1. Academics
  2. Faculty Accomplishments

Faculty Accomplishments

Mount Holyoke professors have won Guggenheim awards, NASA grants and Carnegie Fellowships.

They receive millions in funding from national foundations, leading to unique research opportunities for students.

They’re intense, passionate, innovative, determined and demanding. Explore their accomplishments here, read recent faculty news articles or search the faculty directory.

Find Faculty Accomplishments

Morena Svaldi

Honor

Ombretta Frau and Morena Svaldi held a workshop for teachers at the NEMLA conference in Springfield on October 25, 2019. The title of the workshop was "Learn In-Context Around Campus.”

Presented her research on Teaching Italian in Higher Education: Assessment, Planning & Retention at the ACTFL Convention–American Council on the Teaching of Foreign Languages. Washington, DC, November 22-24, 2019.

John Tawa

Publication

Tawa, J., LoPresti, A., & Lynch, D. (2020). Deconstructing racial essentialism in the classroom: The impact of social constructionist curricula on student diversity interactions. The Journal for Multicultural Education, 35(2), 101 – 115.

Tawa, J. (2020). Does social constructionist curricula both decrease essentialist and increase nominalist beliefs about race? Science & Education, 29, 1513 – 1540. 

Tawa, J. (2021). Triangulated racialization index (TRI): Incremental and predictive validity of a multidimensional stereotype measure. Social Cognition, 39(5), 608 – 631. 

Tawa, J. & Montoya, A.K. (2019).  Construals of self and group: How racial nominalism can promote adaptive intergroup outcomes for interdependent selves. Group Process & Intergroup Relations, 22(7), 1002 – 1020.

Tawa, J. (2018). Dimensions of racial essentialism and racial nominalism: A mixed method study of beliefs about race. Race and Social Problems, 10(2), 145 – 157.

Tawa, J., Tauriac, J.J., & Suyemoto, KL. (2016). Fostering inter-minority race-relations: An intervention with Black and Asian students at an urban university. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 16 (2), 33 - 64.

Tawa, J., LoPresti, A., & Lynch, D. (2020). Deconstructing racial essentialism in the classroom: The impact of social constructionist curricula on student diversity interactions. The Journal for Multicultural Education, 35(2), 101 - 115.

Tawa, J., Negrón, R. & Pfeffer, J. (2020) The measurement of interpersonal interactions with continuous spatiotemporal data: Application to a study of the effects of resource competition on racial group interactions. Behavior Research Methods, 52(2), 881 – 900.