The Transdisciplinary Studies Program and the Office of Research, Sponsored Programs & Grants invite masters and doctoral students to apply for the 2024 – 2025 Crossing Boundaries Research Award. The award recognizes students who are using cross-disciplinary and applied research methodologies and perspectives in their scholarship in innovative, creative, and compelling ways.

This is a competitive fellowship award for promising, early-phase, scholarly projects that cross disciplines, institutions, and sectors. Awards will be given for individual projects/applicants, or, in the case of a collaborative project, up to two CGU students can share a single award.

Targeted applicants are masters and doctoral students working on a research project in one of the following categories:

  • Collaborative Scholarship Across Two Different Departments or Fields.
    This work should involve one or more collaborators, consultants, or research mentors outside of one’s home academic department.
  • Collaborative, Cross-Sector Scholarship with Community, Industry, Non-profit or Governmental Partners.
    This work should involve one or more cross-sector collaborators, consultants, or research mentors from a non-academic setting.
  • Collaborative Scholarship Across Two Different Institutions.
    This work should involve one or more collaborators, consultants, or research mentors outside of one’s home academic department and institution.

Award amount is up to up to $10,000 per award for the academic year. Funds are disbursed after the add/drop deadline for the respective fall and spring terms during the award year.

Key Dates:

  • Application Period Opens: Friday, January 26, 2024
  • Priority Application Review Due Date: 5:00PM (pacific), March 01, 2024.
    • Applications received by 5:00PM (pacific), March 01, 2024, will be reviewed and returned the applicant(s) for revision as needed.
    • Applications received after 5:00PM (pacific), Friday, March 01, 2024 will be reviewed for award consideration, however, the application will not not be returned to applicant(s) for revision.
  • Final Application Due Date: Monday, April 08, 2024.

Eligibility Requirements

  1. Satisfactory Academic Progress. Students must have and maintain a GPA of 3.0 or higher. Students with an Incomplete (I) or Grade Pending (GP) on their student record from CGU must resolve the ‘I’ or the ‘GP’ before applying for the award. Students with an ‘Unsatisfactory’ (U) on their record from CGU are not eligible for the award.
  2. For Masters Applicants:
    1. Completion of a minimum of 8 Units of Coursework in any field of study at CGU before applying for the award. Units transferred from an external degree program will not count.
    2. Concurrent registration in a minimum of eight units of coursework or continuous registration (400M)i.e. full-time statusmust be maintained for the fall and spring terms during the award period.
    3. Applicants who plan to or will receive their degree on or before December 2024 are not eligible for the award.
  3. For Doctoral Applicants:
    1. Completion of a minimum 8 Units of Coursework in any field of study at CGU before applying for the award. Units taken while enrolled in a master’s program at CGU that count towards the doctoral degree are acceptable. Units transferred from an external degree program will not count.
    2. Concurrent registration in a minimum of eight units of coursework or doctoral study (499)i.e. full-time statusmust be maintained for the fall and spring terms during the award period.
    3. Doctoral Students who have advanced or will advance to candidacy on or before August 01, 2024 are not eligible for the award.
  4. Letters of Support from Two Faculty or Other Senior Collaborators representing two distinct academic departments or disciplines or one letter from an academic department or discipline and one from a non-academic, senior collaborator stating that the student meets the award eligibility requirements and they support the applicant’s research.
  5. Students agree to Complete Three of the Following Award Requirements within 18 months of receiving notification of the award:
    1. Present research at an external or internal (within CGU or the Claremont Colleges) conference or research symposium.
    2. Present their research at any event, formal or informal, held by their home academic department (i.e., lunch time talks/presentations, etc.).
    3. Participate in The Big Pitch (3 min thesis) held during the award year.
    4. Participate in a podcast to describe the project with the Associate Provost of Transdisciplinary Studies, the Associate Provost for Research or other CGU interviewer.
    5. Record a webinar presentation for an internal CGU website (e.g., Transdisciplinary my.cgu.edu site).
    6. Write a post for the Transdisciplinary Studies or other my.cgu.edu blog.

When submitting your application, by signing the Certificate of Eligibility Statement, you agree to abide by the eligibility and requirement terms. Failure to complete three of the award requirements will result in the award being rescinded and any funds used must be re-paid to the University.


Evaluation Criteria

An awarding committee will review all applications and select recipients using specific evaluation criteria and the rubric below.

Applications received by 5:00PM (pacific), Friday, March 01, 2024, will be reviewed and returned to the applicant(s) for revision as needed. Applications received after 5:00PM (pacific), Friday, March 01, 2024 will be reviewed for award consideration, however, the application will not not be returned to applicant(s) for revision.

Selected research projects will demonstrate that the scholarship:

  1. Utilizes boundary-crossing methods and perspectives:
    1. Methodologies and perspectives from multiple disciplines or sectors are integrated into a new way of framing the central research question/problem,
    2. Multiple methodologies and perspectives from the different disciplines and practices are well defined and explained
    3. The project is collaborative across CGU and/or outside of the University, and project teams are multi-disciplinary, inter-departmental or inter-institutional.
  2. Includes a clear command of the research questions, contexts, and interpretations with generalizable merit and significance for each discipline or sector represented in the project.
  3. Methodological validity and feasibility of the project timeline.
  4. And a strong academic performance record.

