, Jim Grainger, Dawn Hart, David McMillan, Christelle Sabatier, and Justen Whittall (Biology): Developing an introductory biology toolkit - A collaborative approach
  • Drazen Fabris (Mechanical Engineering), Aaron Melman (Applied Mathematics), Maria Pantoja (Computer Engineering): Online MATLAB/Octave tutorial to heolp students with programming assignments (Quiz/Progress Report/QA forum)
  • Frank Farris and Corey Irving (Mathematics and Computer Science): A WeBWorK problems database to achieve deeper understanding in mathematics courses by emphasizing meaning
  • Laura Doyle, Ed Maurer, and Tonya Nilsson (Civil Engineering): Can an inverted classroom increase performance and student engagement in engineering statics?
  • Phyllis Brown (English), John Farnsworth (Environmental Studies), and Theresa Conefrey (English): Exploration of pedagogical designs that incorporate technologies to enhance student learning and that provide data on student learning
  • Michelle Burnham (English), Tom Farrell (Library), Natalie Linnell (Mathematics and Computer Science), Nicholas Tran (Applied Mathematics, Mathematics and Computer Science): Creating annotated editions of old and rare books from SCU's digital collections
  • Michael Kevane and Bill Sundstrom (Economics): Improving teaching of undergraduate statistics using R
  • Jessica Kuczenski (Engineering): Personalized development and electronic portfolios
  • Linda Starr (Northern CAlifornia Innocence Project clinic), Evangeline Abriel (Legal Research, Analysis, and Writing and Immigration Appellate Practice clinic), Michael Flynn (Legal Research, Analysis, and Writing, and Honors Moot Court), and Maitreya Badami (Northern California Innocence Project clinic): Assessing student learning through self-reflection in law school experiential education
  • Tracy Ruscetti and Christelle Sabatier (Biology): Comprehensive analysis of quantitative reasoning skills in a single course to inform curriculum reform at the department level

The following faculty teams received funding:

  • Jessica Lucas and Christelle Sabatier (Biology): Create short online videos for students in Biology 21.
  • Maribeth Oscamou (Mathematics & Computer Science) and Norm Paris (Physics): Create online videos for Math 14 or Physics 33.
  • Carol Ann Gittens (Liberal Studies), Natalie Linnell, & Nicholas Tran (Mathematics & Computer Science): Develop new content and new pedagogy for introductory computer science courses
  • Christelle Sabatier, Tracy Ruscetti, David McMillan, Lianna Wong (Biology): Develop formative online and in-­class assignments for introductory biology courses that can gauge, report, and record student mastery of specific learning objectives.
  • Julia Voss (English): Document how faculty and students use recently built/renovated classrooms and study how teachers and students learn to work within both "traditional" and nontraditional classroom spaces.

Other Projects

What happens when all students and faculty have access to mobile technology within the classroom environment? What are the benefits for teaching and learning, and what challenges do mobile devices present? Three cohorts of students and faculty in LEAD (Leadership Excellence and Academic Development, a four-year program for first-generation college students) focused on academics, community engagement, and service) experimented with the use of iPads in their CTW and LEAD seminar classes. 

As this report summarizing results from the two-year years project shows, students found value in the iPads for note-taking, annotation, collaboration, communication, and on the spot access to information—and their use of the iPads extends well beyond their CTW or Seminar courses. In 2014-15, the faculty and students included a focus on electronic portfolios to further students' integration and reflection on their work. 


In the summer of 2012, SCU began the process of redesigning some of its classrooms to facilitate more active learning pedagogies such as discussion, project-based work, and analysis in groups. The redesigns afforded more flexibility in how classroom space could be used. Additionally, many classrooms incorporated technologies that allow students to share their work easily with others from their laptops or mobile devices.

Through small group discussions and CAFÉ lunch sessions, faculty teaching in the redesigned classrooms have shared their experiences with others, leading to new experimentation. In addition, the Collaborative has surveyed faculty and students using these classrooms.
The survey results and comments from survey data from 2012-2014 are summarized in the report of the Active Classroom Project. Each pilot has allowed us to learn what works and, equally importantly, what to do differently next time.