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. Matthew Macfarlane, 2017Matt graduated with a BA in Economics and History. After graduating Matt moved to Boulder, CO, to work at VictorOps Inc., an incident management software company. He is excited to live and work in Boulder, a place where he can grow professionally and pursue his love for running and the outdoors. Nate Hansen, 2016Nate Hansen is currently working in an orphanage in Ghana where he is providing operational assistance. When he returns to the states, he will be working with a

provide funding for one faculty member to undertake a special, approved faculty development activity such as taking a sabbatical leave, writing a professional book or articles, enrolling for an advanced course or seminar, coordinating a joint faculty-student research project, etc. Named Endowed Faculty Development Grants begin at $50,000     Dr. Jacob Egge (Biology) advises a student on proper field sampling technique Endowment FAQs *Final endowment amounts will vary with each individual situation

“research” but they often include “research-like” activities such as conducting surveys, reviewing identifiable data, drawing conclusions about problems, and suggesting methods for improvement. The key, however, is determining whether QI projects are designed to be generalizable beyond the scope of the specific institution where they take place. Most often, they are not. Instead, QI projects focus on improving a specific institutional practice in comparison with an established standard or goal. The

How to Get Funding with ASPLU: Funding 101

Recent Graduates with the Major Titles StudentGrad YearTitle of Major Lindhartsen, Ian2020Music Business Magga, Mathilde2020Holocaust, Genocide, & Indigenous Studies Salisbury, Anna G.2019Pre-Dietics Lovrovich, Rachel P.2018Digital Media Johnson, Oliver V.2018Business of Visual Art Richards, Cierra N.2018Movement Linguistics Vetter, Marc J.2017Global Health Economics Miller, Tyler N.2017Photography and English Hall, Kelly J.2016Indigenous Studies Corboy, Lauren P.2015Modern Conflict and

methods for improvement. The key, however, is determining whether QI projects are designed to be generalizable beyond the scope of the specific institution where they take place. Most often, they are not. Instead, QI projects focus on improving a specific institutional practice in comparison with an established standard or goal. The investigators are not using their participants as a representative sample. The results of the project are not intended to apply to anyone beyond the scope of the project

improvement. The key, however, is determining whether QI projects are designed to be generalizable beyond the scope of the specific institution where they take place. Most often, they are not. Instead, QI projects focus on improving a specific institutional practice in comparison with an established standard or goal. The investigators are not using their participants as a representative sample. The results of the project are not intended to apply to anyone beyond the scope of the project, and conclusions

, is determining whether QI projects are designed to be generalizable beyond the scope of the specific institution where they take place. Most often, they are not. Instead, QI projects focus on improving a specific institutional practice in comparison with an established standard or goal. The investigators are not using their participants as a representative sample. The results of the project are not intended to apply to anyone beyond the scope of the project, and conclusions are drawn only in