How to Apply

To apply, please submit the following items, using the linked airSlate form below.

  1. A Publishable Abstract* of your research project (250 word maximum).
  2. A Description and Rationale of Your Research Plan* including and organized by the following (not to exceed 1200 words):
    1. the research project title and the word count of the research plan;
    2. how and why the research project crosses disciplines or sectors;
    3. the rationale and context within previous scholarship, specific aims, and the projected significance of the research project;
    4. and the information-gathering and analytical methods and techniques to be used in the research project.
  3. A Project Timeline* that outlines the research project’s stages and reasonable expectation of completion for each stage (one half page maximum).
  4. A Budget Justification* explaining how you would use the funds to research and draft a dissertation proposal, and an itemized budget for research expenses. University Tuition and Fees may be included in the budget (one page maximum).
  5. A Curriculum Vitae* (maximum of two pages).
  6. A Writing Sample* that demonstrates your ability to do original research and synthesis (maximum of 20 pages). This may be a paper from a previous or concurrent course or an original article/opinion piece/report.
  7. Include Faculty/Senior Collaborator Letters of Support* statements from two CGU or affiliated faculty members representing two distinct/different academic disciplines, or from one CGU or affiliated faculty member and another senior collaborator (previous advisor from an MA or BA program, etc.). The goals of a letter of support (maximum of two pages) are to:
    1. Specify what the student researcher will contribute to the research.
    2. Assess the potential for the student research to complete the project.
    3. Convey enthusiasm for the work.
    4. Lend credibility to the proposal.
    5. Be unique and written from the point of view of faculty (or other senior collaborator’s) expertise and knowledge of the student researcher’s potential.

* Required Item. Letters of support must be included with the application and not emailed separately.

Key Dates:

  • Application Period Opens: Friday, January 26, 2024
  • Priority Application Review Due Date: 5:00PM (pacific), March 01, 2024.
    • Applications received by 5:00PM (pacific), March 01, 2024, will be reviewed and returned the applicant(s) for revision as needed.
    • Applications received after 5:00PM (pacific), Friday, March 01, 2024 will be reviewed for award consideration, however, the application will not not be returned to applicant(s) for revision.
  • Final Application Due Date: Monday, April 08, 2024.

Apply Today!

Please Note:

  • Key Dates:
    • Application Period Opens: Friday, January 26, 2024
    • Priority Application Due Date: Friday, March 01, 2024
    • Final Application Due Date: Monday, April 08, 2024
    • Award Disbursement #1 (first half): September 2024
    • Award Disbursement #2 (second half): February 2025
  • The Center for Writing & Rhetoric can provide one-on-one consultation support for applicants. The CWR is also hosting several events that applicants might find useful to attend. See the CWR’s Events page for more information.
  • Masters and doctoral students are eligible for the award.
  • Only two masters or doctoral students per collaborative project may earn the award, however, the project may involve any number of other cross-disciplinary and/or cross-sector collaborators, consultants, or research mentors.
  • Each masters or doctoral student working on the collaborative project:
    • must apply for the award.
    • must meet the eligibility requirements.
    • must submit all required application items.
  • Letters of support should be included in the application submitted by the student and not emailed separately.
  • Please note most reviewers of your application will be outside of your field of study, so write clearly and avoid or clearly define specialized terms or concepts.
  • The Transdisciplinary Studies Office will provide a copy of an applicant’s academic transcript to the review committee. Applicants do not need to provide an academic transcript in the application.
  • Failure to complete three of the award requirements will result in the award being rescinded and any funds used must be re-paid to the University.

Questions? Need Help? Want to Learn More?

Interested in applying? Check out our frequently asked question section below. Interested in speaking with CGU staff about the Symposium? We are also hosting a series of prep sessions for students to assist applicants, see the FAQ section below for more information. You can also reach out to us directly @ transdisciplinary.studies@cgu.edu too.


Frequently Asked Questions

  1. Is the Crossing Boundaries Research Award Open to all CGU Students (masters, joint, dual, interfield)?

    Yes, the Crossing Boundaries Research Award is open to all CGU students including masters, doctoral, joint, dual, and interfield doctoral students.


  2. Which award should I apply for? One of the dissertation awards or the research award?

    The TNDY and CGU dissertation awards are intended to support dissertation research and writing for students who have advanced to candidacy or will advance to candidacy by August 01, 2024.

    Docotral Students who are finishing coursework, preparing for qualifying exams, and/or working on their dissertation proposal and who will advance to candidacy after August 01, 2024 should apply for the Crossing Boundaries Research award and not a dissertation award.

    Masters student are only eligible for the Crossing Boundaries Research Award.

    Full-time status or the equivalent (continuous or doctoral) must be maintained for the entire award period.


