Teachers College Columbia University

EDUCATION RESEARCH AND DEVELOPMENT CENTERS

INVESTING IN INNOVATION - VALIDATION

EDUCATION RESEARCH AND DEVELOPMENT CENTERS

TEACHER QUALITY PARTNERSHIPS GRANTS

EXCELL IN SCIENCE FOR HIGH-NEED PRE-KINDERGARTEN CLASSROOMS: THE EARLY PHASE

TEACHING RESIDENTS AT TEACHERS COLLEGE³, COLUMBIA UNIVERSITY

FY 2009 TEACHER QUALITY PARTNERSHIPS GRANTS

PREDOCTORAL INTERDISCIPLINARY RESEARCH TRAINING GRANT PROGRAM IN POSTSECONDARY EDUCATION (PIRT-PSE)

HIGHER EDUCATION EMERGENCY RELIEF FUND- TEACHERS COLLEGE, COLUMBIA UNIVERSITY

SYSTEMIC TRANSFORMATION OF INQUIRY LEARNING ENVIRONMENTS FOR STEM

BUILDING BACK TOGETHER: A RESEARCH NETWORK TO AID PANDEMIC RECOVERY IN COMMUNITY COLLEGES

EVALUATING THE POTENTIAL OF COMMUNITY COLLEGE GUIDED PATHWAYS REFORMS TO INCREASE UNDERGRADUATE STEM STUDENT SUCCESS

STRENGTHENING VIRGINIA'S PANDEMIC RECOVERY EFFORTS: PROVIDING HIGH-QUALITY COMMUNITY COLLEGE WORKFORCE EDUCATION TO UNDERSERVED ADULTS

SYSTEMIC TRANSFORMATION OF INQUIRY LEARNING ENVIRONMENTS FOR STEM (STILE 2.0)

REHABILITATION OF AIRWAY PROTECTION IN PARKINSON'S DISEASE: COMPARING IN-PERSON AND TELEHEALTH SERVICE DELIVERY MODELS - PROJECT SUMMARY/ABSTRACT PROGRESSIVE DISORDERS OF AIRWAY PROTECTION, SUCH AS SWALLOWING DISORDERS (DYSPHAGIA) AND COUGH DISORDERS (DYSTUSSIA), ARE HIGHLY PREVALENT IN PD AND HAVE SIGNIFICANT NEGATIVE IMPLICATIONS FOR HEALTH AND QUALITY OF LIFE. IN FACT, ASPIRATION PNEUMONIA, COMMONLY ASSOCIATED WITH DYSPHAGIA/DYSTUSSIA, IS A LEADING CAUSE OF DEATH IN PD. DESPITE THIS, THERE IS CURRENTLY NO ESTABLISHED STANDARD OF CARE FOR THE TREATMENT OF AIRWAY PROTECTIVE DISORDERS IN THIS POPULATION. EVEN MORE CRITICALLY, APPROXIMATELY 40% OF INDIVIDUALS WITH PD IN THE UNITED STATES DO NOT ACCESS REHABILITATION SERVICES OR RECEIVE SPECIALIZED CARE FOR THESE POTENTIALLY LIFE-THREATENING AIRWAY PROTECTIVE DEFICITS. EXPIRATORY MUSCLE STRENGTH TRAINING (EMST) AND COUGH SKILL TRAINING (CST) HAVE BEEN FOUND TO IMPROVE AIRWAY PROTECTIVE DISORDERS IN PD AND BE FEASIBLE VIA TELEHEALTH. HOWEVER, A SIGNIFICANT CLINICAL-RESEARCH GAP REMAINS IN THAT IT HAS NOT BEEN DEMONSTRATED THAT CLINICAL OUTCOMES ARE COMPARABLE (NON-INFERIOR) WHEN THESE TREATMENTS ARE DELIVERED VIA TELEHEALTH VERSUS IN-PERSON. THIS GAP LIMITS ACCESS TO THESE IMPORTANT SERVICES WITH DETRIMENTAL EFFECTS TO HEALTH AND QUALITY OF LIFE. THE LONG-TERM GOAL OF THIS LINE OF RESEARCH IS TO IMPROVE THE HEALTH OUTCOMES OF INDIVIDUALS WITH PD, SPECIFICALLY AS THEY RELATE TO AIRWAY PROTECTIVE DYSFUNCTION. THE OBJECTIVE OF THIS APPLICATION IS TO PAIR EMST + CST – AND COMPARE CLINICAL AND PATIENT-CENTERED OUTCOMES WHEN CONDUCTED IN-PERSON VERSUS VIA TELEHEALTH IN THE SHORT- AND THE LONG-TERM. ALSO, WE WILL ASSESS THE ROLE OF SPECIFIC PATIENT BURDEN FACTORS AND RESULTANT TREATMENT ADHERENCE ON CLINICAL OUTCOMES. THEREFORE, THE AIMS OF THIS STUDY ARE TO: 1) COMPARE CLINICAL AND PATIENT-CENTERED OUTCOMES FOLLOWING FOUR WEEKS OF INTENSIVE IN-PERSON VS. TELEHEALTH EMST+CST TREATMENT IN PERSONS WITH PD, 2) COMPARE CLINICAL AND PATIENT-CENTERED OUTCOMES FROM A LONG-TERM EMST+CST MAINTENANCE PROGRAM OFFERED IN-PERSON VS. VIA TELEHEALTH IN PERSONS WITH PD, AND 3) IDENTIFY THE ROLE OF SPECIFIC PATIENT BURDEN FACTORS (I.E., GEOGRAPHIC LOCATION, COGNITIVE FUNCTION, DISEASE SEVERITY, AND CAREGIVER BURDEN) ON TREATMENT ADHERENCE IN THE SHORT- AND LONG-TERM AND THE INFLUENCE OF TREATMENT ADHERENCE ON CLINICAL OUTCOMES. WE WILL ACHIEVE THESE AIMS BY CONDUCTING A TWO-ARM, TWO SITE, RANDOMIZED CLINICAL TRIAL IN 120 PEOPLE WITH PD COMPARING IN-PERSON VS. TELEHEALTH EMST+CST TREATMENT AFTER A FOUR-WEEK INTENSIVE PERIOD (AIM1) AND AFTER A ONE YEAR MAINTENANCE TREATMENT PERIOD (WITH ASSESSMENTS AT SIX AND 12 MONTHS – AIM 2). WE ANTICIPATE OUR FINDINGS WILL RESULT IN IMMEDIATELY TRANSLATABLE CLINICAL DELIVERABLES THAT WILL HAVE BROAD IMPACT FOR REDUCED BURDEN AND IMPROVED ACCESSIBILITY OF TREATMENT. FURTHER, THESE FINDINGS WILL INFORM OUR FUTURE STUDIES INVESTIGATING THESE TREATMENTS AND SERVICE DELIVERY MODELS ON LONG-TERM OUTCOMES (I.E., ASPIRATION PNEUMONIA, HOSPITALIZATION, DEATH), ACCESSIBILITY, AND HEALTHCARE COSTS.

DOES FEDERAL WORK-STUDY WORK FOR STUDENTS? EVIDENCE FROM A RANDOMIZED CONTROLLED TRIAL

PREDICTORS AND DIAGNOSTIC MARKERS OF PROLONGED GRIEF

EARLY LANGUAGE AND LITERACY PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH LEARNERS

TEACHERS COLLEGE, COLUMBIA UNIVERSITY HIGHER EDUCATION EMERGENCY RELIEF FUND - STUDENT AID

DEVELOPING STUDENTS GROWTH MINDSETS TO PROMOTE SCIENCE LEARNING

TEACHERS COLLEGE REACH FULL-SERVICE COMMUNITY SCHOOLS PROJECT

SOCIOECONOMIC DISPARITIES IN COGNITIVE AND NEURAL DEVELOPMENT IN THE FIRST 3 YEARS

MATERNAL DRUG ABUSE, PSYCHOPATHOLOGY, AND CHILD ADAPTATION

FROM ACCESS TO SUSTAINABILITY: INVESTIGATING WAYS TO FOSTER SUSTAINABLE USE OF COMPUTATIONAL MODELING IN K-12 SCIENCE CLASSROOMS

