Category: Grant News

Kelly Connole, professor of art, has received a Creative Individuals grant from the Minnesota State Arts Board (MSAB).

Stephanie Cox, senior lecturer in French, has received a Creative Individuals grant from the Minnesota State Arts Board (MSAB).

Matt Whited, Professor of Chemistry, has been awarded an Undergraduate Research grant from the American Chemical Society’s (ACS) Petroleum Research Fund (PRF).

Carleton has received a Minnesota Historical and Cultural Heritage Grant from the Minnesota Historical Society to fund the writing, editing, and design of a book on the history of the Cowling Arboretum, according to Nancy Braker, Puzak Family Director of the arboretum.

Anya Vostinar, assistant professor of computer science, has received a grant from the National Science Foundation in support of her collaborative research project, “Leveraging symbiotic co-evolution for improved problem solving.”

Jennifer Ross-Wolff, professor of biology and director of neuroscience, and Andrea Kalis, senior lecturer and lab coordinator in biology, have received a National Science Foundation Research in Undergraduate Institutions grant for their research project, “Integration of temporal, positional, and sex-specifying cues in neuronal development.”

Chloé Fandel, assistant professor of geology, has received a grant from the National Science Foundation’s EMpowering BRoader Academic Capacity and Education (EMBRACE) program for her research project, “A synoptic survey of springs in the Driftless Area to identify spatial patterns in groundwater quality.”

Claudio Gómez-Gonzáles, assistant professor of mathematics, has received a grant from the National Science Foundation for their research project, “LEAPS-MPS: Special Points, Moduli Problems, and Resolvent Filtrations.”

Daniel Groll, professor of philosophy, and Hope Sample, assistant professor of philosophy, have been selected as Mellon Periclean Faculty Leaders (PFL) in the Humanities.

A grant from Wake Forest University’s Educating Character Initiative will allow Carleton faculty to examine the theory and practices of reflective writing and sustained dialogue as character-building practices that support student learning, personal development, and overall wellness.