  3. Do both students working on a collaborative project need to apply for the award? Or can they submit one application?

    Both students working on the collaborative research project must submit an application. Both students may use the same project timeline, budget justification, abstract, and research plan, however, the curriculum vitae, writing sample, and letters of support should be unique and individual.


  4. A letter of support writer is reluctant to release their letter to me to upload with my other application materials, can letter of support writers submit the letters by email?

    No, the letters of support must be submitted using the application form and not emailed directly.

    We are asking for a letter of support and not a recommendation letter. The letter should attest to the faculty or letter writer’s support of the applicant and their project, i.e., that they will be able to support the applicant taking on the project due to: 1) the resources they have available and will dedicate (time, money, networks, equipment, etc.) and 2) their belief in the feasibility of the project. Their relationship with the applicant certainly informs the tone and specifics of the letter, but it really is not intended to be a recommendation nor a reference.

    These letters are more along the lines of what is submitted in collaborative projects with NIH grants.


  5. How do I create an abstract? What are the best practices?

    Review the recording from the on abstracts below to learn about the key components of a well-crafted abstract.

    View the Guide!


  6. What should the “budget justification” contain? Does it need to be written out in prose format? Can I use a bulleted list? Can I use a spreadsheet?

    The budget justification lists and justifies how applicants will use the funds to support their research and writing. Applicants may use a written description, a bulleted list, and/or a spreadsheet. Any of the formats or a combination of formats is acceptable as long as the format details and justifies how the award funds will assist the applicant in completing their research.


  7. Can I use the award funds to cover tuition/fees and living expenses?

    Yes, applicants may use the award funds to cover tuition and fees, and living expenses. Applicants should discuss the use of funds to cover tuition and living expenses in their budget justification.


  8. What should the “project timeline” contain? Does it need to be written out? Can I use a spreadsheet?

    The academic timeline describes the different stages, milestones, and/or steps and the time the applicant anticipates it will take to complete them. The timeline may be written out or detailed in a spreadsheet or some combination thereof. Any of the formats or a combination of formats is acceptable as long as the format details and justifies how the award funds will assist the applicant in completing their research.


  9. How Do I Meet the Award Requirements?

    Awardees can meet the award requirements by:

    1. Presenting their research at any external or Claremont Colleges associated conference or research symposium.
    2. Presenting their research at any event, formal or informal, held by their home academic department (i.e., lunch time talks/presentations, etc.).
    3. Participating in The Big Pitch (3 min thesis).
    4. Paritcipating Realizing Equity Research Symposium is a great opportunity to present their research.
    5. Pariticipating in a podcast hosted by an academic or community organization where the awardee discusses their research.
    6. Participating in an event hosted by their academic department, an admissions event (e.g., Spring Preview, New Student Orientation, etc.).

    We will also assist applicants in meeting award requirements by hosting a podcast during the award year.

    The key component in meeting the award requirements is to share your research with your colleagues.


  10. I am doing human subject study stuff, is there anything special I need to do?

    Yes. First, talk to your faculty and/or research advisor. Second, reach out to the university’s Institutional Review Board (IRB). The IRB’s “focus is to facilitate faculty investigators and help train student investigators to understand and carry out the fundamental purpose of all IRBs, which is to assure the Investigator’s Respectful Behavior toward every person who participates in research as a ‘human subject’.”

    The IRB advises that asking whether a project is HSR is really asking two questions: (1) Is it research? (according to federal regulations) and (2) Does the research involve human subjects?

    Human subject means a living individual about whom an investigator (whether professional or student) conducting research:

    1. Obtains information or biospecimens through intervention or interaction with the individual, and uses, studies, or analyzes the information or biospecimens; or
    2. Obtains, uses, studies, analyzes, or generates identifiable private information or identifiable biospecimens.

    Research means a systematic investigation, including research development, testing, and evaluation, designed to develop or contribute to generalizable knowledge. Activities that meet this definition constitute research for purposes of this policy, whether or not they are conducted or supported under a program that is considered research for other purposes. For example, some demonstration and service programs may include research activities. For purposes of this part, the following activities are deemed not to be research:

    1. Scholarly and journalistic activities (e.g., oral history, journalism, biography, literary criticism, legal research, and historical scholarship), including the collection and use of information, that focus directly on the specific individuals about whom the information is collected.
    2. Public health surveillance activities, including the collection and testing of information or biospecimens, conducted, supported, requested, ordered, required, or authorized by a public health authority. Such activities are limited to those necessary to allow a public health authority to identify, monitor, assess, or investigate potential public health signals, onsets of disease outbreaks, or conditions of public health importance (including trends, signals, risk factors, patterns in diseases, or increases in injuries from using consumer products). Such activities include those associated with providing timely situational awareness and priority setting during the course of an event or crisis that threatens public health (including natural or man-made disasters).
    3. Collection and analysis of information, biospecimens, or records by or for a criminal justice agency for activities authorized by law or court order solely for criminal justice or criminal investigative purposes.
    4. Authorized operational activities (as determined by each agency) in support of intelligence, homeland security, defense, or other national security missions.