NURSE FACULTY LOAN PROGRAM

THE HEALTH OF LOW-INCOME ADULTS IN NEW YORK CITY SUBSIDIZED HOUSING: A RANDOMIZED

SUBSTANCE ABUSE AMONG SUBURBAN YOUTH: A PROSPECTIVE STUDY

INTEGRATING RESEARCH AND PRACTICE: REIMAGINING YOUTH COMMUNITY SCIENCE THROUGH MAKE-AND-TAKE DATA SENSING KITS -IN DOZENS OF WAYS, YOUTHS' LIVES ARE SHAPED BY DATA. YET, YOUTH SELDOM HAVE THE OPPORTUNITY TO PULL BACK THE CURTAIN ON DATA SCIENCE TO EXPERIENCE HOW DATA ARE COLLECTED, PREPARED, ANALYZED, AND PRESENTED INTO THE FINAL, NEATLY PACKAGED STATISTICS AND FIGURES THEY SEE EVERY DAY. THIS LACK OF FIRST-HAND DATA SCIENCE EXPERIENCE NOT ONLY LIMITS YOUTHS' DATA SCIENCE SKILLS - KEY TO THEIR EDUCATIONAL AND CAREER PATHWAYS - BUT ALSO LIMITS THEIR SKILLS AS CIVICALLY ENGAGED DECISION-MAKERS CAPABLE OF CRITICALLY ANALYZING DATA-BASED CLAIMS. THIS PROJECT INVESTIGATES HOW YOUTH CAN USE LOW-COST SENSORS TO COLLECT DATA FROM THEIR COMMUNITIES AND ENGAGE IN DATA SCIENCE PRACTICES TO EXPLORE AND TELL STORIES ABOUT COMMUNITY-RELEVANT PHENOMENA (E.G., CLIMATE CHANGE, URBAN SEGREGATION, PUBLIC TRANSPORTATION, POLLUTION). THESE MUSEUM-BASED CAMPS ARE WEEK-LONG, IMMERSIVE EXPERIENCES THAT FOCUS ON QUESTION FORMULATION, DATA COLLECTION, ANALYSIS, VISUALIZATION, AND INTERPRETATION. THE INFORMAL CAMP SETTING OFFERS A MIX OF BOTH HIGH-CONTACT INSTRUCTIONAL TIME (I.E., WORKING WITH OTHER STUDENTS AND FACILITATORS DURING THE DAY) AND INDEPENDENT EXPLORATION TIME (I.E., TAKING THE HARDWARE HOME EACH AFTERNOON AND EVENING) THROUGH WHICH YOUTH CAN BOTH LEARN NEW SKILLS AND APPLY THEM IN THEIR HOMES AND COMMUNITIES. IN THIS COLLABORATIVE PROJECT, A UNIVERSITY RESEARCH LAB AND CHILDREN'S SCIENCE MUSEUM WORK TOGETHER TO DESIGN, IMPLEMENT, STUDY, AND REVISE A WEEK-LONG DATA SCIENCE CAMP FOR MIDDLE SCHOOL AGE STUDENTS, DATA SCIENCE LEARNING ASSESSMENT ITEMS AND A FACILITATOR TRAINING CURRICULUM. CAMPS WILL BE IMPLEMENTED DURING WINTER, SPRING, AND SUMMER SCHOOL BREAKS OVER A TWO YEAR PERIOD. THE PROJECT WILL INVESTIGATE TWO PRIMARY QUESTIONS: WHAT DATA SCIENCE KNOWLEDGE AND PRACTICES DO LEARNERS GAIN IN THE COURSE OF DESIGNING, CARRYING OUT AND INTERPRETING A SCIENTIFIC DATA COLLECTION EFFORT RELEVANT TO THEIR COMMUNITY? AND WHAT WAYS CAN MUSEUMS SERVE AS SPRINGBOARDS AND TOUCHSTONES FOR BROADER INFORMAL STEM LEARNING EXPERIENCES THAT EXPAND INTO LEARNERS' HOMES AND COMMUNITIES? POTENTIAL CONTRIBUTIONS INCLUDE LEARNING THEORY AND DESIGN HEURISTICS FOR INFORMAL STEM EDUCATION PROGRAMMING THAT POSITIONS STEM INQUIRY AND LEARNING WITHIN PARTICIPANTS' BROADER COMMUNITIES AND SPARKS YOUTH'S RECOGNITION OF THE RELEVANCE OF A DATA-ORIENTED APPROACH TO UNDERSTANDING THEIR DAY-TO-DAY ENVIRONMENTS, SPACES, AND LIVES. AS CAMP PROGRAMMING INCLUDES FOUR DIVERSE INFORMAL DATA CONTEXTS OF INCREASING INDEPENDENCE AND COMPLEXITY - (1) GUIDED EXPLORATIONS; (2) 1-DAY PROJECTS; (3) MULTI-DAY PROJECTS; AND (4) LONGITUDINAL, AT-HOME, EXTENSION PROJECTS FOR A SUBSET OF PARTICIPANTS (WHO TAKE THE HARDWARE HOME) - ANTICIPATED CONTRIBUTIONS INCLUDE COMPARISONS OF THE VARIED SETTINGS IN WHICH INFORMAL DATA SCIENCE LEARNING OCCURS. THE PROJECT USES A MIXED-METHODS RESEARCH APPROACH THAT INCLUDES: 1) QUANTITATIVE ANALYSES OF PAIRED PRE- AND POST-CAMP ASSESSMENTS TO IDENTIFY SHIFTS IN DATA SCIENCE PRACTICES AND PERSPECTIVES; 2) QUALITATIVE THEMATIC ANALYSES OF PRE-, POST-CAMP, AND DELAYED INTERVIEWS TRIANGULATED WITH INTERACTION ANALYSIS OF IN-CAMP OBSERVATIONS; AND 3), AND LOG FILE ANALYSES IDENTIFYING PATTERNS IN LEARNERS' DATA GATHERING BEHAVIOR. ADDITIONALLY, LONGITUDINAL ANALYSES OF ASSESSMENT AND INTERVIEW DATA OVER THE 2.5-YEAR PROJECT TIMEFRAME WILL GAUGE THE EFFICACY OF CAMP CURRICULUM AND ASSESSMENT REVISIONS OVER THE 6 IMPLEMENTATIONS. THE PROJECT CENTERS EQUITY AND BELONGING IN TWO PRIMARY WAYS: CURRICULUM DEVELOPMENT EFFORTS FOCUS ON INCLUSIVE AND EQUITABLE INFORMAL SCIENCE LEARNING AND A FOCUS ON LATINE POPULATIONS WHO ARE OFTEN UNDERSERVED IN STEM EDUCATION. THIS PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS INCLUDES PROVIDING MULTIPLE PATHWAYS FOR BROADENING ACCESS TO AND ENGAGEMENT IN STEM LEARNING EXPERIENCES, ADVANCING INNOVATIVE RESEARCH ON AND ASSESSMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS, AND DEVELOPING UNDERSTANDINGS OF DEEPER LEARNING BY PARTICIPANTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

UNDERSTANDING THE SUPPORT NETWORKS OF FIRST-GENERATION COLLEGE STUDENTS

A RURAL EDUCATION MODEL TO INCREASE ENGAGEMENT AND LEARNING IN STEM USING A COMMUNITY-RELEVANT COMPUTER SCIENCE CURRICULUM -LEARNING MATERIALS THAT ALIGN WITH STUDENTS? LIVED EXPERIENCES AND THAT ARE RELEVANT TO THE CHALLENGES AND ISSUES THAT CONFRONT THEIR COMMUNITIES HAVE BEEN SHOWN TO IMPROVE STUDENT ENGAGEMENT AND LEARNING OUTCOMES. YET, STUDENTS IN RURAL SPACES OFTEN FIND THEMSELVES TAUGHT THROUGH LESSONS AND CURRICULAR MATERIALS NOT DIRECTLY RELEVANT TO, OR SEEMINGLY COUNTER TO, THEIR LIVED EXPERIENCE. THIS PROJECT SEEKS TO CO-DEVELOP AND IMPLEMENT A LOCALLY RELEVANT AND INTEGRATED COMPUTER SCIENCE CURRICULUM THAT CENTERS THE LIVED EXPERIENCES OF RURAL HAWAIIAN STUDENTS AND COMMUNITIES. IT IS HYPOTHESIZED THAT UNDERSTANDING AND ENGAGING LOCAL EDUCATIONAL NEEDS CREATES OPPORTUNITIES FOR STUDENTS TO LEARN IN WAYS THAT MAKE SCHOOLING MEANINGFUL AND RELEVANT TO THEIR EXPERIENCES, CULTURE, COMMUNITY, IDENTITY. THESE IMPACTS WILL INCREASE INTEREST, BELONGING AND PURSUIT OF STEM COURSEWORK AND CAREERS. USING A MIXED METHODS APPROACH, RESEARCHERS AND EDUCATORS WILL WORK TOGETHER TO ITERATIVELY CO-DESIGN AND EVALUATE CURRICULAR MATERIALS THAT CENTER HAWAIIAN STUDENTS? EXPERIENCES AND SENSE OF COMMUNITY TO SUPPORT YOUTH IN DEVELOPING STRONG CONNECTIONS TO STEM LEARNING THAT FOSTER THEIR FUTURE ENGAGEMENT AND INTEREST IN STEM. BEFORE, DURING, AND AFTER CO-DESIGN ACTIVITIES, THE RESEARCH TEAM WILL DIRECTLY OBSERVE INTERACTIONS AMONGST TEACHERS AND STUDENTS DURING INSTRUCTIONAL TIME. AS IMPLEMENTATION, DESIGN, AND REFINEMENT OF THE CURRICULUM PROCEEDS, THE RESEARCH TEAM WILL LEVERAGE INTERVIEW, FOCUS GROUP, AND OBSERVATIONAL DATA COLLECTION FROM MULTIPLE STAKEHOLDERS (I.E., SCHOOL ADMINISTRATORS, STAFF, TEACHERS, STUDENTS, AND PARENTS OF STUDENTS), TO DEVELOP SURVEY ITEMS. THESE ITEMS REFLECT DISTINCT PERSPECTIVES ON WHAT SCHOOLING AND SCHOOL SUCCESS ARE AND SHOULD BE, THE PERCEIVED VALUE OF AND INTEREST IN FUTURE OPPORTUNITIES ASSOCIATED WITH COMPUTER SCIENCE, S WELL AS THE LEVEL OF EMPOWERMENT AND INCLUSION EXPERIENCED. THE SURVEYS WILL BE ADMINISTERED 3 TIMES PER YEAR. THE TEAM WILL INITIALLY CONDUCT EXPLORATORY FACTOR ANALYSES ON THE RESPONSES TO ESTABLISH A TENTATIVE FACTOR STRUCTURE THAT LINKS THE MEANINGS FOR ITEMS HELD BY STAKEHOLDERS WITHIN THE COMMUNITY TO BROADER CONCEPTS. AS THOSE COMPONENTS STABILIZE WITHIN GROUPS ACROSS THE THREE DEPLOYMENTS OF THE FIRST FULL ACADEMIC YEAR (FALL, Y1-SPRING Y2), ANALYSES WILL MOVE TO A CONFIRMATORY FACTOR ANALYTIC FRAMEWORK TO VALIDATE THE WITHIN-GROUP MEASUREMENT STRUCTURE, MOVING NEXT TO ASSESSING MEASUREMENT INVARIANCE BETWEEN GROUPS AND ACROSS TIME. THE RESULTS OF THIS STUDY WILL ALLOW THE TEAM TO DEVELOP AN EVIDENCE-BASED, TRANSFERABLE MODEL OF CURRICULUM DEVELOPMENT THAT CENTERS THE EXPERIENCES OF LOCAL STUDENTS TO MEET THE EDUCATIONAL NEEDS OF RURAL COMMUNITIES. FURTHER, THE TEAM WILL DEVELOP LOCALLY RESPONSIVE MEASURES OF EDUCATIONAL SUCCESS, STUDENT SENSE OF BELONGING, AND AGENCY IN SCHOOLING TO GAUGE ITS DEVELOPMENT IN CONTEXT OVER THREE YEARS OF MIDDLE SCHOOL AND TO ASCERTAIN IMPACTS OF MATERIALS DEVELOPED USING THIS MODEL FOR RURAL CURRICULAR DEVELOPMENT. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS.? THIS PROJECT IS ALSO SUPPORTED THROUGH THE COMPUTER SCIENCE FOR ALL: RESEARCH AND RPPS PROGRAM. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

