Abstract: This pilot project seeks to address the critical gap in Alaska’s statewide response to human
trafficking by developing the foundational tools and partnerships necessary for a coordinated
framework. Over the 12- month project period (January 2025–December 2025), the team will convene
stakeholders to co-develop and refine a shared statewide definition of human trafficking, pilot a
consistent data collection template with multiple agencies, ensure equitable Alaska Native and rural
participation, and explore future funding pathways. The long-term goal is to establish a survivor-
centered, coordinated system to prevent trafficking and support recovery. The short-term objective is to
build consensus, strengthen collaboration, and demonstrate feasibility for statewide adoption.
Awarded: $ 29,907.00

Abstract: Saline permafrost—frozen ground with elevated salt content and a depressed freezing
point—is a widespread but understudied component of Alaska’s Arctic coastal landscapes. Despite
growing evidence that saline permafrost can thaw well below 0°C, triggering hidden ground instability
and infrastructure risks, the University of Alaska (UA) system lacks a coordinated framework for studying
and teaching about this critical phenomenon. This Faculty Initiative Fund (FIF) proposal seeks to
establish a collaborative, UA system-wide research and training initiative that unites faculty, students,
and datasets across campuses to address this gap. Led by Dr. Benjamin Jones, University of Alaska
Fairbanks (UAF) and Dr. Eric Klein University of Alaska Anchorage (UAA), the project will build a cross-
campus working group, host two workshops, develop a shared archive of saline permafrost samples and
metadata, and produce educational and outreach materials that position UA as a global leader in saline
permafrost science. The 18-month effort (January 2026–June 2027) leverages momentum from the NSF-
funded Thaw Below Zero project and the International Permafrost Association’s Saline Permafrost
Action Group. By supporting student engagement, faculty collaboration, and public-facing deliverables,
this initiative will enhance UA’s intellectual capital, advance Arctic resilience research, and lay the
groundwork for future externally funded proposals.
Awarded: $29,699.00

Abstract: Building on the successful FIF-funded First UA Statewide AI Symposium held in Fairbanks in
September 2025, the Second UA Statewide AI Symposium will convene in Anchorage over three days in
September 2026. Its goal is to advance the progress of AI initiatives across the University of Alaska
system. The symposium will accomplish four primary objectives: (1) sharing AI-related pedagogical
innovations across the UA system; (2) evaluating the results of an IRB-approved study of AI use by UA
faculty, staff, and students, a project funded by a AY 24-25 Tier II FIF proposal; (3) identifying
collaborative funding opportunities for AI initiatives; and (4) engaging the public through community
panels, workshops, and a keynote by AI futurist Bryan Alexander. The program will feature three
working groups (Pedagogical Innovation; Infrastructure, Policy, and Governance; Community
Engagement, Workforce Development, and Funding), each designed to address a specific set of
systemwide needs. Discussions will be AI-transcribed to facilitate synthesis and strategic planning.
Outcomes will include a working paper with recommendations for the next phase of systemwide AI
projects and operational improvements, with specific milestones and success metrics; a repository of
successful pedagogical innovation, for broader adoption across the UA system and beyond; a strategy
document for expanding AI literacy initiatives to Alaska communities, including partnerships with
business, government, and nonprofit organizations, and a list of funding opportunities for UA
institutions to pursue collaboratively.
This Tier I project aligns with multiple FIF initiative categories: promoting the obtainment of external
grants and contracts or other cost-reducing measures through collaborative grant seeking in the AI
space (Category 2), advancing high-impact pedagogical practices through documented AI integration
successes (Category 3), showcasing faculty professional development achievements in AI awareness
(Category 4), fostering community partnerships and engaged learning opportunities through a public-
facing talk on AI (Category 5), highlighting student research and engagement with AI tools (Category 7),
and collaborating with community partners to transmit UA’s AI expertise statewide (Category 8).
Awarded: $29,998.84

Abstract: This project proposes the development and deployment of an AI-powered digital platform
and a complementary training program to enhance local capacity for capital improvement planning in
rural Alaska. Remote communities face escalating critical infrastructure threats from erosion, flooding,
and permafrost thaw, and require more resources to improve planning processes. Our goal is to increase
access to critical planning data and tools by creating an intelligent system that analyzes disparate data
sources (e.g. planning documents, funding solicitations and loan programs,) to provide personalized,
actionable insights. We have been collaborating with the community of Alakanuk, a Yup’ik community
on the Yukon River Delta highly threatened by erosion, to co-design and prototype a tool focusing
initially on a critical infrastructure challenge. Crucially, the Co-PI has already established a working
relationship with Alakanuk through a different project on river erosion impacts and possesses a deep
understanding of their specific planning challenges and support systems. While we begin with Alakanuk,
this platform is purposefully designed to be scalable and replicable for larger regional hubs like Bethel,
serving as the proof-of-concept necessary to pursue major external funding, e.g. the National Science
Foundation (NSF).
Awarded: $29,989.00