  11. When are the funds disbursed to awardees?

    Award funds are disbursed by the Office of Financial Aid in conjunction with the Student Accounts Office following the add/drop date for the fall and spring terms during the award year.

    Award Disbursement #1: after the add/drop date for the fall term
    Award Disbursement #2: after the add/drop date for the spring term


Center for Writing and Rhetoric Events of Interest for Applicants?

The CWR is hosting several events that may be of interest to applicants during the spring term. All events offered through the Center for Writing & Rhetoric are free and open to students, alumni, staff, and faculty. See the CWR’s Events page to veiw all the events.

Learn More!
Writing

Writing a Succesful Transdisciplinary Research Award Application (Webinar)

February 15: 11:00AM – 12:00PM (pacific) (online webinar)

Register Today!


What To Learn More? Have a Question That is Not Answered Here?

We are hosting a bi-weekly “Ask Us” session on Wednesdays 12:00 to 1:00PM (pacific) from mid February to early April. Come join us to learn more about the award.

Have A Question?
Virtual Ask Us on Wednesday, TBD
12:00 – 1:00PM (pacific) Online via Microsoft Teams

Register (TBD)

Have A Question?
Virtual Ask Us on Wednesday, TBD
12:00 – 1:00PM (pacific) Online via Microsoft Teams

Register (TBD)

Have A Question?
Virtual Ask Us on Wednesday, TBD
12:00 – 1:00PM (pacific) Online via Microsoft Teams

Register (TBD)

Have A Question?
Virtual Ask Us on Wednesday, TBD
12:00 – 1:00PM (pacific) Online via Microsoft Teams

Register (TBD)


Please feel free to email us transdisciplinary.studies@cgu.edu with questions.

The Crossing Boundaries Research Award is generously funded by the “Richter Memorial Funds Master Code, Bank of America, N.A., Trustee.” The Office of Research, Sponsored Programs, and Grants and the Transdisciplinary Studies Program thanks them for their generous support of our students and their research.


Current Crossing Boundaries Research Award Fellows

The Office of Research, Sponsored Programs & Grants and the Transdisciplinary Studies Program are pleased to announce the Crossing Boundaries Research Award Fellows for the 2023 – 2024 academic year. The recipients and brief descriptions of their research projects are listed below. This is an impressive set of projects that illustrate the high-quality, high-impact research conducted across CGU.


Javier Aguilar

Center for Information Systems & Technology

“Exploring the Relationship of Land Use in the Quality of Life of Modern-Day Los
Angeles”

This research examines the relationship between zoning land use and socioeconomic variables (from the United States Census Bureau) to delve Richard Rothstein premise in The Color of Law of the insidious nature of discrimination in land use policy. It explores this premise for modern-day City of Los Angeles, by employing advanced geospatial and data science techniques to data engineer, visualize, analyze, and model over 800,000 parcel records for Los Angeles, along with the latest American Community Survey data at block group level, and other related data.

This research will utilize a transdisciplinary approach with data science and social science methods to investigate Rothstein’s premise by addressing several questions. Does land use play an important role in equity, diversity, environmental justice, and other societal components in the City of Los Angeles communities’ quality of life? Are there disparities in communities in the City of Los Angeles? If yes, are these communities distributed randomly or clustered? Do these communities have certain demographic and land use characteristics? For the analyses, I will use the Cross Industry Standard Process for Data Mining (CRISP-DM). CRISP-DM six phases are: project understanding, data understanding, data preparation, modeling, evaluation, and deployment.

Essentially, this research employs data and science to tell the stories of millions of Angelenos which may be repeatable to other parts of the United States to address the implications of land use policies on communities.


Rebecca Donaldson

Division of Behavioral & Organizational Sciences

“Developmental Stuttering & Flow Experiences Among Adults: An Exploratory
Analysis”

Roughly 1% of the population experiences developmental stuttering throughout their lives. Broadly speaking, developmental stuttering is a disruption of fluent speech, characterized by blocks, repetitions, and prolongations that begin in childhood. Its onset is predominately in early childhood with most people beginning to stutter between 18 months and 9 years of age (Türkili et al., 2022). It is a global phenomenon that is not specific to gender, culture, language, or race (Türkili et al., 2022). However, it is more commonly found in boys than in girls, with a male-to-female ratio of up to 4.6 (Van Borsel et al., 2006). Genetics and temperament have also been found to play a role. To date, an abundance of research on stuttering has helped us to understand that individuals vary in their disfluencies with different people and in different contexts. (Tichenor & Yaruss, 2021). While this is understood, no research to date has thoroughly explored when people are most fluent and why (Tichenor & Yaruss, 2021). Given that flow is a state in which social self-consciousness is lost, exploring this mental state among individuals who stutter may elude important findings for supporting their fluency and well-being.


