Communications Sciences and Disorders, College of Education and Health Sciences<\/a><\/p>\n Her project attempts to decolonize “speech and language development course” a core undergraduate course taught as a prerequisite course for graduate studies in Communication Sciences and Disorders Program at 果酱视频. Most of the work on language development is Eurocentric and textbooks on this topic give a central focus to mainstream American English (MAE) development (referred to as Standard American English). In this project, Dr. Khamis-Dakwar plans to redesign the course and infuse multicultural\/multilingual (MMI) issues in all central modules taught in the course (i.e. phonological, morphological, syntactic, and pragmatic development) and would put language acquisition of speakers of non-mainstream American English and bilingual English speakers in the center of the foundational knowledge of language development. This would\u00a0 break the myth of the monolingual norm, linked to the traditional teaching of language development that focuses on MAE acquisition and presents linguistic variation as a peripheral topic and out of the norm.<\/p>\n Reem Khamis-Dakwar (PhD, CCC-SLP) is a Full Professor of Communication Sciences & Disorders, and director of the Neurophysiology in Speech-Language Pathology Lab (NSLPLab). Her research focuses on language development, processing, and clinical services in diglossic communities. She is the recipient of the 2020 Council on Academic Accreditation in audiology and SLP diversity award.<\/span><\/p>\n College of Nursing and Public Health<\/a><\/p>\n As a Teaching Fellow, Dr. Abram\u2019s goal is to develop a conceptual framework for use in developing simulation scenarios for patients addressing (1) various elements of diversity that impact health outcomes such as race, ethnicity, gender, religion, sexual orientation, genetics etc. (2) factors that marginalization stigmatized groups in healthcare such as persons with substance use disorders, mental illness, HIV etc. (3) the impact of social determinants of health. Two crucial factors that underpin this project are: Diversity, Inclusivity and Equity are crucial to healthcare delivery and patient well- being, and that racial and ethnic disparities in healthcare exist consistently across illnesses and healthcare services. Reflecting the holistic foundation of nursing care, the conceptual framework will be developed through a bio-psycho-social lens and positionality perspective. This project will take on a phased approach. Phase 1 is the development of the model. Phase 2 will be a pilot test in which the conceptual model will be applied to simulation in the graduate nurse practitioner program. Phase 3: After analysis, evaluation and revision of phase 2 data, the model will be applied and tested in simulation in the undergraduate program.<\/p>\n Dr. Abram is an Assistant Professor at the College of Nursing and Public Health. She primarily teaches graduate courses for the Psychiatric Nurse Practitioner Program. She currently provides care in Emergency Psychiatry and in Co-occurring Disorders in settings that serve persons\u2019 in marginalized groups. Dr. Abram is trained in Diversity, Equity and Inclusion.<\/p>\n History, College of Arts and Sciences<\/a><\/p>\n For the 2020-2021 Teaching Fellows, Professor LaCombe proposes to revisit a course taught in three different formats at 果酱视频, now officially designated as History 271: Native American<\/p>\n History: North America. Native American history poses unique challenges rooted in the deep stereotypes of Indians in American history and culture. The biggest problem arising from these stereotypes is that those who hold them believe them to be positive, namely that native peoples lived in harmony with the earth; practiced a communal and egalitarian way of life; were deeply spiritual; and in other ways embodied a set of values antithetical to modernity. At many points in their history, Indians were defined by white people in precisely these terms, which are not without descriptive value. But if Indians are the antitype of the modern world, they cannot live in that world while remaining \u201creal Indians,\u201d as many Native authors and artists have pointed out. He hopes to try a new tack by creating either a new version of History 271 or a new First-Year Seminar based on Reacting to the Past. Specifically, two RTTP games\u2014one based on mid-eighteenth century \u201cForest Diplomacy\u201d and the other on the early nineteenth-century question of Indian Removal\u2014require undergraduates to understand and play the roles of actors in these complex situations. To achieve their goals, they need to understand the perspectives, motivations, and goals of other actors, work collaboratively, and communicate effectively. 果酱视频\u2019s General Education learning goals culminate in Critical Thinking and Creative Thinking, and these RTTP games are a promising way to advance those goals, to instill in students an understanding of the full humanity and history of native peoples, and to move beyond diversity (taking a class that discusses another culture) to equity, inclusion, and empathy.<\/p>\n Michael LaCombe (Associate Professor, History) has been teaching in the history department since 2004. For the most part, his classes focus on early America and food in US history, and he earned a PhD from NYU and published a book with U Penn Press that combined those subjects. He lives in Bensonhurst, Brooklyn, with his wife, two young daughters, and (for now) his eldest daughter, who like so many others is attending college remotely.<\/p>\nProject<\/h3>\n
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Marissa Abram<\/h2>\n
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Michael LaCombe<\/h2>\n
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Sara Terrana<\/h2>\n