Abstract: Harmful Algal Blooms (HABs) can cause harm to human health, have increased in Alaska, and
are likely to increase in duration and intensity with warming ocean temperatures. With no statewide
regulatory agency that monitors HABs, a community need exists for HAB monitoring. The proposed work
will pilot a low-cost cost option to monitor for HAB toxins in Kachemak Bay, elucidating peaks and
accumulation of HAB toxicity. This work is intended to spark new research inquiries, while fostering
collaboration between UAA’s Kachemak Bay National Estuarine Research Reserve and UAF’s
International Arctic Research Center, all through a place-based, community-engaged research approach.
Awarded: $29,911.00

Abstract: Yukon River Chinook salmon are experiencing record declines, contributing to
unprecedented fisheries closures and severe impacts on people. These declines are linked to changing
freshwater and ocean conditions and may be exacerbated by recent increases in infections of the
parasitic pathogen Ichthyophonus. This parasite impairs cardiac function and swimming performance
and may help explain why fewer salmon have completed their migration up the Yukon River in recent
years. Conventional detection methods for Ichthyophonus require lethal sampling of salmon before they
can spawn, and recent fishing closures and limits on lethal scientific sampling have restricted research
and monitoring of this pathogen. Environmental DNA (eDNA) offers a promising non-lethal alternative to
pathogen presence surveillance, though its effectiveness for detecting Ichthyophonus is unknown. Thispilot study will evaluate eDNA detectability using infected tissue samples in controlled tank experiments
under varying conditions. If successful, a non-lethal assessment method could dramatically expand
monitoring efforts, improving understanding of the parasite’s distribution across the Yukon River Basin
and how infection rates are changing over time. Based on this pilot study, we will develop practical
recommendations and a protocol, and findings will be shared at a conference, during an Alaska-
Washington eDNA Meeting, or at a similar forum where potential next steps for broad-scale monitoring
will be discussed with fisheries managers, researchers, stakeholders, and user groups. This pilot study
would foster collaboration among researchers from numerous University of Alaska Fairbanks units
(International Arctic Research Center, University of Alaska Museum of the North, College of Fisheries
and Ocean Sciences, and Institute of Arctic Biology), as well as external collaborations with Sitka Sound
Science Center, U.S. Geological Survey and Alaska Pacific University.
Awarded: $29,998.00

Abstract:
A pilot experiential global health immersion designed to engage interdisciplinary students from ruralsites across the state in an international health experience in rural Peru. The purpose of this opportunity
is trifold: (1) Prioritization of rural students will increase recruitment and engagement of the Area Health
Education Centers (AHEC) Scholars Program (2) Through experiential learning, students will gain global
health insight, cultural humility, interdisciplinary collaboration, and ethical and reflective practice. (3)
Engaging with health challenges abroad, interdisciplinary students will be exposed to interdisciplinary
collaboration, problem-solving, and community engagement programs that are relevant to their home
communities. In collaboration with AHEC, School of Nursing, and the programs Master of Public Health
and Master of Social Work, five students from rural communities and one faculty member will
participate in a 2-week global health immersion with Sacred Valley Health, a community based non-
profit that trains community health workers in rural Peru. Through interdisciplinary collaboration
students will be recruited from 15 campuses and six regional AHEC centers. This Tier 1 proposal uses
high impact pedagogical practices of global health immersion, foster community partnerships and
engaged learning opportunities, and promotes student engagement both, internationally and within the
state of Alaska. Project implementation will begin winter of 2026 with the creation of an
interdisciplinary curriculum. Between April-Sept 2026, the global health immersion will be advertised
and the application will open in September. Participants will be selected in Oct 2026. From November to
April, students will participate in AHEC and pre-departure curriculum. In May 2027, students will travel
to Peru with Dr. Baker. Upon return students and faculty will disseminate their experience and findings
with poster presentations. If the pilot is successful, the global health immersion program will be
developed into a financially sustainable elective mirroring the College of Health Interprofessional (COHI)
courses.
Awarded: $30,000.00