Ximena Giesemann

Division of Behavioral & Organizational Sciences

“Momentary Cancer Caregiver Well-Being: A Call for Unobtrusive Tools and
Dynamic Methodologies”

The lives of informal cancer caregivers (ICCs)–individuals who provide unpaid care for a cancer patient–are multifaceted. The role of cancer caregiver introduces unique and complex demands for the ICC that emanate from multiple levels of their bioecological system (e.g., psychological, physiological, social). While there have been attempts to examine ICC well-being, most of the extant research relies on methodologies that are either too obtrusive or not well suited for capturing the complexities of the multiple systems in which they are embedded. Thus, I will work with a group of health informatics scientists to build a technology-based tool to assess the complexities of ICC’s lives in an unobtrusive way in order to gain a robust understanding of ICC health and well-being as it unfolds in their ecological contexts. Bringing knowledge from the psychological sciences, I will work on this transdisciplinary project to design an Ecological Momentary Assessment study delivered via a tailored smartphone app paired with health monitors to the ICCs. The study features the following aims: 1) Effectively tailor a health informatics tool to assess the complexities of ICC’s daily experiences in an unobtrusive manner; 2) Identify bioecological elements most important for ICC’s health and well-being; and 3) Determine patterns of dynamical changes in bioecological elements across time and their relation to ICC and patient health and well-being. Findings from this study can inform health and well-being interventions for ICCs that are unobtrusive, accessible, and personalized.


Charo Darwin Glomah

School of Educational Studies

“Leading an Urban Middle School with a Critical Lens”

K12 Educational leadership in the modern industrial society demands a transdisciplinary approach whereby the leader must possess qualities and skills that span several domains and draw from sociological philosophies and critical pedagogies. Historically, leadership frames borrow from philosophical theories but lack a critical pedagogical perspective for the demands required of today’s school leaders. While most researchers agree that effective leaders use more than one leadership lens in a given frame, most theories, frames, and leadership styles are refined versions of one another. This project explores the approach taken by a middle school principal and will
describe how leadership actions inform a critical approach. The author intends to advance the work and provide strategies to lead with a lens of critical pedagogy through observations, interviews, and critical analysis of leadership from the perspective of a middle school principal in Long Beach, California.


Dong Hoang

School of Community & Global Health

“A case study of the resilience of a health service over the impacts of covid-19
pandemic”

Different from health system resilience, the resilience of healthcare service is defined as the proactive capacity that organisations, units, teams and individuals enact to adapt to changes and potential challenges in everyday practices in order to get high quality care (Aase et al., 2020). The countries, which developing resilient health services and systems, can effectively prevent, prepare for, detect, adapt to, respond to and recover from public health threats while ensuring the maintenance of quality essential and routine health services in all contexts, including in fragile, conflict and violence settings (WHO, n.d.). However, there is still a gap to understand how resilient health care works within existing health care systems, how to enhance it and how it can be sustained (Iflaifel et al., 2020). Therefore, the dissertation research explores how a health service is resilient over the impact of Covid-19 pandemic, a big crisis affecting different health system levels. By applying the resilient theories from diverse scientific disciplines such as engineering, psychology, ecology, and sociology to build its theoretical framework and using Donabedian’s model of healthcare quality to assess the quality of the healthcare service, this dissertation will discover the healthcare quality outcomes of adjusting functions and resources of a healthcare service against the big crisis as well as factors affecting on the adjustment and provide lessons to develop and sustain resilient healthcare services.

Aase, K., Guise, V., Billett, S., Sollid, S. J. M., Njå, O., Røise, O., Manser, T., Anderson, J. E., & Wiig, S. (2020). Resilience in Healthcare (Rih): A longitudinal research programme protocol. BMJ Open, 10(10), e038779. https://doi.org/10.1136/bmjopen-2020-038779

Iflaifel, M., Lim, R. H., Ryan, K., & Crowley, C. (2020). Resilient Health Care: A systematic review of conceptualisations, study methods and factors that develop resilience. BMC Health Services Research, 20(1), 324. https://doi.org/10.1186/s12913-020-05208-3

World Health Organization or WHO (n.d.) Health Systems Resilience. Retrieved March 16, 2023, from https://www.who.int/teams/primary-health-care/our-work/health-systems-resilience


Giang Huynh

Division of Behavioral & Organizational Sciences

“Evaluation within Institutional Research in the Effort of Driving Institutional
Effectiveness: A Cross-Disciplinary Exploratory Study”

The purpose of this study was to explore the relationship between evaluation and institutional effectiveness and how evaluation would contribute and impacts institutional effectiveness in higher education. Previous research on better practice and institutional effectiveness often emphasized on the improvement of accountability and accreditation (Morest, 2009; Gagliardi & Wellman, 2014). This constrained institutional research to a more passive role of mandated reporting and less focused on taking an advocating of enhancing institutional effectiveness. Limited literature has been done to explore how implementing evaluation in institutional research offices could play a role in facilitating institutional effectiveness. Using mixed methodology of interviewing and document reviewing, this study seeks to examine how the chief data officers perceive the role of evaluation within their office institutional research and whether evaluation was incorporated to facilitate institutional effectiveness. Twelve semi-structure interviews will be conducted among those who are at the managerial positions of their institutional research offices. Institutional reports and documents published on the office websites will also be reviewed to explore how and whether evaluation was incorporated in their effort to drive effectiveness. This cross-disciplinary exploratory research will provide insights to how evaluation is perceived within institutional research offices and how it could support institutional effectiveness. This qualitative study hopes to contribute and address the gap in the literature on evaluation within institutional research in an attempt to better the practice and increase institutional effectiveness.


