Data Science for Social Good

The Florida Data Science for Social Good (FL-DSSG) program is an intensive 10-week internship that invites University of North Florida (UNF) students to tackle data-rich projects that have the potential for substantial social impact. The 2017 FL-DSSG program supports students from multiple disciplines. The 2017 FL-DSSG summer internship program runs from the first week of June to the second week of August. Results from the data science projects will be shared with local non-profit organizations in the Northeast Florida area in August at The Big Reveal Event. The 2017 FL-DSSG program is supported by the Nonprofit Center of Northeast Florida. The program is spearheaded by two UNF faculty, Dr. Dan Richard in the Department of Psychology and Dr. Karthikeyan Umapathy in the College of Computing.

Faculty Identity in Community-Based Learning

Service-learning and community engagement has become a popular teaching strategy for many educators in the K-12 environment as well as in higher education. Faculty provide opportunities for students to connect the knowledge the students are gaining in the classroom with experience and applied knowledge in the community, with the aim of achieving enhanced learning on the part of the students. Although we know much about the learning process of students, we know less about the learning process of faculty who are adopting this teaching strategy as a new approach.

This project will survey faculty who are at different stages in their community-based teaching practice to determine the major personal and social development that occurs as faculty engage with community partners and community issues.  This project is planned for the 2017-2018 academic year.

 

For further reading:

Antonio, A. L., Astin, H. S., & Cress, C. M. (2000). Community service in higher education: A look at the nation’s faculty. The Review of Higher Education23(4), 373-397.

Banerjee, M., & Hausafus, C. O. (2007). Faculty Use of Service-Learning: Perceptions, Motivations, and Impediments for the Human Sciences. Michigan Journal of Community Service Learning14(1), 32-45.

Bringle, R. G., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. . Michigan Journal of Community Service Learning2(2), 112-122.

Eyler, J., Giles Jr, D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities.

O’Meara, K. (2008). Motivation for faculty community engagement: Learning from exemplars. Journal of Higher Education Outreach and Engagement12(1), 7-30.

Beyond War Study Abroad

Wars have been part of human history for as long as we have records. As technology has progressed, humans have gained the capability to destroy themselves completely. The problem of war must be addressed from multiple perspectives (e.g., political, historical, sociological, biological, and psychological).

Dr. Dan Richard and Dr. Debbie Dong-Yuan Wang lead students on a study-abroad trip to Japan and China and conduct psychological research on how culture influences conflict resolution and responses to war. This project will broaden the views of students in their explanations for war. Students will experience cultural differences in thinking first hand, which will allow them to evaluate their own culture and how it influences their thinking.

By learning more about the causes of war and gaining a greater understanding about how one’s culture influences reasoning, students will be empowered to approach the problem of war from multiple perspectives which leads to a transformation of their actions related to war. Students will take this broad understanding and affect change in their community, influence their field of study, and make better decisions as leaders in the future.

The Beyond War study abroad course to Japan and China was first offered in 2006, then again in 2010. In 2014, students traveled to China only.