STORYTELLING FOR MATHEMATICS LEARNING AND ENGAGEMENT

NATIONAL CENTER FOR EDUCATION RESEARCH

REDUCING CHILDHOOD OBESITY: AN INNOVATIVE CURRICULUM WITH WELLNESS POLICY SUPPORT

MEASURING THE EFFECTS OF IN-PLACE SUBSIDIZED HOUSING: A RANDOMIZED EXPERIMENT FOR

MAKING MATH TUTORS MORE ENGAGING AND EFFECTIVE THROUGH INTERACTION DESIGN PATTERNS AND EDUCATIONAL DATA MINING

PROMOTING LEARNING AND INTEREST IN MATHEMATICS FOR URBAN BLACK AND LATINX CHILDREN THROUGH CULTURALLY RELEVANT DAILY ROBOT CODING ACTIVITIES -THIS DEVELOPING AND TESTING INNOVATIONS PROJECT WILL ADVANCE EFFORTS OF THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM PROGRAM TO BETTER UNDERSTAND AND PROMOTE PRACTICES THAT INCREASE STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. SPECIFICALLY, THE PROJECT WILL INCREASE THE INTEREST AND IMPROVE ACHIEVEMENT IN MATHEMATICS OF NEW YORK CITY BLACK AND LATINX STUDENTS IN 1ST - 3RD GRADES. RESEARCH SHOWS THAT STUDENTS OF COLOR EXPERIENCE STAGNATION AND DOWNWARD ACHIEVEMENT IN MATHEMATICS ALREADY BY THE 3RD GRADE DUE PRIMARILY TO POVERTY OR LIMITED EDUCATIONAL OPPORTUNITIES, MAKING IT DIFFICULT FOR THEM TO IMAGINE A CAREER IN THE STEM FIELD. THIS PROJECT FOCUSES ON THIS CRITICAL ISSUE BY DEVELOPING INNOVATIVE AGE-APPROPRIATE MATHEMATICS CURRICULUM USING ROBOTICS TECHNOLOGY AS A PLATFORM. CULTURALLY RELEVANT ROBOT CODING ACTIVITIES WILL BE CO-DESIGNED WITH TEACHERS AND IMPLEMENTED IN THEIR CLASSROOMS. THE PROJECT WILL ALSO ENGAGE MINORITY STEM PROFESSIONALS WHO USE ROBOTICS IN THEIR CAREERS TO SERVE AS ROLE MODELS FOR STUDENTS. THE PROJECT IS A PARTNERSHIP BETWEEN TEACHERS COLLEGE OF COLUMBIA UNIVERSITY, VISION EDUCATION & MEDIA, A COMMUNITY-BASED STEM ORGANIZATION, AND TWO NYC TITLE I SCHOOLS. FINDINGS WILL INFORM RESEARCHERS ON HOW CULTURALLY RELEVANT ROBOT CODING ACTIVITIES MAY LINK TO STUDENT?S MATHEMATICS LEARNING, ENGAGEMENT, AND INTEREST IN MATHEMATICS. FOR PRACTITIONERS, THE FINDINGS WILL CONTRIBUTE TO BETTER UNDERSTANDING OF HOW TO DESIGN, DEVELOP, AND IMPLEMENT SHORT CULTURALLY RELEVANT CODING ACTIVITIES INTO STANDARD-BASED MATHEMATICS CURRICULUM. USING A DESIGN-BASED RESEARCH APPROACH, THE PROJECT WILL GENERATE NEW KNOWLEDGE ABOUT WHETHER, AND HOW, URBAN BLACK AND LATINX ELEMENTARY SCHOOL STUDENTS CAN INCREASE MATHEMATICS ACHIEVEMENT BY ENGAGING IN SHORT CULTURALLY RELEVANT ROBOT CODING ACTIVITIES. THIS PROJECT WILL ALSO EXAMINE POTENTIAL CAUSAL FEATURES AND MECHANISMS THAT UNDERLIE 300 ELEMENTARY SCHOOL STUDENTS? ACHIEVEMENT, MOTIVATION, AND INTEREST IN MATHEMATICS, AND INFORM 12 TEACHERS OF POSSIBLE LEARNING TRAJECTORIES WHEN APPLYING ROBOT CODING ACTIVITIES FOR MATHEMATICS LEARNING. THE PROJECT WILL ALSO EXPLORE A NEW APPROACH TO PROFESSIONAL DEVELOPMENT BY INVOLVING TEACHERS IN CO-DESIGNING ROBOT CODING ACTIVITIES DIRECTLY LINKED TO EXPERIENCES AND CULTURES OF THEIR STUDENTS. THE DEVELOPMENT, TESTING, AND IMPLEMENTATION OF THE NEW SUPPLEMENTAL CURRICULUM TAKES A CENTRAL ROLE IN THIS PROJECT AND INVOLVES AN INTERDISCIPLINARY RESEARCH TEAM. MULTIPLE FORMS OF DATA (E.G. TEACHER ARTIFACTS, OBSERVATIONS, INTERVIEWS, AND STUDENT SURVEYS, ACHIEVEMENT DATA, FOCUS GROUP DISCUSSIONS) WILL BE USED TO COMPILE MULTIDIMENSIONAL PORTRAITS OF ENGAGEMENT AND PRACTICE RELATED TO CULTURALLY RELEVANT MATH PEDAGOGY AND CURRICULUM DESIGN (FROM THE TEACHERS) AND MATH INTEREST AND LEARNING (FROM THE STUDENTS). QUANTITATIVE DATA ANALYSIS WILL CONSIST OF DESCRIPTIVE AND INFERENTIAL STATISTICS, INCLUDING REGRESSION ANALYSIS, ANCOVA AND REPEATED MEASURES ANOVA. QUALITATIVE DATA WILL BE ANALYZED USING CONSTANT COMPARATIVE ANALYSIS AND TIMELINING ANALYSIS. USING THE INFORMATION OBTAINED FROM CONTEXT ANALYSIS AND EXPLORATION OF THE PROBLEM/ISSUES, THE STUDY WILL DEVELOP DOMAIN-SPECIFIC THEORIES THAT CONSIDER THE SOCIOCULTURAL PERSPECTIVE AND EMPIRICAL KNOWLEDGE FROM EDUCATIONAL RESEARCH. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

FORMATIVE ASSESSMENTS FOR COMPUTER SCIENCE IN NYC

EXPLORING THE EXPERIENCES AND OUTCOMES OF ENGLISH LEARNERS IN COMMUNITY COLLEGE

EDUCATION RESEARCH PROGRAM

ADAPTING LESSON STUDY FOR DEVELOPMENTAL MATHEMATICS INSTRUCTION

NATIONAL CENTER FOR EDUCATION RESEARCH

TEACHERS COLLEGE, COLUMBIA UNIVERSITY (SSARP) PRIORITY 5

RACIAL EQUITY: EXPANDING MATHEMATICAL FUTURES THROUGH MULTIMEDIA STORYTELLING -DESPITE EVIDENCE THAT SHOWS BLACK STUDENTS' POSITIVE ATTITUDES TOWARDS MATH AT YOUNG AGES, MANY OF THESE STUDENTS BECOME LESS INTERESTED IN MATH DUE TO BOTH THE PEDAGOGY AND CONTENT TO WHICH THEY ARE EXPOSED, AS WELL AS THE DOMINANT META-NARRATIVE OF A LIMITED CONCEPTION OF THEIR ABILITY AND INTEREST AS LEARNERS. THIS PROJECT SEEKS TO BROADEN THE MATHEMATICAL IMAGINATION AND ASPIRATIONS OF BLACK AND OTHER UNDERSERVED MATHEMATICS STUDENTS IN BOTH IN-SCHOOL AND OUT-OF-SCHOOL ENVIRONMENTS. BUILDING ON PRIOR WORK THAT SUPPORTED THE COLLECTION AND CURATION OF A SET OF DIGITAL MATHEMATICS STORIES SHARED BY BLACK MATHEMATICIANS, THIS PROJECT AIMS TO DESIGN A DIGITAL PLATFORM FEATURING THESE STORIES AND SUPPLEMENTING THEM WITH INTERACTIVE ACTIVITIES AND LEARNING RESOURCES ALIGNED WITH MATH CONTENT TOPICS, AND EXPLORE THE IMPACT OF THESE RESOURCES ON THE MATH LEARNING AND ENGAGEMENT OF CHILDREN AND ADOLESCENTS, AS WELL AS THE ADULTS IN THEIR LIVES WHO ENGAGE WITH THESE RESOURCES. THE PROJECT AIMS TO ACHIEVE TWO PRIMARY OUTCOMES. FIRST, TO EXPLORE HOW STORYTELLING DISSEMINATED IN IN-SCHOOL AND OUT-OF-SCHOOL SPACES THROUGH DIGITAL MEDIA INFLUENCES INTERGENERATIONAL MATH PRACTICES AND PERCEPTIONS AMONG CHILDREN, OLDER ADOLESCENTS, AND THE ADULTS IN THEIR LIVES. SECOND, TO FURTHER DISRUPT RACIAL INEQUITIES IN MATHEMATICS EDUCATION BY DEVELOPING CULTURALLY RESPONSIVE AND INCLUSIVE INSTRUCTIONAL PRACTICES AND SYSTEMATICALLY DISSEMINATING THEM TO PARTNERS ACROSS A VARIETY OF SOCIAL AND CULTURAL INSTITUTIONS AND MEDIA PLATFORMS THIS PROJECT LEVERAGES THE WORK OF AUTHENTIC PARTNERSHIPS AS A MEANS TO SYSTEMATICALLY FOSTER INNOVATIVE PEDAGOGY IN MULTIPLE ENVIRONMENTS WHILE BUILDING BLACK LEARNERS? MATHEMATICAL IDENTITY AND A SENSE OF BELONGINGNESS IN MATHEMATICS. THE RESEARCH TEAM WILL CONDUCT A MIXED-METHODS STUDY TO GAIN INSIGHT INTO THE IMPACT OF MEDIA-ENHANCED STORYTELLING AND SOCIETAL ENGAGEMENT ACROSS MEDIA PLATFORMS. AFTER REVIEWING THE EXISTING COLLECTION OF VIDEO NARRATIVES AND CONDUCTING EXPLORATORY SCREENINGS WITH RESOURCE TOOLKITS TO COLLECT FEEDBACK, THE PROJECT TEAM WILL DESIGN THE INTERACTIVE DATABASE THAT WILL HOUSE THE MULTIMEDIA STORIES AND SUPPLEMENTARY MEDIA MATERIALS THAT INCLUDE INTERACTIVE WEB ELEMENTS (E.G. VIDEO ANNOTATION, MULTIMODAL RESPONSES). NEXT, A SECOND ROUND OF SCREENINGS WITH CROSS-SECTIONS OF COMMUNITY PARTNERS WILL TAKE PLACE, FOLLOWED FINALLY BY A FOCUS ON COMMUNITY ENGAGEMENT BY WIDELY DISSEMINATING ACROSS MULTIPLE SOCIAL INSTITUTIONS AND MEDIA PLATFORMS INCLUDING BUT NOT LIMITED TO THE NATIONAL URBAN LEAGUE, THE NAACP, THE MATHEMATICIANS OF THE AFRICAN DIASPORA WEBSITE, MATHEMATICALLY GIFTED AND BLACK WEBSITE, AS WELL AS SCHOOLS, MUSEUMS, LIBRARIES, AND OTHER EXISTING STEM AND MATH INITIATIVES. THIS APPLIED STUDY SEEKS TO ADVANCE RACIAL EQUITY BY HARNESSING THE POWER OF RICH STORYTELLING TRADITIONS THROUGH A MULTIMEDIA PLATFORM. THE DISSEMINATION OF THIS DATABASE AND THE FINDINGS ABOUT ITS IMPACT WILL CONTRIBUTE TO BUILDING NEW SPACES FOR MATHEMATICS EDUCATION THAT SERVE TO DEEPEN UNDERSTANDING OF MATHEMATICS BY STUDENTS AND OTHERS IN THEIR NETWORKS OF SUPPORT, AND INFLUENCE COMMONLY HELD PERCEPTIONS OF MATHEMATICS BY YOUNG PEOPLE AND OF THEMSELVES AS MATHEMATICAL DOERS IN ORDER TO EMPOWER UNDERSERVED STUDENTS TO ACTIVATE AND PURSUE THEIR INTERESTS IN MATHEMATICS. THIS RACIAL EQUITY AWARD IS CO-FUNDED BY THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. THIS PROJECT IS ALSO FUNDED THROUGH THE RACIAL EQUITY IN STEM EDUCATION PROGRAM (EDU RACIAL EQUITY). THE PROGRAM SUPPORTS RESEARCH AND PRACTICE PROJECTS THAT INVESTIGATE HOW CONSIDERATIONS OF RACIAL EQUITY FACTOR INTO THE IMPROVEMENT OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION AND WORKFORCE. AWARDED PROJECTS SEEK TO CENTER THE VOICES, KNOWLEDGE, AND EXPERIENCES OF THE INDIVIDUALS, COMMUNITIES, AND INSTITUTIONS MOST IMPACTED BY SYSTEMIC INEQUITIES WITHIN THE STEM ENTERPRISE. THIS PROGRAM ALIGNS WITH NSF'S CORE VALUE OF SUPPORTING OUTSTANDING RESEARCHERS AND INNOVATIVE THINKERS FROM ACROSS THE NATION'S DIVERSITY OF DEMOGRAPHIC GROUPS, REGIONS, AND TYPES OF ORGANIZATIONS. PROGRAMS ACROSS EDU CONTRIBUTE FUNDS TO THE RACIAL EQUITY PROGRAM IN RECOGNITION OF THE ALIGNMENT OF ITS PROJECTS WITH THE COLLECTIVE RESEARCH AND DEVELOPMENT THRUSTS OF THE FOUR DIVISIONS OF THE DIRECTORATE. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

