Liberal Arts Research and Scholarly Work newsletter

Vol. 11, Issue 7

Happy Holidays from CLA Research Administration!


Laurence Steinberg (Psychology) has received the 2022 James McKeen Cattell Fellow Award from the Association for Psychological Science (APS).

The APS James McKeen Cattell Fellow Award recognizes APS members for a lifetime of outstanding contributions to the area of applied psychological research. A leading authority on adolescence, Dr. Steinberg’s breadth of youth research includes developmental psychopathology; links between the brain and behavior; the impact of employment, puberty, and familial relationships; and juvenile crime and justice.

Dr. Steinberg joins fellow Psychology faculty and previously named awardees Lauren Alloy and Kathryn Hirsh-Pasek in receiving this honor.


Ryan Omizo, Assistant Professor, Department of English


My research focuses on merging methods of rhetorical analysis with computational tools and workflows. I began my scholarly career in rhetoric interested in how forms of digital media could enhance writing instruction and how platforms such as YouTube generate new genres of identity performance. I immersed myself in digital media composing techniques such as website development, video editing, and 3D animation, aspiring to conduct analysis that incorporated theoretical and practitioner insights. Underlying this work, however, was a tension between traditional modes of rhetorical inquiry and digital production—a tension between writing about digital technologies and writing through digital technologies and a wish to get “closer to the metal” to borrow a phrase from critical code scholar, Annette Vee.

At the same time, the field of digital humanities was growing in prominence, inviting humanities scholars to consider the numeric dimensions of texts. My colleagues and I at Michigan State University’s (MSU) MATRIX: Center for Digital Humanities and Social Sciences and MSU’s Writing, Information, and Digital Experience (WIDE) research center began speculating on the potential of a computational rhetoric branch of digital humanities, asking, “What if robots could do rhetoric?” To answer this question, I have led build teams for web applications that conduct automated rhetorical such as the Faciloscope, which resulted from an Institute of Museum and Library Services (IMLS) grant (principal investigator, Jeff Grabill). Most recently, I have been developing computational rhetorical methods for the analysis of 70+ million, Covid-19-related Tweets. This project traces the circulation of anti-Asian propaganda on Twitter and how political entities exploit these seams of racism and xenophobia for anti-democratic ends. For more information, click here.



Relations among spatial skills, number line estimation, and exact and approximate calculation in young children

~Liz Gunderson (Psychology) and Lindsey Hildebrand

Decades of research have established that spatial skills correlate with numerical skills. However, because both spatial and numerical skills are multidimensional, we sought to determine how specific spatial skills relate to specific numeracy skills. We found unique patterns of relations between spatial skills and numeracy. The results indicate that there is specificity in the time-invariant relations between spatial skills and numeracy, and they suggest that researchers and educators should treat spatial skills and numeracy as multidimensional constructs with complex and unique interrelations.

During my 9 years at Temple, my research has focused on understanding the cognitive, social, and motivational foundations of mathematics learning. Cognitive skills, like the spatial and numerical skills we investigated in this article, are crucial, but are also only one piece of a broader perspective on children's development. These cognitive skills are influenced by children's home and school environments, and by the motivations, stereotypes, and anxieties that children, parents, and teachers bring to the table. Ultimately, my goal is to shed light on the interactions among these factors and to help set children onto positive trajectories in mathematics.



Dr. Kimberley Thomas, Assistant Professor of Geography and Urban Studies, has been awarded a Fulbright U.S. Scholar fellowship entitled, “Unsettling Deltas: Climate change, migration, and livelihoods in Vietnam.” The award will enable her to spend five months studying demographic change in the Mekong Delta.

Recent studies estimate that extreme environmental shocks may displace over 1 billion people globally by 2050. However, such alarming statistics obscure both the proximal and distal drivers of relocation. Determining whether people decide to move primarily for economic, family, or environmental reasons is a notoriously difficult task, making it nearly impossible to label someone as a “climate migrant.” Furthermore, while worldwide attention on climate change is necessary, focusing on present and future climate impacts can risk missing important historical and developmental factors that shape decisions to migrate. Concerns about massive climate displacement also often miss the fact that people have been on the move for millennia, while most relocations are temporary and occur within state borders. This Fulbright project will investigate recent patterns of large-scale outmigration from the Mekong Delta, a mega-delta with nearly 19 million inhabitants. This flat, riverine landscape is one of the most vulnerable places in the world to climate change. Accordingly, analysts increasingly interpret demographic changes in the Mekong Delta as a response to climate impacts such as sea-level rise, drought, and coastal erosion. This project critically evaluates such conclusions by situating recent patterns of outmigration within a broader historical and geographical context that considers land-use changes, upstream hydropower development, and water management infrastructure over a 20-year period. In so doing, it aims to recenter non-climatic contributors to displacement that are often sidelined in climate doomsday scenarios.