Abstract: Motivation, Goals, and Methods: Requisite skills for success in the workplace are gradually
becoming lacking among recent graduates, particularly engineering students. While many students
focus on improving their technical competencies, less priority is given to non-technical skills, owing to
the perception that these skills are less valuable and that problems arising from a lack of them are
trivial. There is need to change this narrative through the development of a robust and result-oriented
Engineering Curricula by incorporating leadership and other critical skills required for enhanced
professional work readiness. The foregoing is crucial, as employers are increasingly demanding
proficiency in non-technical skills, prompted by the observation that employees with successful careers
possess a balanced blend of both technical and non-technical skills. The premise for drawing this
conclusion is revealed in reported studies that individuals who possess combination of technical skills
and non-technical skills have capacity to communicate business solutions effectively and translate them
into revenue-generating ideas. Graduates with this skill combination – hereafter known as “work-ready”
are highly valued by organizations. Universities can promote non-technical skills through research and
academic outreach. These can improve leadership capacity, creativity, oral and written communication,
and scientific inquiries. Hence, the objectives of the study are to: 1. examine how well research and
academic outreach contribute to the development of work-ready engineering graduates 2. explore
opportunities available within the University of Alaska (UA) System that can promote the development
of non-technical skills for successful work integration Questionnaires and interviews will be used to
obtain the views of current engineering students and faculty within the UA system, and industry
stakeholders. Upon completion of this research, it is expected that the academic community will be
informed on the vital role of research and outreach in developing work-ready engineering graduates
capable of meeting the needs of today’s workforce for societal impacts
Expected Outcomes and Impacts: The study would provide platform for active research and
outreach activities that can support engineering students in developing stronger academic writing and
leadership skills – which are needed in the workforce. Survey responses from students and faculty at the
University of Alaska Fairbanks (UAF) and the University of Alaska Anchorage (UAA) as well as industry
stakeholders in Alaska will serve as the primary data sources. The data analysis will reveal employer
expectations when hiring engineering graduate students and how universities can strengthen their
students’ readiness. The foregoing will help to significantly fortify students’ acquisition of the required
skillsets and boost their post-graduation confidence, and employers could save a great deal of money on
training and onboarding costs. This research has the potential to position UA institutions as leaders in
preparing engineering students for success in the professional world.
Awarded: $30,000.00

Abstract: The U.S. government (USG) has been looking for technologies to diversify domestic Rare
Earth Element (REE) supplies due to the country's reliance on imported REE for vital industries, such as
defense, aerospace, electronics and communication. A crucial component of this strategy is the
development of improved processes for the recovery of individual REEs from ores and recycled streams
with reduced costs and environmental impact. In recent years, researchers' focus has gradually shifted
to the extraction of metal ions from "secondary resources" such as mining waste, coal and coal
byproducts, to recover rare and precious metals. Properly managing these mining waste using green
energy is a primary focus. Meanwhile, enhancing REE extraction using alternative, low-cost green energy
is an urgent need for maintaining a resilient supply chain. Supercritical fluid extraction (SCFE) is an
emerging green separation technology that can recycle waste phosphors at a low cost, with low energy
consumption and high REE recovery efficiency. Supercritical fluids are favored for extraction processes
due to their mix of gaseous and liquid-like characteristics, as well as their ability to be tuned and their
ease of phase transformation and separation. Supercritical carbon dioxide (SC-CO2) has demonstrated
promising results for the extraction of REE from synthetic feeds and as well as secondary feeds. Unlike
hydrometallurgical processes, SCFE does not produce acid fumes or hazardous wastewater. In this
project, we propose a novel method of extracting REE from coal byproducts such as coal ashes using SC-
CO2 as a solvent. A SCFE system will be developed to recover REE from coal ashes. We propose to
evaluate the efficacy of supercritical fluids for the extraction of REE from different ranks of coal ashes.
This work is devoted to finding the optimum extraction process and elucidating the reaction mechanism
with systematic experimental and theoretical approaches. We expect the findings of this project will
help enable the sustainable urban mining of REE from coal and coal byproducts, particularly coal ashes.
Subsequent tasks will assess the mechanism of the extraction of different ranks of coal ashes based on
the coal properties to recover individual REE. The findings will present a potentially more efficient
method for REE extraction with scale-up and economic analysis for future external grant opportunities.
Awarded: $29,859.00