COMPUTER GUIDED COMPREHENSIVE MATHEMATICS ASSESSMENT FO*

COMBINED PRIORITY FOR PERSONNEL DEVELOPMENT

BRIDGING COMMUNITIES WITH STUDENT STEM STORIES: CULTURALLY-RESPONSIVE STRATEGIES FOR MOTIVATING STEM ENGAGEMENT IN DIVERSIFYING PUBLIC SCHOOLS

ENGLISH LANGUAGE ACQUISITION: NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM

COLUMBIA COLLABORATE: CROSS-DISCIPLINARY OPPORTUNITIES TO IMPROVE COMMUNICATION OUTCOMES

SPECIAL EDUCATION RESEARCH

EMERGING RESEARCH-EMPIRICAL: DEVELOPMENT AND APPLICATION OF A MULTILEVEL MULTIPLE-GROUP CDM TO COMPARE COGNITIVE ATTRIBUTE DISTRIBUTIONS BASED ON EI

EDUCATION RESEARCH TRAINING

UNSOLICITED AWARDS

CORE COMPETENCY 4: HUMAN SCIENCES 4.2 SIMULATION & TRAINING: 'DETECTION AND TRANSITION ANALYSIS OF ENGAGEMENT AND AFFECT IN A SIMULATION-BASED COMBAT

THE CULTURALLY-INFORMED, TRAUMA-SENSITIVE PRACTICES FOR YOUTH (CITY) PROGRAM: INCREASING MENTAL HEALTH SERVICE CAPACITY OF URBAN, HIGH NEEDS SCHOOLS

UNKNOWN TITLE

PROSPECTION IN SUICIDAL TEENS: IDENTIFYING A NOVEL AND MALLEABLE COGNITIVE RISK FACTOR

LONGITUDINAL INVESTIGATION OF THE RELATIONS AMONG STRESS, BRAIN ACTIVITY, NEUROCOGNITIVE SKILL, AND SOCIOEMOTIONAL FUNCTIONING DURING INFANCY - PROJECT SUMMARY/ABSTRACT THIS K99/R00 PATHWAY TO INDEPENDENCE APPLICATION WOULD PROVIDE ME WITH THE TRAINING NECESSARY TO ACHIEVE MY CAREER GOAL OF ESTABLISHING AN INDEPENDENT RESEARCH LABORATORY THAT INVESTIGATES THE RELATIONS BETWEEN STRESS, FUNCTIONAL BRAIN DEVELOPMENT, AND LATER NEUROCOGNITIVE AND SOCIOEMOTIONAL OUTCOMES IN RACIALLY AND ETHNICALLY DIVERSE POPULATIONS. MY TRAINING IN DEVELOPMENTAL COGNITIVE NEUROSCIENCE PROVIDES ME WITH THE FOUNDATION NECESSARY TO PURSUE THIS GOAL. HOWEVER, TO LEAD A LABORATORY, I REQUIRE ADDITIONAL TRAINING IN CULTURALLY SENSITIVE RESEARCH PRACTICES, STRESS THEORY, MULTIVARIATE STRESS ASSESSMENT, ADVANCED INFANT EEG ANALYSIS METHODS, INFANT EYE TRACKING, AND LABORATORY MANAGEMENT. THE PROTECTED TRAINING PERIOD OF THE K99 PHASE OF THIS AWARD WOULD ALLOW ME TO ENTER THE INDEPENDENT STAGE OF MY CAREER WITH THE THEORETICAL, METHODOLOGICAL, AND MANAGEMENT SKILLS NECESSARY TO ESTABLISH A RESEARCH TEAM READY TO STUDY THE ROLE OF STRESS–BRAIN INTERACTIONS IN THE DEVELOPMENT OF NEUROCOGNITIVE AND SOCIOEMOTIONAL SKILLS. RESEARCH PROJECT: CHRONIC STRESS HAS DETRIMENTAL EFFECTS ON NEUROCOGNITIVE DEVELOPMENT. HOWEVER, THE NEURAL MECHANISMS UNDERLYING STRESS-NEUROCOGNITION RELATIONS ARE NOT WELL UNDERSTOOD – PARTICULARLY IN INFANCY. EMERGING EVIDENCE IMPLICATES STRESS-RELATED ALTERATIONS IN FUNCTIONAL BRAIN DEVELOPMENT AS A POSSIBLE PATHWAY BY WHICH STRESS IMPACTS LONG-TERM NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING. WHILE STUDIES HAVE INDEPENDENTLY IDENTIFIED LINKS BETWEEN CHRONIC STRESS, INFANT BRAIN ACTIVITY, NEUROCOGNITION, AND SOCIOEMOTIONAL OUTCOMES, THE TESTING OF THESE RELATIONS IN A MECHANISTIC, LONGITUDINAL FRAMEWORK HAS NOT YET BEEN CONDUCTED. THE PROPOSED PROJECT AIMS TO LEVERAGE LONGITUDINAL DATA FROM A DIVERSE POPULATION OF MOTHERS AND INFANTS TO EXAMINE THE RELATIONS BETWEEN MATERNAL STRESS, INFANT RESTING BRAIN ACTIVITY, NEUROCOGNITIVE SKILL, AND SOCIOEMOTIONAL SKILL. CONSISTENT WITH MY PRELIMINARY DATA, I WILL EXAMINE WHETHER MATERNAL STRESS-RELATED ALTERATIONS IN INFANT BRAIN ACTIVITY EXIST AT 1 MONTH AND 1 YEAR OF AGE (AIM 1), AND WHETHER STRESS-RELATED ALTERATIONS IN BRAIN FUNCTION ARE RELATED TO FUTURE AND CONCURRENT MEASURES OF NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING (AIM 2). IN THE R00 PHASE, I WILL DETERMINE HOW A CHILD’S OWN PHYSIOLOGIC STRESS IS RELATED TO ALTERATIONS IN BRAIN ACTIVITY AND PROSPECTIVELY PREDICTS DEFICITS IN NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING BY SCHOOL ENTRY (AIM 3). ELUCIDATING THE DIRECT INFLUENCE OF CHRONIC PHYSIOLOGICAL STRESS ON ALTERATIONS IN BRAIN DEVELOPMENT AND THE FUNCTIONAL SIGNIFICANCE OF SUCH ALTERATIONS IN A DIVERSE SAMPLE OF PARTICIPANTS IS NOT ONLY NOVEL, BUT IT PROVIDES IMPORTANT INSIGHTS FOR EARLY IDENTIFICATION AND INVENTION OF FUTURE LONG-TERM COGNITIVE AND SOCIOEMOTIONAL OUTCOMES.