CLA is pleased to announce the 2022 CLARA Award recipients:

  • Abhit Bhandari (Political Science) for Political Property Rights: Inequality and Growth Under Selective Rule of Law
  • Marcus Bingenheimer (Religion) for Modeling the letter network of Republican-era Chinese Buddhism
  • Eunice Chen (Psychology) for Brain mechanisms for hunger modulation of anticipatory food-related activity: implications for overeating
  • Kristin Gjesdal (Philosophy) for Unruly Women: Philosophers, Romantics, and Revolutionaries
  • Petra Goedde (History) for Defectors: American GIS in East Germany in the 1950s
  • Carissa Harris (English) for The Poetics of Rage: Women's Anger, Misogyny, and Political Power in Premodern Britain
  • Rhiannon Jerch (Economics) for Do Electrical Blackouts Create Crime?
  • Laura McGrath (English) for 92Y: Literature in Public
  • Vinay Parikh (Psychology and Neuroscience) for Cholinergic modulation of brain immune system and cognitive aging
  • Monica Ricketts (History) for The Spectacle of Politics: Gender and Race in Lima’s Theater, 1650-1850
  • Alese Wooditch (Criminal Justice) for The Impact of and Spatial Disparities in 311 Complaint Resolution on Crime in Philadelphia
  • Amarat Zaatut (Criminal Justice) for An Examination of the Integration Experiences of Muslim Immigrants in Traditional and Non-Traditional Immigrant Destinations
  • Janire Zalbidea (Spanish and Portuguese) for Individual Differences in Foreign and Heritage Language Writing of Spanish

CLA is pleased to announce the Spring 2022 LAURA Scholar Awards:

  • Casarae Abdul-Ghani (English) and Bella Reina (English) for Sonia Sanchez’s Dramatic Exploration of the Japanese Immigrant’s Voice in Dirty Hearts
  • Abhit Bhandari (Political Science) and Ariel Breitman (Political Science) for Political Property Rights: Inequality and Growth Under Selective Rule of Law
  • Lisa Briand (Psychology and Neuroscience) and Roxanne Perez Tremble (Neuroscience) for Effect of Cocaine Reinstatement on Microglial Morphology following Adolescent Social Isolation
  • Jason Chein (Psychology and Neuroscience) and Grace Pinkstone (Psychology and English) for Passive Versus Active Smartphone Engagement: The Association Between Specific Digital Behaviors and Impulsivity
  • Eunice Chen (Psychology) and Kaitlin Amber Zinn (Psychology) for Addiction to Ultraprocessed Sweet Foods: Effects on Health and Behavior
  • Tania Giovannetti (Psychology and Neuroscience) and Giuliana Vallecorsa (Neuroscience) for Association between Self-reported Neurodevelopmental Disabilities and Cognitive Function in Older Adults
  • Kimberly Goyette (Sociology) and Francisca Selase Afantchao Biakou (Economics and Sociology) for Longitudinal Research on the Impacts of the Champions of Caring Ambassadors Leadership Program
  • Kevin Henry (Geography and Urban Studies) and Kelley Simon (Environmental Studies) for Sociodemographic Disparities in Access to Comprehensive Stroke Centers in Pennsylvania, New Jersey, New York, and Delaware: Where Should We Open the Next Comprehensive Stroke Center?
  • Johanna Jarcho (Psychology) and Megan Schaal (Neuroscience) for The Influence of Social Contexts on Relations Between Poor Social Skills, Social Anxiety, and Peer Victimization
  • Artemy Kalinovsky (History and Political Science) and Veronika Vologina (Economics and Global Studies) for Post-Soviet Modernity and Neoliberal Reform: Electricity and Gas in Contemporary Central Asia
  • Phil Kendall (Psychology) and Gillian Dysart (Psychology) for Stigma as a Moderator in the Relationship between Preferred Sources of Mental Health Information and Actual Sources Among Caregivers
  • Judith Levine (Sociology) and Tara Cunniffe (Sociology) for Landing a Job: Moving from College to Employment in the New Economy
  • Laura McGrath (English) and Nikki Gallant (English) for Book Data
  • Alan McPherson (English) and Iuri Piovezan (Global Studies) for The Impact of Iran-Contra on U.S. Democracy
  • Patricia Melzer (French, German, Italian and Slavic) and Bri McCaffrey (German Studies and Computer Science) for Accessing and Cataloging Digital Archives for Book Chapter “Feminist Militants’ Response to Sexism and Sexual Violence in the Autonomen”
  • Vishnu Murty (Psychology and Neuroscience) and Katelyn Cliver (Neuroscience) for The transformation of Real-Life Emotional Memories Over Time
  • Thomas Olino (Psychology) and Melissa Bomberger (Psychology) for Maltreatment, Affiliation, and Depressive Symptoms in Youth
  • Mark Pollack (Political Science) and Sara Graham (Global Studies) for The Lasting Legacies of the Trump Era in US Foreign Policy
  • Christina Rosan (Geography and Urban Studies) and Kevin Wang (Economics and Geography and Urban Studies) for PREACT (Planning for Resilience and Equity through Accessible Community Technology)
  • David Smith (Psychology and Neuroscience) and Neriah Kahn (Psychology) for Neural Mechanisms Underlying Social and Economic Reward Processing
  • Jessica Stanton (Political Science) and Brianna Kline-Costa-Chavez (Political Science) for Anti-Terrorism Law and Its Consequences for Human Rights in the Middle East and North Africa
  • E. Rely Vilcica (Criminal Justice) and Sophia Shaiman (Criminal Justice and Psychology) for Reform to Counteract Mass Incarceration in the Era of Progressive Prosecution: Philadelphia as a Case Study
  • Steven Windisch (Criminal Justice) and Courtney Kater (Gender, Sexuality, and Women's Studies) for Killing in the Name of: Cognitive and Emotional Catalysts for White Supremacist Mass-Causality Violence
  • Janire Zalbidea (Spanish and Portuguese) and Gabriela Ingber (Spanish and Criminal Justice) for Developing Foreign and Heritage Language Writing Skills in College-Level Spanish Classes
  • Adam Ziegfeld (Political Science) and Ellen Kamalyan (Political Science) for The Politics of Election Alliances in India


Temple University Funding Opportunities Portal

InfoReady, OVPR's funding opportunities portal, houses internal funding program mechanisms and externally sponsored limited submission competitions. Log in today to access your account and review current opportunities.


Climate Change and Human Health Seed Grants

Burroughs Welcome Fund

Deadline: January 10, 2022

Research Grants on Education

Spencer Foundation

LOI Deadline: January 26, 2022

Full Application: February 23, 2022



TU Grant Writing Workshop Tomorrow

Date/Time: December 14th, 1:00pm-2:00pm
*Please RSVP below; Zoom link provided in confirmation email*

Connect with colleagues and learn how to approach potential corporate and foundation supporters of your work during this workshop, with presentation topics including:

  • Outlining a project well suited for a grant application
  • Introducing common elements of a Request for Proposals
  • Preparing a proposal and navigating the grants process

To RSVP, please complete this survey with your contact information - you can also submit questions you may have for the presenters:
Take the survey
Or copy and paste the URL below into your internet browser:


OVPR Holiday Break Schedule for Proposal Submissions

  • Proposals due to sponsors between December 22 – January 3:

    5-day deadline: Wednesday, December 15 at noon*

    2-day deadline: Monday, December 20 at noon*

~Proposals due during the holiday break will be submitted by 5pm on Wednesday, December 22~

*Please note that while these are deadlines published by the central office, CLA may need to adhere to earlier deadlines based on proposal volume at the college level.


Memory and Navigation Study Participation Opportunity for Children

Do you have children between the ages of 3 and 10 years? Dr. Ingrid Olson and Dr. Nora Newcombe in the Psychology Department have a variety of interesting studies of memory and navigation for children in this age range. Some of them involve brain imaging at Main Campus as well as behavioral tasks, while others are just behavioral. Some can be done at the Ambler Campus, or on a home visit. They reimburse expenses, and give small prizes or gift certificates as thanks. You can view the array of studies at the website: and to volunteer, email:


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