Abstract: For rural coastal Alaskan communities that rely on subsistence resources, food safety and
security are increasingly threatened by environmental toxicants and climate change. Building resilience
thus requires approaches that enable communities to make proactive decisions and respond to rapid
changes in essential resources. For the past two years, the BRAIDED pilot project, jointly led by UAA,
UAF, and the Aleut Community of St. Paul Island Tribal government, was a research partnership that
addressed these challenges by centering food safety monitoring within a community with support from
research and technology partnerships. Here, we request funding for a Tier-1 project to expand this
network of Indigenous-led research and monitoring and facilitate long-term pathways for conducting
braided efforts for food safety and security across Alaska. Specifically, we will support graduate research
training for a community-embedded student and initiate Indigenous-led mercury monitoring of
traditional foods in the Northern Bering Sea communities of Nome and Savoonga. Data generated from
these new partnerships will contribute to a broader network of traditional food monitoring and
ecosystem health. This proposed work addresses criteria outlined in the UA FIF RFP regarding (1) foster
community partnerships and engaged learning opportunities, (2) contribute to student recruitment,
retention, & success, (3) promote student engagement, research, internship, or apprenticeship
opportunities, and (4) enhance UA’s service to the state by contributing to Alaska’s skilled workforce
and engaged citizenship.
Awarded: $29,998.00

Abstract: An estimated 45 percent of University of Alaska Anchorage students are food insecure. Food
insecurity among university students is associated with poorer academic outcomes, as well as lower diet
quality, and poor mental and physical health outcomes. The Seawolf Food Pantry provides a three-day
supply of shelf-stable food and toiletries to any student experiencing food insecurity; students can visit
the pantry up to twice per month. After opening in 2022, the number of students who visit the Seawolf
Food Pantry has increased steadily almost every month (with the exception of summer months). The
objectives of this project are: (1) to assess the diet quality and nutrient adequacy of Seawolf Food Pantry
users and (2) to evaluate the impact of nutrition “nudges” on diet quality and nutrient adequacy of
Seawolf Food Pantry users. The proposed research will use repeat cross-sectional surveys, including 24-
hour dietary recall, of Seawolf Food Pantry users and a group of control students before and after
implementing a nutrition “nudge” initiative in the pantry. Nutrition nudges will be designed to
encourage the selection of nutrient-dense foods, for example by preferential placement of nutrient-
dense foods, identifying nutrient-dense foods as such, and increasing students’ self-efficacy to prepare
certain foods (for example, how to cook dried beans). The primary outcome of interest is diet quality,
which will be measured by the Healthy Eating Index. Secondary outcomes include nutrient adequacy,
which will be calculated as nutrient intake as a percentage of age-, sex- and life stage-specific Dietary
Reference Intakes. The relationship between the outcomes of interest and pantry usage will be assessed
using baseline data. The impact of nutrition “nudges” on the outcomes will be evaluated using a
difference-in-difference approach. Findings from this research will enable the Seawolf Food Pantry to
better meet the nutrient needs of food insecure students, which can reduce academic and health
disparities that affect the nearly half of UAA students who are food insecure. Findings of this research
can also be shared with other university food pantries. The proposed project is consistent with the initiative categories to “build the intellectual capital of UA through basic and applied research” and to
“reduce the cost of degrees and/or contribute to student recruitment, retention, and success.”
Awarded: $7,278.00

Abstract: The Human Performance Lab is a community learning lab and service provider. This is a two-
part proposal, with combined outcomes: (1) highlight the potential for the HPL to conduct research via a
demonstration project studying arm swing in gait; and (2) prepare students for research in kinesiology
via a new research methods course.
Awarded: $10,000.00

Abstract: This systemwide collaborative project among the University of Alaska (UA)’s three main
institutions (UA Fairbanks, UA Anchorage and UA Southeast) aims to enhance undergraduate biology
education by developing engaging, place-based digital data literacy activities enriched with AI-powered
personalized learning opportunities. Rooted in observations from the unique environments of Alaska,
the initiative aligns with UA’s mission to promote student success and community relevance in higher
education. The project will create a suite of inquiry-driven, locally grounded exercises using authentic
biological datasets from each institution’s surrounding region, such as mosquito phenology in Fairbanks,
moose calving-habitat selection in Anchorage and salmon migration run times in Juneau. These activities
will guide students through formulating hypotheses, analyzing and visualizing data using digital tools
(e.g., Excel, Google Sheets, R and Python) and drawing evidence-based conclusions. We will pilot
artificial intelligence technologies with responsible-use safeguards, including role play simulations and
formative feedback tools such as Noodle Factory, Google Notebook or Microsoft Copilot. The exercises
will deliver immediate, personalized feedback and should increase student engagement, which is hard
to achieve particularly in large classrooms, online settings and non-major courses. The interoperable
educational modules will be published as Open Educational Resources under a Creative Commons Open
License and freely shared via Canvas Commons and Blackboard Ultra, ensuring broad accessibility and
scalability. The initiative also seeks to foster faculty collaboration and professional dialogue across
institutions while developing similar skillsets in lower-level biology courses and align pedagogical
strategies. Expected outcomes include improved digital data literacy in undergraduate students,
increased student engagement through authentic place-based problem sets and stronger institutional
alignment in teaching approaches.
Awarded: $9,986.00