MOTHERS GAINS IN POSTSECONDARY EDUCATION AND CHILDRENS DEVELOPMENT

FINANCIAL ASSISTANCE FOR COUNTERING VIOLENT EXTREMISM

CREATING RESOURCES UPLIFTING NUTRITION, CULTURE, AND HEALTH AT LUNCH (CRUNCH LUNCH) - PROJECT SUMMARY/ABSTRACT STUDENTS RELATE TO SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) SUBJECTS WHEN THEY ARE LINKED TO REAL- LIFE EXPERIENCES. SCHOOL LUNCH CAN BE THAT LINK. THE NATIONAL SCHOOL LUNCH PROGRAM (NSLP), INITIALLY CONCEIVED AS A POVERTY REDUCTION PROGRAM, HAS THE POTENTIAL TO BE SO MUCH MORE. MEALS SERVED THROUGH THE NSLP MAKE UP A LARGE PORTION OF THE DIETS OF ~30 MILLION STUDENTS. RESEARCH SHOWS THAT SCHOOL MEALS ARE THE HEALTHIEST MEALS OF THE DAY FOR MANY CHILDREN IN THE UNITED STATES. YET, THE NSLP AND ACADEMICS HAVE NEVER BEEN INTEGRATED. CREATING RESOURCES UPLIFTING NUTRITION, CULTURE, AND HEALTH AT LUNCH (CRUNCH LUNCH) MAKES THIS CONNECTION BY LINKING STEM WITH THE REAL-WORLD AND RELATABLE EXPERIENCE OF SCHOOL LUNCH. CRUNCH LUNCH WILL BE EVALUATED IN A DIVERSE AND URBAN ELEMENTARY SCHOOL-AGED POPULATION (~15,840 STUDENTS). THE LONG-TERM GOAL OF THE PROPOSED STUDY IS TO BRING STEM TO STUDENTS IN A RELATABLE AND CULTURALLY RELEVANT WAY TO: INCREASE EARLY INTEREST IN STEM, IMPROVE FOOD LITERACY, AND INCREASE SCHOOL LUNCH CONSUMPTION. IT IS KNOWN THAT EVIDENCE-BASED NUTRITION EDUCATION ENABLES ELEMENTARY SCHOOL STUDENTS TO IMPROVE FOOD LITERACY, WHICH LEADS TO IMPROVED HEALTH OUTCOMES. IT IS ALSO KNOWN THAT SCIENCE EDUCATION THAT IS RELATABLE AND CULTURALLY RELEVANT INCREASES INTEREST IN STEM. CREATING STEM INTEREST AMONG YOUNG CHILDREN INCREASES THE LIKELIHOOD OF STUDENTS MAINTAINING THEIR INTEREST AS THEY GET OLDER, THUS POTENTIALLY INCREASING THE PIPELINE OF STUDENTS ENTERING STEM CAREERS. WHAT IS NOT KNOWN IS WHETHER PROVIDING PROFESSIONAL DEVELOPMENT TO ELEMENTARY SCHOOL TEACHERS TO DELIVER CONNECT STEM LEARNING TO REQUIRED SCIENCE UNITS, AND PROVIDING TEACHERS ACCESS TO CURRICULAR RESOURCES TO INTEGRATE SCHOOL LUNCH WITH STEM WILL IMPROVE: STUDENTS’ INTEREST IN STEM, FOOD LITERACY, AND CONSUMPTION OF SCHOOL LUNCH. THE SPECIFIC AIMS ARE, AIM 1: CREATE CRUNCH LUNCH TEACHER WORKSHOPS. THESE PROFESSIONAL DEVELOPMENT WORKSHOPS (DELIVERED IN PERSON OR VIA VIDEO CONFERENCING) EMPOWER TEACHERS TO COMBINE INQUIRY- BASED STEM EDUCATION WITH EVIDENCE-BASED NUTRITION EDUCATION, TO IMPROVE THEIR ATTITUDES AND CONFIDENCE IN STEM AND IN CONNECTING EDUCATION TO SCHOOL LUNCH. AIM 2: CREATE A CRUNCH LUNCH RESOURCE HUB (WEB- BASED). THIS ROBUST AND COMPREHENSIVE PROFESSIONAL DEVELOPMENT RESOURCE HUB PROVIDES TEACHERS WITH ONGOING SUPPORT TO APPLY WHAT THEY LEARNED IN THE WORKSHOPS (AIM 1) TO INCREASE STUDENTS’ STEM AND FOOD- RELATED ATTITUDES, STEM AND FOOD LITERACY, AND STUDENTS’ CONSUMPTION OF SCHOOL LUNCH. THE PROPOSED PROJECT IS INNOVATIVE BECAUSE IT WILL BE THE FIRST TO SYSTEMATICALLY LINK THE NSLP TO STEM ACADEMICS. AT THE COMPLETION OF THE PROPOSED STUDY, WE WILL MEASURE (I) WHETHER STUDENTS HAVE INCREASED INTEREST IN STEM, IMPROVED FOOD AND STEM LITERACY, AND INCREASED CONSUMPTION OF SCHOOL MEALS; AND, (II) WHETHER TEACHERS HAVE IMPROVED ATTITUDES AND CONFIDENCE IN CONNECTING STEM TO SCHOOL LUNCH.

COGNITIVE AND EMOTIONAL MECHANISMS IN CHRONIC GRIEF

FINANCIAL ASSISTANCE FOR COUNTERING VIOLENT EXTREMISM

FINANCIAL ASSISTANCE FOR COUNTERING VIOLENT EXTREMISM

FAMILY RESEARCH CONSORTIUM V: TRANSDISCIPLINARY CONSORTIUM ON MENTAL HEALTH CO-O

UNSOLICITED AWARDS

COLLABORATIVE RESEARCH: BRIDGING BETWEEN TABLETOP MODELS AND THE EARTH SYSTEM

A TECHNOLOGICAL FRAMEWORK FOR FOSTERING COLLABORATION BY LINKING NOVICE MAKERS WITH MENTORS AND PEERS

PARENTING AND ADOLESCENT RISK BEHAVIORS IN CONTEXT

NURSE FACULTY LOAN PROGRAM

UNKNOWN TITLE

AMERICORPS*NATIONAL

EXP: MOBILE, MOVEMENT, AND MATH

EXP: DEVELOPING A TUTOR TO GUIDE STUDENTS AS THEY INVENT DEEP PRINCIPLES WITH CONTRASTING CASES

NATIONAL CENTER FOR EDUCATION RESEARCH

PARTNERSHIP BETWEEN TEACHERS COLLEGE, COLUMBIA UNIVERSITY AND THE TUNISIAN MINISTRY OF HIGHER EDUCATION TO IMPROVE ENGLISH LANGUAGE PROGRAMMING

UNSOLICITED AWARDS

BUILDING COMMUNITY AND CAPACITY FOR DATA-INTENSIVE EVIDENCE-BASED DECISION MAKING IN SCHOOLS AND DISTRICTS

SYSTEMIC TRANSFORMATION FOR INQUIRY LEARNING ENVIRONMENTS (STILE) FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

GRADUATE PSYCHOLOGY EDUCATION PROGRAMS

MINISTRY OF HIGHER EDUCATION IMPROVE ENGLISH LANGUAGE PROGRAMMING AND PRACTICES FOR EDUCATORS OF ENGLISH FOR SPECIFIC PURPOSES (ESP)

CHILD CARE RESERACH POLICY

BILINGUAL EDUCATION- PROFESSIONAL DEVELOPMENT - ENGLISH LANGUAGE ACQUISITION: NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM

COLLABORATIVE RESEARCH: EFFECTOR AND TASK NEURAL REPRESENTATIONS OF HAND-OBJECT INTERACTIONS

AMERICORPS NATIONAL

HISTORY EDUCATION FOR ALL: A PROPOSAL TO ESTABLISH A CENTER FOR HISTORY EDUCATION AT TEACHERS COLLEGE AT COLUMBIA UNIVERSITY

COLLABORATIVE RESEARCH: SEEING SCIENCE: USING COMPUTER VISION TO EXPLORE THE SCIENTIFIC PRINCIPLES BEHIND EVERYDAY OBJECTS -UNDERSTANDING SCIENCE IS CRITICAL FOR PREPARING STUDENTS TO MAKE SENSE OF THE WORLD AROUND THEM, MAKE INFORMED DECISIONS, AND PARTICIPATE IN CIVIC SOCIETY AND IN THE WORKFORCE. HOWEVER, FOR MANY YOUTH, SCIENCE IS A MYSTERIOUS BODY OF KNOWLEDGE THAT FEELS DISCONNECTED FROM THEIR LIVES. THIS PROJECT AIMS TO BRING SCIENCE INTO MIDDLE SCHOOL STUDENTS? HOMES, ALLOWING THEM TO SEE THE SCIENCE BEHIND EVERYDAY OBJECTS AND TRANSFORMING LIVED ENVIRONMENTS INTO ENGAGING LEARNING SPACES. STUDENTS WILL WORK ON INQUIRY-BASED LEARNING UNITS ON MOBILE PHONES THAT EXPLORE STEM PHENOMENA TOPICS LIKE DIFFUSION, ELECTRICITY, AND SIMPLE MACHINES THAT ARE PRESENT IN THEIR KITCHENS, BEDROOMS, AND LOCAL PARKS. THEY WILL BE ABLE TO TAKE PHOTOS AND VIDEOS OF THEIR HOME AND NEIGHBORHOOD, AND COMPUTER VISION ALGORITHMS WILL AUGMENT THESE IMAGES WITH DIAGRAMS, MODELS, AND SIMULATIONS THAT ILLUSTRATE THE PRINCIPLES AND MECHANISMS THAT EXPLAIN THE STEM PHENOMENA. THESE OVERLAYS WILL ALLOW STUDENTS TO OBSERVE, EXPERIMENT WITH, AND MAKE PREDICTIONS FOR PHENOMENA SUCH AS TEA DIFFUSING IN HOT WATER OR HEAT TRAVELING THROUGH WALLS. THE PROJECT WILL CAPITALIZE ON EXISTING TECHNOLOGICAL DEVICES, SUCH AS CAMERA PHONES, TO CREATE ?LENSES? WHICH ENABLE STUDENTS TO SEE THE SCIENCE THAT IS ALL AROUND THEM. BY COMMITTING TO SUCH LOW-COST SOLUTIONS, THE PROJECT AIMS TO MAKE SCIENCE EDUCATION ACCESSIBLE TO MORE STUDENTS, AND ENABLE AT-HOME LEARNING WHILE AVOIDING UNDUE PRESSURES ON FAMILY RESOURCES. OPERATING IN DIVERSE, LOW-RESOURCE ENVIRONMENTS MOTIVATES FUNDAMENTAL ADVANCES IN COMPUTER VISION: FIRST, ALGORITHMS MUST AUTOMATICALLY BUILD UP A 3D AND TEMPORAL REPRESENTATION OF A SCENE OF A GIVEN PHYSICAL PHENOMENON. SECOND, THE SYSTEM MUST EXPOSE HOOKS FOR EDUCATORS TO DECIDE WHICH GRAPHICS SHOULD BE OVERLAID AT WHICH TIME AND IN WHICH PLACE ATOP THIS SCENE. FURTHER, THE PROJECT WILL ENGAGE IN HUMAN-CENTERED DESIGN TO BRING CUTTING-EDGE TECHNOLOGIES TO YOUTH IN WAYS THAT ARE ACCESSIBLE, EASY TO USE, AND ACHIEVE EDUCATIONAL GOALS. INVESTIGATORS WILL CONDUCT EXTENSIVE INTERVIEWS WITH PARENTS, STUDENTS, AND TEACHERS ABOUT THE ASPECTS OF STUDENTS? OUT-OF-SCHOOL LIVES THAT THEY WOULD BE WILLING TO SHARE WITH RESEARCHERS, PEERS, AND TEACHERS. THESE DATA WILL ENABLE THE TEAM TO REALIZE THE BENEFITS OF EQUITABLE SCIENCE EDUCATION THAT BUILDS ON STUDENTS? LIVES AND CULTURES. THIS RESEARCH WILL HELP FOSTER THE DEVELOPMENT OF A MORE AGENTIC, INCLUSIVE WAY OF ENGAGING IN SCIENCE INQUIRY AT HOME, ENCOURAGING STUDENTS TO HAVE A PERSONAL CONNECTION WITH SCIENCE FROM A YOUNG AGE. THIS IS PARTICULARLY IMPORTANT FOR STUDENTS MOST AT RISK TO PERCEIVE SCIENCE AS DISCONNECTED FROM THEIR LIVES, AND WHOM CAN BENEFIT MOST FROM SEEING SCIENCE AT WORK IN THEIR LIVES AND COMMUNITY. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

