Individual Fellow Initiatives
Peer Mentor Leadership Project
Cohort: 2021
Fellow: Gwendolyn Stovall
UT CNS Freshman Research Initiative (FRI) peer mentors are a critical component of FRI success! FRI peer mentors, many serving as student teachers, guide undergraduate students in scientific research activities. For many, that includes leading meetings, providing student feedback, creatively solving problems and helping students connect the dots, honing interpersonal social skills, effectively communicating, and more – all 21st Century skills (Trilling and Fadel, 2009).
Data Analysis Tools: Integrating Computational and Statistical Techniques in the Environmental Engineering Curriculum
Cohort: 2018
Fellow: Paola Passalacqua
The goal of this project is to train the next generation of environmental engineers in computing and statistical techniques to solve big data problems. Current undergraduate students in the Department of Civil, Architectural and Environmental Engineering have little to no exposure to computational and statistical methods for data analysis (e.g., big data collected from sensor networks). I proposed to integrate computational techniques in several courses throughout the Environmental Engineering Degree.
McCombs Student Journal
Cohort: 2015
Fellow: Sanford Leeds
The McCombs Business Journal was an effort to give students an opportunity to read and write about research. We recruited students, worked with the students to establish an organizational structure, set expectations for members, and selected student leaders. Students read a significant amount of research and wrote summaries, focusing on how that research impacts the real world.
Clinical Advancement in Simulated Environments
Cohort: 2015
Fellow: Courtney Byrd
Among the communication disorders considered to be fundamental to the scope of practice for speech-language pathologists, stuttering or what is also commonly referred to as a fluency disorder has historically been and continues to be the disorder for which most speech-language pathologists report minimal to no clinical or academic exposure and/or competency.