Robin Lehleitner

School of Arts & Humanities

“Paul Tillich’s World War I Sermons: Translation and Critical History”

On 1 October 1914, two months after the start of World War I, the twenty-eight-year-old philosophical theologian Paul Tillich (1886-1965) enlisted in the German Imperial Army and was immediately deployed to the Western Front (Bieuxy, near Soisson) as a field chaplain. Over the next four years, the two divisions with which he would be sequentially posted participated in some of the most violent conflicts of the war. During his post-WWI lifetime, Tillich never referred to the 106 sermons he wrote and preached during these years, but neither did he destroy them. Since his death these handwritten German-language sermons have been housed in the Harvard Divinity School Library archive,1 along with the sixty-seven sermons Tillich wrote and preached in the five years before the war. In 1993, the German philosophical theologian Erdmann Sturm transcribed all of these sermons from Tillich’s difficult to decipher turn-of-the-century Kurrentschrift and published them as Parts I and II of Frühe Predigten (1909-1918), the seventh volume of Tillich’s Ergänzungs- und Nachlassbände.2 To date, they have not been translated into English. The primary purpose of this dissertational project is to convene a committee of academics for the purpose of facilitating their translation en toto.

1. Paul Tillich, Weltkriegspredigten. Paul Tillich Papers, 1894-1974. bMS 649/30 (1)-bMS 649/31 (73). Harvard Divinity School Library, Harvard University.

2. Paul Tillich, Frühe Predigten (1909-1918), Ergänzungs- und Nachlassbände zu den gesammelten Werken von Paul Tillich VII, Hrsg. Erdmann Sturm, Berlin: Walter de Gruyter, 1994. “Fragments, sketches and drafts have not been included,” Sturm explains in his textual-critical introduction, “or, exceptionally, if their content is meaningful and original,” „Zur editorischen Gestaltung,“ Frühe Predigten, p. VIII. Sturm chose not to transcribe the approximately forty-five wartime sermons he judged Tillich to have left unfinished, although he lists them at the end of the book (pgs. 666-670) according to the biblical text Tillich appends to each and includes a brief paraphrase of each central theme. While the standards of contemporary scholarship will not readily embrace a dependence on Sturm’s personal judgment concerning the lack of “meaningful[ness]” or “original[ity]” of the sermons he chooses not to transcribe, one is also aware of the already gargantuan task he shouldered in transcribing the 106 WWI sermons that do appear in Frühe Predigten into legible modern German.


Moina Maaz

School of Arts & Humanities

“Unveiling the American Muslim Women’s Social Space”

Islam is one of the most misunderstood religions because of the violence and hostility attributed to it by the ideologies and practices of radical Muslim groups and by the concept of Orientalism that rejects Islam and perceives it as the unintelligible “other” that needs to be “civilized.” The West has been generalizing these practices of radical Muslims and attributing them to the core of Islam. Moreover, Muslim women have been a part of this dilemma as they are viewed as oppressed and submissive to the men within their religion and religious practices. My research explores the personalized social space that young Muslim women constructed in the United States after 9/11. This space is based on religious tradition, education, fashion, sport, careers, and interactions with social media. Through this space, the young Muslim women present a new facade of Islam compatible with religious duties and American values. The personalized social space that young Muslim women constructed and still construct in the United States is safe for the American public to enter and explore Islam and Muslim women. It is safe because it appeals to Western ideals of athleticism, professionalism, education, modern fashion, and, most importantly, good citizenship. This research will help bring forward a new understanding of Islam and the rights and duties of Muslim women, Islam which can be compatible with the values of freedom, equity, and autonym, especially for women.


Kimberly (Kim) Megyesi-Brem

School of Educational Studies

“Middle School Math Practices in the US and Japan that Increase Bridging Social
Capital of Low-SES Students Through Economic Connectedness”

Unequal access to curriculum has resulted in inequalities for low-SES and underrepresented students (Carroll & Muller, 2018; Conwell, 2021; Hallinan, 2006; Oakes, 2005). Internationally, the US has the second largest gap in math achievement between the 10th and 90th percentiles, and stagnating 8th grade scores between 2015 to 2019 were related to the gap widening (TIMSS, 2021). A key to understanding this issue may be found in bridging social capital, which describes ways in which the sharing of resources across social networks benefits individuals (Putnam, 2000; 2007). According to Chetty et al. (2022a; 2022b), economic connectedness is the type of social capital with the greatest potential for social mobility. They conclude that schools with optimal economic connectedness are those where low-SES students have more above-average SES classmates (high exposure) and there is greater connectedness across SES differences (low friending bias).