COLLABORATIVE RESEARCH: THE DOWNSIDE OF PERSEVERANCE--INVESTIGATING AND MOVING STUDENTS BEYOND UNPRODUCTIVE PERSISTENCE

IES RESEARCH-EXPLORING ACADEMIC RETURN ON INVESTMENT AS A METRIC TO DIRECT DISTRICT-LEVEL FUNDING TOWARDS PROGRAMS THAT IMPROVE STUDENT OUTCOMES

EXPLORING THE EFFECTS OF STRENGTH TRAINING ON DEPRESSIVE SYMPTOMS AND CARDIOVASCULAR RISK IN BLACK MEN

CHS: MEDIUM: COLLABORATIVE RESEARCH: AUGMENTED REALITY FOR MULTIPLE PEOPLE, PERSPECTIVES, PLATFORMS, AND TASKS

HCC: MEDIUM: COLLABORATIVE RESEARCH: GENERATING EFFECTIVE DYNAMIC EXPLANATIONS IN AUGMENTED REALITY

COLLABORATIVE RESEARCH: SENSORIMOTOR CONTROL OF HAND-OBJECT INTERACTIONS

POSITIVE FUTURE THINKING AMONG SUICIDAL ADOLESCENTS - PROJECT SUMMARY ADOLESCENCE IS A COMMON PERIOD OF TIME FOR SUICIDAL IDEATION TO EMERGE AND THEREBY PRESENTS A CRITICAL OPPORTUNITY FOR INTERVENTION. A KEY TO REDUCING SUICIDAL IDEATION DURING ADOLESCENCE IS TO THOROUGHLY UNDERSTAND HOW POTENTIAL INTERVENTION TARGETS MAY OPERATE. THE PRESENT INVESTIGATION FOCUSES ON POSITIVE FUTURE THINKING, A PSYCHOLOGICAL PROCESS THAT HAS LONG BEEN ASSUMED TO PROTECT AGAINST RISK OF CLINICAL OUTCOMES SUCH AS SUICIDE AND THUS INCREASINGLY BECOME AN INTERVENTION TARGET. RECENT WORK SUGGESTS THAT CERTAIN MANIFESTATIONS OF POSITIVE FUTURE THINKING MAY BE COUNTERINTUITIVELY HARMFUL AND MAY IN FACT CONFER GREATER RISK OF INTERNAL DISTRESS AND SUICIDAL THOUGHTS AND BEHAVIORS. DESPITE ITS POTENTIAL CLINICAL IMPLICATIONS, THERE IS SURPRISINGLY LITTLE WORK ON THIS TOPIC—MOSTLY LIMITED TO MEASURES OF FUTURE THINKING THAT MAY NOT GENERALIZE TO REAL-WORLD SETTINGS AND LIMITED TO ADULT SAMPLES. NEVER HAS THERE BEEN A FORMAL STUDY OF POTENTIALLY HARMFUL EFFECTS OF POSITIVE FUTURE THINKING AMONG SUICIDAL ADOLESCENTS. ALIGNED WITH OUR LONG-TERM GOAL TO DISRUPT THE TRAJECTORY TOWARD SUICIDE BY INTERVENING ON MALLEABLE PSYCHOLOGICAL MECHANISMS UNDERLYING SUICIDE RISK, THE IMMEDIATE GOAL OF THIS R21 PROPOSAL IS TO STUDY WHETHER AND HOW DISCRETE ASPECTS OF POSITIVE FUTURE THINKING MAY PERPETUATE SUICIDAL IDEATION AMONG ADOLESCENTS. WITH A SAMPLE OF 110 ADOLESCENTS WITH PAST YEAR HISTORY OF SUICIDAL IDEATION, THE PRESENT RESEARCH TEAM WILL MEASURE POSITIVE FUTURE THINKING AND CORRESPONDING MOTIVATIONAL PROCESSES THROUGH BASELINE ASSESSMENTS AND VIA ECOLOGICAL MOMENTARY ASSESSMENT (EMA). SPECIFIC AIMS ARE TO: (1) TEST WHETHER ADOLESCENTS’ EXPERIENCE OF IMAGINING ‘INTRAPERSONAL WELL-BEING’ (IWB)-THEMED DESIRED FUTURE OUTCOMES PREDICTS SUBSEQUENT SUICIDAL IDEATION; (2) TEST WHETHER ADOLESCENTS’ EXPERIENCE OF IMAGINING UNATTAINED DESIRED FUTURE OUTCOMES PREDICTS SUBSEQUENT SUICIDAL IDEATION; AND (3) IDENTIFY MOTIVATIONAL PROCESSES THAT MAY ACCOUNT FOR THE MALADAPTIVE EFFECTS OF IMAGINING IWB-THEMED AND UNATTAINED DESIRED FUTURE OUTCOMES. THIS PROPOSAL IS INNOVATIVE BECAUSE: (A) IT FEATURES THE MOST TOPOGRAPHICALLY RICH EXAMINATION OF POSITIVE FUTURE THINKING EVER CONDUCTED AMONG SUICIDAL INDIVIDUALS; (B) IT FEATURES THE MOST ECOLOGICALLY VALID ASSESSMENT OF POSITIVE FUTURE THINKING EVER CONDUCTED AMONG SUICIDAL INDIVIDUALS; AND (C) IT IS CONCEPTUALLY RADICAL. EXPLORING THIS HIGHLY NOVEL YET PLAUSIBLE RESEARCH QUESTION MAY NOT ONLY INFORM THE DEVELOPMENT OF MORE FOCUSED INTERVENTIONS BUT ALSO REFINE NUMEROUS EXTANT INTERVENTIONS. THOROUGHLY VETTING PRESUMED INTERVENTION TARGETS DURING A TIME WHEN SUICIDAL INDIVIDUALS BEGIN ENGAGING IN PSYCHOTHERAPY MAY HELP PREVENT ADVERSE EFFECTS OF TREATMENT AND MORE DEFINITIVELY REDUCE SUICIDE RISK BOTH IN AND OUT OF STANDARD TREATMENT SETTINGS.

YOUNG CHILDREN'S SELF-REGULATION IN AN URBAN CONTEXT: A MULTILEVEL ANALYSIS

A STUDY GROUP ON DIVERSITY, EQUITY AND EXCELLENCE IN ACHIEVEMENT AND ASSESSMENT IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

CHOICE, CONTROL AND CHANGE: AN INQUIRY-BASED SCIENCE ED*

TAILORING PERSONALIZED MATHEMATICS EDUCATION FOR HIGH SCHOOL STUDENTS USING DYNAMIC TREATMENT REGIMES -THE CURRENT MATH COURSE-TAKING PLAN FOR HIGH SCHOOL STUDENTS ACROSS MUCH OF THE UNITED STATES IS NOT OPTIMIZED FOR EVERY STUDENT?S SUCCESS IN MATH, ESPECIALLY IN ADVANCED MATHEMATICS. IN PARTICULAR, THERE HAS BEEN DISPROPORTIONAL PARTICIPATION IN ADVANCED MATH COURSES AMONG DIFFERENT RACIAL/ETHNIC AND INCOME GROUPS. TO THIS END, THIS RESEARCH PROJECT DEVELOPS DATA-DRIVEN, PERSONALIZED MATH COURSE-TAKING PLANS BY LEVERAGING RECENT ADVANCES IN PERSONALIZED MEDICINE. IN PERSONALIZED MEDICINE, CLINICIANS, WITH THE HELP OF MACHINE LEARNING, USE PAST AND CURRENT HISTORICAL PATIENT DATA TO TAILOR PATIENT-SPECIFIC TREATMENT PLANS. IN A SIMILAR VEIN, THE PROPOSED DATA-DRIVEN, PERSONALIZED COURSE-TAKING PLAN RECOMMENDS APPROPRIATE MATH COURSES FOR STUDENTS AT THE OPPORTUNE TIME BY USING LARGE-SCALE EDUCATIONAL DATA FROM CURRENT AND PAST STUDENTS? PERFORMANCES. ADDITIONALLY, THE PROJECT INCORPORATES ALGORITHMIC FAIRNESS CONSTRAINTS FROM COMPUTER SCIENCE AND STATISTICS TO ENSURE THAT THE RECOMMENDATIONS REDUCE EXISTING DISPARITIES IN COURSE-TAKING PATTERNS AMONG RACIAL/ETHNIC AND INCOME GROUPS. MORE BROADLY, WITH THE PROPOSED, DATA-DRIVEN PERSONALIZED RECOMMENDATIONS, THE PROJECT HOPES TO TRANSFORM HOW STUDENTS TAKE MATH COURSES (OR MORE BROADLY, K-12 STEM COURSES) SO THAT EVERY STUDENT, ESPECIALLY STUDENTS FROM UNDERREPRESENTED OR DISADVANTAGED BACKGROUNDS, WILL OPPORTUNITIES TO PURSUE STEM MAJORS AND CAREERS. TO DEVELOP PERSONALIZED MATH COURSE-TAKING PLANS, THE PROJECT USES A SET OF STATISTICAL TECHNIQUES KNOWN AS OPTIMAL DYNAMIC TREATMENT REGIMES (OTRS). A CRUCIAL STEP IN USING OTRS IS UNDERSTANDING TREATMENT EFFECT HETEROGENEITY FROM THE COLLECTED DATA. CONSEQUENTLY, THE FIRST AIM OF THE PROJECT IS TO LEVERAGE THE EXISTING WORK ON USING MACHINE LEARNING TO ESTIMATE HETEROGENEOUS EFFECTS OF TAKING DIFFERENT MATH COURSES IN LARGE-SCALE EDUCATIONAL STUDIES. NEXT, THE PROJECT USES Q-LEARNING, A-LEARNING, AND VALUE SEARCH METHODS TO DEVELOP OTRS, SPECIFICALLY SEQUENTIAL DECISIONS FOR MATH COURSE-TAKING. FINALLY, TO MITIGATE FAIRNESS-RELATED HARMS IN THE PROPOSED OTRS AND TO ENSURE THAT THE OTRS DO NOT PRODUCE DISCRIMINATORY RECOMMENDATIONS, THE PROJECT UTILIZES FAIRNESS CONSTRAINTS FROM THE ALGORITHMIC FAIRNESS LITERATURE. THE PROJECT WILL TRANSLATE THE CURRENT STATE-OF-THE-ART OTR METHODS INTO K- 12 MATH EDUCATION POLICIES AND WILL CONSTITUTE THE FIRST ATTEMPT TO INTEGRATE ALGORITHMIC FAIRNESS AND OPTIMAL POLICY LEARNING TO DESIGN EQUITABLE POLICIES FOR STEM EDUCATION. THE PROJECT IS SUPPORTED BY NSF'S EHR CORE RESEARCH BUILDING CAPACITY IN STEM EDUCATION RESEARCH (ECR: BCSER) PROGRAM, WHICH IS DESIGNED TO BUILD INVESTIGATOR'S CAPACITY TO CARRY OUT HIGH-QUALITY STEM EDUCATION RESEARCH. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