Abstract: The proposed research is an effort to understand underground food storage traditions and
practices surrounding food lifeways in northern communities, and the changes to these traditions due to
culture change (education, technology, and economy) and climate change (permafrost thawing and
moisture changes). The community of Wainwright showed strong interest in participating in the current
NSF-funded project, (2022-2025, Grant Number 2133706) when the researchers discussed this with the
community in 2024. The community’s leadership recognized the importance of documenting Iñupiaq
local knowledge due to the declining numbers of Iñupiaq language speakers. The goal of this project is
for the researchers and the partnering community of Wainwright to build a relationship and develop
research questions that include a local perspective. This initial project will lead to further research in
conducting oral history interviews, participant observation around siġḷuaq (underground meat cache)
practices, and sharing the findings in the Indigenous Beringian and North Slope communities. The
project team plans to apply for an NSF Arctic Social Science grant to further document and investigate
Indigenous food sovereignty among current and future climatic and sociocultural changes.
Awarded: $10,000.00

Abstract: To support culturally relevant programming at UAA with a focus on Alaska Native material
culture and traditional Alaska Native values to create a sense of belonging for Alaska Native students.
The goal is to implement a new pedagogical approach that incorporates team teaching, hands-on
experiential learning, and academic lectures. The proposed activities include partnerships with the
Alaska Native Heritage Center (ANHC) and UAA’s Cama-i Room.
Awarded: $9,999.00

Abstract: This proposal seeks Faculty Initiative Funding - Tier II to enhance the Alaska Native Studies
writing workshop, a transformative educational initiative that develops Indigenous student writers while
strengthening community partnerships and engaged learning. The project directly addresses multiple
University of Alaska priorities by: (1) developing high-impact pedagogical practices that center
Indigenous knowledge systems and creative expression; (2) fostering meaningful community
partnerships between the University, Indigenous authors, and publishing venues; (3) contributing to
student retention and success by validating Indigenous students' experiences and creating pathways to
publication; (4) promoting student engagement through hands-on workshops and mentorship; and (5)
enhancing UA's service to the state by amplifying Alaska Native voices in literary spaces. Specifically, the
funding will support submission fees for student creative writing to literary journals and bring an
established Indigenous author to campus through the Visiting Midnight Sun Writers Series, creating
mentorship opportunities that bridge the College of Indigenous Studies and the College of Liberal Arts.
Awarded: $10,000.00

Abstract: Shared governance is an essential component of university accreditation and robust and
successful academic programs. This project will survey and interview past and current Faculty Senate
presidents at all three universities to construct a picture of shared governance across UA and provide
important insights to future UA faculty leaders. The project will result in a prospectus for a mentoring
program for shared governance leaders with differentiation for each University, as well as other
materials, including a potential publication that will do the following: 1) explore the history of changing
shared governance philosophies and structures across UA; 2) identify the sites and structures of shared
governance on UA campuses; 3) identify successful and unsuccessful strategies for effective shared
governance through the perspectives of faculty governance leaders; 4) help recruit faculty leaders into
governance roles; 5) prepare leaders to be more effective in those roles OR render the service more
manageable and meaningful because they will be more aware and prepared; 6) create a holistic picture
of how faculty have provided leadership and representation on behalf of their colleagues as partners in
the UA governance system; and 7) engage faculty and engender shared responsibility. This project aligns
most strongly with two of the FIF initiative categories: ‒ 4) “generate new professional development
initiatives for faculty that will establish and maintain collaborations across the UA system,” and ‒ 8)
“enhance UA’s service to the state.” 1 Collaboration is essential to the UA System, and one of the
primary ways faculty collaborate with each other and with staff, students, and the administration is
through shared governance. This initiative, undertaken by colleagues from across the system who have
or will serve as Faculty Alliance Chairs, will serve to develop a better understanding of how shared
governance has changed over the years, as well as highlight successful collaborations that have fostered
shared governance, improved collaborations, and enhanced our service to the State of Alaska.
Awarded: $10,000.00