In this international comparative study, the United States and Japan provide an informative comparison because of their relative differences in economic heterogeneity (the US) and homogeneity (Japan) and differences in ability grouping practices—within-school in the US and between-school in Japan. Data from 8th grade students in the US and Japan from the 2019 Trends in International Mathematics and Science Study (TIMSS) will be used to analyze ways in
which economic connectedness mediates the impact of SES on math course-taking and math achievement in middle school through school and classroom practices. Findings may highlight new efforts that hold promise to increase math achievement for students from low-SES backgrounds.


Asia Moore

Division of Behavioral & Organizational Sciences

“‘Can You Hear Us Now?’: A Case Study Exploration of Drumming Circles as a Context for Social-Emotional Empowerment Amongst Urban Youth of Color”

The field of positive youth development (PYD) has shifted the emphasis from youth deficits and pathologies towards identifying the strengths that help young people survive and thrive amidst even the most difficult of circumstances. Substantial work has shown that programs and interventions targeting social-emotional indicators like self-esteem and self-efficacy are particularly effective at empowering today’s youth. Furthermore, numerous evaluations of youth programming have shown these benefits are strengthened and sustained over time when youth are given more leadership opportunities within programs to practice implementing these social-emotional skills.

Despite this robust evidence, opportunities for youth voice to be heard and centered remain limited in both research and programming—a reality even more pervasive for youth of color living in urban contexts. As a result, the current project leverages a research-practice partnership that centers youth voice at each step of its design, application, and dissemination. By using an evidence-based social-emotional drumming program as an empowering context for development, this case study will utilize experience sampling methods (ESM) to examine the critical experiences that emerge for urban youth of color when given programmatic leadership opportunities. Ultimately, this project seeks to provide these often-unheard youth with the platform to be heard, to make a difference in their communities, and to be positioned as experts of their own contexts and circumstances.


Angel Reyes

School of Community & Global Health

“Modelling The Future of Congressional Districts with Equitable Policy
Recommendations”

A cost reduction strategy for the Centers of Medicare and Medicaid Services (CMS) will be the by-product of this geospatial exploration of community assets and income inequality. The existing scholarly research needs to analyze the relationship between community assets and income inequality with geospatial considerations. This project will bridge the research gap advancing social mobility literature by understanding the structural factors that produce income inequality. Structural factors such as community assets reduce income inequality by facilitating upward social mobility translating to healthier individuals that require less medical care from the CMS. Bridging this research gap will create a new pathway to promote individual health through understanding income inequality’s structural factors, such as community assets.


Jaymes Paolo Rombaoa

Division of Behavioral & Organizational Sciences

“What is Well-Being for Emerging Adults? Using Big Data to Answer a Big
Question”

Emerging adults are in a transition phase from adolescence to adulthood and are prone to mental health illnesses at higher rates than other adult age groups. After decades of research on well-being in the psychological sciences, there is no consensus on what elements comprise well-being for emerging adults. In response to the psychological needs of emerging adults and the limitations of current well-being scholarship, the current research applies cross-disciplinary theories and methods from the fields of psychology, network, and data science, to provide a fresh perspective on an age-old question: what makes up well-being? This project aims to answer this question for the vulnerable stage of emerging adulthood. Specifically, I aim to: (1) identify psychological and physiological elements that have high predictive power for college-attending and non-college-attending emerging adults’ well-being, and (2) investigate personalized networks of psychological and physiological elements essential for each individual. Analyses will be based on a month-long, intensive longitudinal study of a sample of college-attending and non-college-attending emerging adults. Top-down (theoretically-driven assessments) and bottom-up approaches (participant-informed assessments) will be used to identify elements with the highest predictive power of well-being for this population. Results will enrich well-being scholarship by providing knowledge of whether theoretically-driven well-being elements match participant-driven well-being elements (as reported during their real-world, real-time contexts). Additionally, results can inform researchers and practitioners on how to formulate personalized well-being interventions and tailor counseling programs to emerging adults’ individual needs and lifestyles.


Sophie Sileo

Division of Behavioral & Organizational Sciences

“Psychological Safety in High School Students: What it is, How it’s Created, and Why it Matters”

As technology, global warming, and inequality make our world ever more complex, it will be up to the next generation of changemakers to create innovative solutions. But to address these wicked problems, students must first practice making mistakes and taking risks in a safe environment. This project proposes that fostering psychological safety in students will benefit the student personally and serve as the foundation that will empower them to solve complex issues in the future. In this mixed-methods study, I will examine the psychological safety of 9th-12th graders who are in a project-based program called REDI Lab. Enrolled students are members of one of three diverse groups: private school students, students in the general Denver area, and Art Street students who come from economically disadvantaged backgrounds. There is limited research on the psychological safety of students, and none on how to foster it across social strata, which is what this study aims to achieve. Due to the complex nature of this issue, methods and theory from several fields are used, including evaluation; positive, social, and organizational psychology; education; data science; and diversity, equity, and inclusion. Overall, the aim of this study is to begin building a theoretical framework about how we can bolster students of all backgrounds via psychological safety. If our world has any hope of being more equitable, sustainable, and peaceful, then it is our responsibility as researchers and humans to give students the tools they will need to dream big and persist in the face of resistance.