COLLABORATIVE RESEARCH: SENSORY INTEGRATION AND SENSORIMOTOR TRANSFORMATIONS FOR DEXTEROUS MANIPULATION

THIS PROPOSAL OUTLINES A CONTINUATION OF THE PARTNERSHIP WITH THE ALGERIAN MINISTRY OF HIGHER EDUCATION TO STRENGTHEN ENGLISH LANGUAGE PROGRAMING

BUILDING THE HOA PILI (PARTNERSHIP): AN INTEGRATED COMPUTATIONAL THINKING AND SCIENCE CURRICULUM FOR MOLOKAI ELEMENTARY STUDENTS -AS DESCRIBED IN THE ELEMENTARY NEXT GENERATION SCIENCE STANDARDS, COMPUTATIONAL THINKING (CT) IS AN ESSENTIAL PART OF UNDERSTANDING THE WAYS IN WHICH SCIENTIFIC PHENOMENA CAN BE REPRESENTED BY NUMERICAL DATA AND ANALYZED TO REPRESENT AND INTERPRET PATTERNS. INTEGRATING CT INTO OTHER AREAS OF THE CURRICULUM?SPECIFICALLY SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) DISCIPLINES?IS A PROMISING MECHANISM FOR INCREASING STUDENTS? ACCESS TO COMPUTING. SPECIFICALLY, DEVELOPING COMPUTATIONAL STRATEGIES TO MODEL PHENOMENA FOSTER BOTH SCIENCE CONTENT AND COMPUTER SCIENCE (CS) LEARNING. HOWEVER, THE CURRICULAR MATERIALS ADOPTED BY SCHOOLS AND DISTRICTS DO NOT OFTEN INCLUDE COMPUTATIONAL THINKING AS PART OF STEM LESSONS. FOR EXAMPLE, FOSS (FULL OPTION SCIENCE SYSTEM) KITS PROVIDE MEANINGFUL INQUIRY-BASED LEARNING THAT SITS AT THE BASIS OF MANY SCHOOLS? SCIENCE LEARNING BUT LACKS OPPORTUNITIES FOR INTEGRATION OF COMPUTING AND COMPUTATIONAL THINKING. FURTHER, THESE KITS WERE DEVELOPED IN LINE WITH TYPICAL EDUCATIONAL CONDITIONS ON THE MAINLAND UNITED STATES, WHICH INTRODUCES SOME STARK LIMITATIONS FOR HAWAIIAN TEACHERS AND STUDENTS. THIS PROJECT ENGAGES TEACHERS ON THE ISLAND OF MOLOKAI AND RESEARCHERS AT UTAH STATE UNIVERSITY IN DEVELOPING A RESEARCH PRACTICE PARTNERSHIP (RPP) TO CO-DESIGN CURRICULAR UNITS THAT INTEGRATE FOSS SCIENCE MODULES WITH COMPUTING AND COMPUTATIONAL THINKING PROJECTS FOR ELEMENTARY STUDENTS. RPPS INVOLVE BUILDING AND SUSTAINING A LONG-TERM RELATIONSHIP OF MUTUAL BENEFIT BETWEEN CLASSROOM PRACTITIONERS AND RESEARCHERS. IN PARTNERSHIP, THE PROJECT TEAM WILL ADDRESS THE COMMON PROBLEM OF PRACTICE ? A LACK OF COMMUNITY CENTERING AND CULTURALLY RELEVANT STEM+C LEARNING MATERIALS FOR HAWAII GENERALLY AND MOLOKAI SPECIFICALLY. THE PROJECT TEAM WILL CONDUCT DESIGN-BASED RESEARCH (DBR) THROUGH THE LENS OF CULTURAL HISTORICAL ACTIVITY THEORY TO UNDERSTAND HOW THE COLLABORATIVE CO-DESIGN OF INTEGRATED STEM AND COMPUTING CURRICULA CAN BOTH SHIFT THE CONTENT AND USE OF CURRICULAR MATERIALS. THE TEAM WILL ALSO INVESTIGATE TEACHERS? SENSE OF EMPOWERMENT FOR SHAPING THEIR STUDENTS EXPERIENCES TO MATCH THE NEEDS AND RESOURCES OF THE COMMUNITY. THE PROPOSED WORK CONCEPTUALIZES SCHOOL SPACES AS ACTIVITY SYSTEMS WITHIN WHICH TEACHERS AND RESEARCHERS JOINTLY ENDEAVOR TO EXPAND THE CAPACITY OF CURRICULA TO MEET STATE STANDARDS WITHIN THE LOCAL CONTEXT. THIS PROJECT IS FUNDED THROUGH THE COMPUTER SCIENCE FOR ALL: RESEARCH AND RPPS PROGRAM. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

BIGDATA: EAGER: USING BIG DATA TO INVESTIGATE LONGITUDINAL EDUCATION OUTCOMES THROUGH VISUAL ANALYTICS

GRADUATE PSYCHOLOGY EDUCATION PROGRAMS

LONGITUDINAL INVESTIGATION OF THE RELATIONS AMONG STRESS, BRAIN ACTIVITY, NEUROCOGNITIVE SKILL, AND SOCIOEMOTIONAL FUNCTIONING DURING INFANCY - PROJECT SUMMARY/ABSTRACT THIS K99/R00 PATHWAY TO INDEPENDENCE APPLICATION WOULD PROVIDE ME WITH THE TRAINING NECESSARY TO ACHIEVE MY CAREER GOAL OF ESTABLISHING AN INDEPENDENT RESEARCH LABORATORY THAT INVESTIGATES THE RELATIONS BETWEEN STRESS, FUNCTIONAL BRAIN DEVELOPMENT, AND LATER NEUROCOGNITIVE AND SOCIOEMOTIONAL OUTCOMES IN RACIALLY AND ETHNICALLY DIVERSE POPULATIONS. MY TRAINING IN DEVELOPMENTAL COGNITIVE NEUROSCIENCE PROVIDES ME WITH THE FOUNDATION NECESSARY TO PURSUE THIS GOAL. HOWEVER, TO LEAD A LABORATORY, I REQUIRE ADDITIONAL TRAINING IN CULTURALLY SENSITIVE RESEARCH PRACTICES, STRESS THEORY, MULTIVARIATE STRESS ASSESSMENT, ADVANCED INFANT EEG ANALYSIS METHODS, INFANT EYE TRACKING, AND LABORATORY MANAGEMENT. THE PROTECTED TRAINING PERIOD OF THE K99 PHASE OF THIS AWARD WOULD ALLOW ME TO ENTER THE INDEPENDENT STAGE OF MY CAREER WITH THE THEORETICAL, METHODOLOGICAL, AND MANAGEMENT SKILLS NECESSARY TO ESTABLISH A RESEARCH TEAM READY TO STUDY THE ROLE OF STRESS–BRAIN INTERACTIONS IN THE DEVELOPMENT OF NEUROCOGNITIVE AND SOCIOEMOTIONAL SKILLS. RESEARCH PROJECT: CHRONIC STRESS HAS DETRIMENTAL EFFECTS ON NEUROCOGNITIVE DEVELOPMENT. HOWEVER, THE NEURAL MECHANISMS UNDERLYING STRESS-NEUROCOGNITION RELATIONS ARE NOT WELL UNDERSTOOD – PARTICULARLY IN INFANCY. EMERGING EVIDENCE IMPLICATES STRESS-RELATED ALTERATIONS IN FUNCTIONAL BRAIN DEVELOPMENT AS A POSSIBLE PATHWAY BY WHICH STRESS IMPACTS LONG-TERM NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING. WHILE STUDIES HAVE INDEPENDENTLY IDENTIFIED LINKS BETWEEN CHRONIC STRESS, INFANT BRAIN ACTIVITY, NEUROCOGNITION, AND SOCIOEMOTIONAL OUTCOMES, THE TESTING OF THESE RELATIONS IN A MECHANISTIC, LONGITUDINAL FRAMEWORK HAS NOT YET BEEN CONDUCTED. THE PROPOSED PROJECT AIMS TO LEVERAGE LONGITUDINAL DATA FROM A DIVERSE POPULATION OF MOTHERS AND INFANTS TO EXAMINE THE RELATIONS BETWEEN MATERNAL STRESS, INFANT RESTING BRAIN ACTIVITY, NEUROCOGNITIVE SKILL, AND SOCIOEMOTIONAL SKILL. CONSISTENT WITH MY PRELIMINARY DATA, I WILL EXAMINE WHETHER MATERNAL STRESS-RELATED ALTERATIONS IN INFANT BRAIN ACTIVITY EXIST AT 1 MONTH AND 1 YEAR OF AGE (AIM 1), AND WHETHER STRESS-RELATED ALTERATIONS IN BRAIN FUNCTION ARE RELATED TO FUTURE AND CONCURRENT MEASURES OF NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING (AIM 2). IN THE R00 PHASE, I WILL DETERMINE HOW A CHILD’S OWN PHYSIOLOGIC STRESS IS RELATED TO ALTERATIONS IN BRAIN ACTIVITY AND PROSPECTIVELY PREDICTS DEFICITS IN NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING BY SCHOOL ENTRY (AIM 3). ELUCIDATING THE DIRECT INFLUENCE OF CHRONIC PHYSIOLOGICAL STRESS ON ALTERATIONS IN BRAIN DEVELOPMENT AND THE FUNCTIONAL SIGNIFICANCE OF SUCH ALTERATIONS IN A DIVERSE SAMPLE OF PARTICIPANTS IS NOT ONLY NOVEL, BUT IT PROVIDES IMPORTANT INSIGHTS FOR EARLY IDENTIFICATION AND INVENTION OF FUTURE LONG-TERM COGNITIVE AND SOCIOEMOTIONAL OUTCOMES.