Luciana Simion and Ashley Watterson

Division of Behavioral & Organizational Sciences

“Exploring the Complexities of Multiracial Leaders Development: A
Transdisciplinary Study on the Influence of Upbringing Experiences”

As globalization seems to accelerate, the development of cross-culturally competent leaders is growing into a constant concern for organizations. However, not all can afford to implement standardized performance systems to support global leadership talent through dedicated development interventions. Therefore, if we are to develop the next generation of global leaders, other methods and pathways should be explored to close the gap and democratize cross-cultural leadership development experiences in a way that is accessible to everyone. This study explores multiracial individuals’ leadership capabilities and how their upbringing experiences and cultural identities impact their ability to lead effectively in cross-cultural settings. Leveraging a qualitative research design, including interviews with multiracial leaders and their followers, and inductive thematic analysis, this study’s emergent findings suggest that multiracial leaders are skilled in managing followers’ perceptions, perspective-taking, and leveraging code-switching abilities as a strength for building connection and trust. On the other hand, they may require additional emotional and mental labor to make others comfortable, receive equal treatment, and build trust and understanding. Such findings have significant implications for organizations seeking to cultivate and nurture multiracial leaders in their workforce and can contribute to the development of global leaders through identity development, experiential learning, self-reflection, perspective-taking, and creating psychological safe environments for multiracial to manifesting their true/authentic self in the workplace. These findings can advance understanding across-fields, particularly around leadership development, social identity theory, organizational justice, multiculturalism and diversity, and strategic management.


Sneha Suresh

Division of Behavioral & Organizational Sciences

“Developing Best-Practices Guidelines for Reducing Eyewitness Misidentifications”

After a crime, eyewitnesses are frequently presented with a photographic lineup to assess if they can identify the perpetrator. Prior to viewing the photographic lineup, eyewitnesses are administered instructions. In many jurisdictions, these instructions include an Appearance Change Instruction (ACI), stating that if the perpetrator is in the lineup, their appearance may have changed since the crime. Prior studies have reported, though, that the ACI may increase misidentifications of the wrong person without increasing correct identifications of the actual perpetrator. This is problematic, with mistaken identifications contributing to approximately 72% of wrongful convictions in the US. However, previous research reported no ACI benefit, possibly because the actual perpetrator’s appearance changes were modest. In the proposed research program, we present a stronger test of the effectiveness of the ACI by using perpetrator faces with distinctive features for more salient appearance changes. We then test the effectiveness of two versions of the ACI: Brief and Extensive. Experiment 1 assesses the ACI with distinctive facial features that could change over time (e.g., a bruise); Experiment 2 assesses the ACI with distinctive features unlikely to change over time (e.g., a tattoo). In both experiments, the extensive ACI condition is predicted to produce more accurate identifications than the no-ACI condition. Further, the Extensive ACI is predicted to produce more accurate identifications than the no-ACI and the brief ACI. The results of this study will inform our understanding of the cognitive processes involved in facial recognition and also legal policies, criminal justice reform, and Police Science.


Emily Zavala

Division of Behavioral & Organizational Sciences

“Estimating Risk in 9-1-1 Calls: Exploring the Role of Mental Health and
Organizational Factors on Call Prioritization”

When emergency call-takers receive public-initiated requests for assistance through 9-1-1 calls, they are required to accurately estimate risk so they can properly classify and prioritize calls for service and dispatch the appropriate response. Call prioritization relies on the call-taker’s accurate appraisal of risk which could be affected by a variety of variables, including organizational factors (i.e., job experience) and mental health factors (i.e., the level of secondary traumatic stress (STS) resulting from exposure to traumatic calls). Currently, organizations have considered addressing inaccurate call prioritization by implementing standardized protocols. However, by using multiple perspectives in clinical psychology, human capital, decision-making, and risk assessment, the impact of job experience and STS on risk assessment can be viewed on a more holistic level rather than purely through policy and procedures. This Crossing Boundaries research project aims to analyze the relationship between job experience and risk estimation in 9-1-1 calls and examine whether STS moderates this relationship. Data collection and analysis will use policy-capturing methodology, which is one of several social judgement techniques that utilizes regression analysis. Participants will be exposed to 15 audio vignettes that assess their risk estimation of 9-1-1 calls. In addition, participants will complete the Secondary Traumatic Stress Survey, a 17-item self-administered questionnaire used in clinical psychology specifically to measure STS symptoms in social workers but will be adapted for 9-1-1 professionals. The impact of this research could shed light on organizational strategies or well-being initiatives that call-takers can use to correctly appraise 9-1-1 calls and accurately prioritize police response.


Past Research Award Fellows