UNSOLICITED AWARDS

THE COACH PROJECT: COLLABORATING TO OPTIMIZE ACHIEVEMENT FOR CHILDREN WITH HEARING LOSS

LAUNCH PAD: LANGUAGE ACHIEVEMENT FOR UNDERSERVED NEIGHBORHOOD CHILDREN - PREPARING A DIVERSE WORKFORCE OF SPEECH-LANGUAGE PATHOLOGISTS

FROM DIRECT INSTRUCTION TO AUTHENTIC LEARNING: A SHIFT TO INCREASE ACADEMIC SUCCESS AND ENGINEERING COMPETENCIES AMONG YOUTH OF COLOR

DEVELOPING LEARNING PROGRESSIONS IN SUPPORT OF THE IMPLEMENTATION OF NEW SCIENCE STANDARDS: A RAPID WORKSHOP SERIES PROPOSAL

GLOBAL, NATIONAL AND LOCAL INTERSECTIONS: EDUCATIONAL POLICIES AND SCHOOLING PRACTICES FOR URBAN REFUGEES

COLLABORATIVE RESEARCH: DEXTROUS CONTROL OF MULTI-DIGIT GRASPING

COLLABORATIVE RESEARCH: UPGRADING LEARNING FOR TEACHERS IN REAL ANALYSIS

COLLABORATIVE RESEARCH: INVESTIGATING THE IMPACT OF VIDEO-BASED ANALYSIS OF CLASSROOM TEACHING ON STEM TEACHER PREPARATION, EFFECTIVENESS, AND RETENTION -THE PROJECT AIMS TO SERVE THE NATIONAL NEED FOR DEVELOPING EFFECTIVE STEM TEACHERS WHO COULD BE RETAINED IN HIGH-NEED SCHOOLS. THIS RESEARCH WILL INVESTIGATE THE IMPACT OF ENGAGING TEACHER CANDIDATES AND NEW TEACHERS IN VIDEO-BASED ANALYSIS OF STEM CLASSROOMS WITH THE GOAL OF BUILDING SKILLS IN NOTICING INCLUSIVE APPROACHES TO STEM TEACHING. THE PROJECT AIMS TO ENGAGE ~200 FUTURE AND CURRENT STEM TEACHERS IN VIDEO-BASED ANALYSIS THROUGH TEACHER PREPARATION PROGRAMS AT SEVEN INSTITUTIONS GEOGRAPHICALLY SPREAD ACROSS THE COUNTRY. THE RESEARCH IS DESIGNED TO INVESTIGATE THE IMPACT OF THIS VIDEO-BASED APPROACH ON STEM TEACHER EFFECTIVENESS AND RETENTION IN HIGH-NEED SCHOOLS. THE PROJECT HAS THE POTENTIAL TO PRODUCE NEW INSIGHTS ABOUT THIS MODEL OF USING VIDEO-BASED ANALYSIS FOR PREPARING AND RETAINING EFFECTIVE STEM TEACHERS IN HIGH-NEED SCHOOLS WITH SKILLS IN INCLUSIVE STEM TEACHING. THIS PROJECT AT VANDERBILT UNIVERSITY, TEXAS STATE UNIVERSITY SAN MARCOS, TEACHERS COLLEGE COLUMBIA UNIVERSITY, WEST CHESTER UNIVERSITY, UNIVERSITY OF NORTHERN IOWA, LOUISIANA STATE UNIVERSITY, AND KENNESAW STATE UNIVERSITY INCLUDES PARTNERSHIPS WITH HIGH-NEED SCHOOL DISTRICTS LOCAL TO EACH OF OUR SEVEN RESEARCH SITES. THE PROJECT AIMS TO ADDRESS THE FOLLOWING RESEARCH QUESTIONS: 1) HOW DOES K-12 TEACHERS? PROFESSIONAL VISION FOR EQUITABLE SCIENCE TEACHING CHANGE OVER TIME THROUGH VIDEO-BASED EXAMINATIONS OF PRACTICE FROM TEACHER EDUCATION THROUGH INDUCTION? AND, 2) HOW DOES TEACHERS? DEVELOPMENT OF PROFESSIONAL VISION FOR EQUITABLE SCIENCE TEACHING THROUGH VIDEO-BASED EXAMINATIONS OF PRACTICE RELATE TO THEIR EFFECTIVENESS AND RETENTION IN HIGH-NEED SCHOOLS? USING A DESIGN-BASED RESEARCH APPROACH, TWO COHORTS OF PROSPECTIVE SCIENCE TEACHERS WILL ENGAGE IN LEARNING OPPORTUNITIES THAT SUPPORT PROFESSIONAL VISION FOR EQUITABLE SCIENCE TEACHING THROUGH VIDEO-BASED EXAMINATIONS OF PRACTICE AS PART OF THEIR SCIENCE METHODS COURSEWORK AND FIELD EXPERIENCES. SELECTED TEACHERS WILL THEN BE FOLLOWED INTO THEIR INDUCTION YEAR(S) AT HIGH-NEED SCHOOL DISTRICTS AND CONTINUE TO BE PROVIDED SUPPORT THROUGH NETWORKED VIDEO CLUBS. DIRECT OBSERVATIONS OF STEM TEACHING, AS WELL AS SURVEY MEASURES OF TEACHER SELF-EFFICACY AND EQUITABLE TEACHING PRACTICES, WILL BE USED TO ASSESS STEM TEACHER EFFECTIVENESS. SURVEYS OF TEACHER INTENTIONS TO REMAIN IN THE PROFESSION AND SOCIAL NETWORK ANALYSIS WILL BE USED TO EVALUATE POTENTIAL IMPACTS ON STEM TEACHER RETENTION. ADDITIONALLY, THE PROJECT ASPIRES TO DEVELOP CROSS-SITE, LONGITUDINAL CASE STUDIES ACROSS THE SEVEN SITES AND MULTIPLE GEOGRAPHIC REGIONS BASED ON RECORDINGS OF VIDEO ANALYSIS DISCUSSIONS, TEACHER INTERVIEWS, AND WRITTEN ARTIFACTS FROM TEACHER PREPARATION ACTIVITIES. THE PROJECT HAS THE PROMISE OF DEVELOPING AND EVALUATING A MODEL FOR CULTIVATING EQUITABLE NOTICING SKILLS AMONG STEM TEACHER CANDIDATES THAT COULD ADAPTED BY OTHER STEM TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT PROGRAMS. THIS TRACK 4: NOYCE RESEARCH PROJECT IS SUPPORTED THROUGH THE ROBERT NOYCE TEACHER SCHOLARSHIP PROGRAM (NOYCE). THE NOYCE PROGRAM SUPPORTS TALENTED STEM UNDERGRADUATE MAJORS AND PROFESSIONALS TO BECOME EFFECTIVE K-12 STEM TEACHERS AND EXPERIENCED, EXEMPLARY K-12 TEACHERS TO BECOME STEM MASTER TEACHERS IN HIGH-NEED SCHOOL DISTRICTS. IT ALSO SUPPORTS RESEARCH ON THE EFFECTIVENESS AND RETENTION OF K-12 STEM TEACHERS IN HIGH-NEED SCHOOL DISTRICTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

TEACHERS COLLEGE WILL CONDUCT A SUB-GRANT PROGRAM FOR HANDS-ON ENVIRONMENTAL EDUCATION FOR GRADES K-12 IN NEW JERSEY, NEW YORK, PUERTO RICO AND THE U

TO SUPPORT A COLLABORATIVE? DRAWING TOGETHER RESOURCES FROM COLUMBIA?S CENTER ON HISTORY AND EDUCATION, THE NEW YORK PUBLIC LIBRARY?S SCHOMBURG CENTER FOR RESEARCH IN BLACK CULTURE, BROOKLYN COLLEGE, AND THE NEW YORK MUNICIPAL ARCHIVES TO CREATE THE NEW YORK CIVIL RIGHTS CURRICULUM, A DIGITAL TEACHING RESOURCE THAT INCLUDES DIGITAL SURROGATES OF PRIMARY SOURCES, TEACHING IDEAS, A CHRONOLOGY OF KEY EVENTS, AND VIDEOS WHICH FOCUSES ON THE HISTORY OF RACIAL SEGREGATION AND DESEGREGATION AND ON THE STRUGGLE FOR DISABILITY RIGHTS IN NEW YORK CITY.?

PARENT-ADOLESCENT INFORMANT DISCREPANCIES: PREDICTING SUICIDE RISK AND TREATMENT OUTCOMES - PROJECT SUMMARY SUICIDE IS THE 2ND LEADING CAUSE OF DEATH AMONG ADOLESCENTS IN THE UNITED STATES. RESEARCH SUGGESTS THAT THE ONSET OF SUICIDAL IDEATION USUALLY ARISES IN EARLY ADOLESCENCE AND THESE INDIVIDUALS ARE APPROXIMATELY 12 TIMES MORE LIKELY THAN THEIR NON-SUICIDAL PEERS TO EXHIBIT SUICIDAL BEHAVIOR BY MIDDLE ADULTHOOD, HIGHLIGHTING ADOLESCENCE AS A KEY DEVELOPMENTAL PERIOD FOR INTERVENTION. YET, THESE PRECIPITANTS OF SUICIDE DEATH (I.E., SUICIDAL THOUGHTS AND BEHAVIORS) REMAIN DIFFICULT TO PREDICT AND TREAT. COMPREHENSIVE ASSESSMENTS OFTEN INCLUDE REPORTS FROM PARENTS AND SELF-REPORTS FROM ADOLESCENTS TO IDENTIFY THOSE IN NEED OF INTERVENTION AND EXAMINE TREATMENT RESPONSES. HISTORICALLY, THESE ASSESSMENTS HAVE BEEN INTERPRETED BASED ON HIGHLY CONVERGENT PARENT-ADOLESCENT REPORTS, OR THE PRIORITIZATION OF ONE INFORMANTS' REPORT OVER ANOTHER. THERE REMAINS A CRITICAL KNOWLEDGE GAP AROUND HOW TO BEST INTERPRET AND UTILIZE INCONSISTENT INFORMANT REPORTS. DECADES OF RESEARCH IN YOUTH PSYCHOPATHOLOGY SUGGEST MULTI-INFORMANT DISCREPANT REPORTING PATTERNS (DRPS) ARE NOT SYNONYMOUS WITH POOR ASSESSMENT, BUT MAY INDICATE CLINICALLY MEANINGFUL INFORMATION. IN THE PRESENT STUDY, WE DRAW FROM CO-SPONSOR DE LOS REYES' OPERATIONS TRIAD MODEL, A SET OF PRINCIPLES THAT ELUCIDATE THE FUNCTION OF CONVERGING AND DISCREPANT REPORTS, TO EXAMINE MULTI-INFORMANT DRPS ACROSS TWO CONTEXTS. IN PURSUIT OF AIM 1, WE WILL INITIALLY EXAMINE A NON-TREATMENT CONTEXT BY DRAWING DATA FROM A COMPLETED `ASSESSMENT STUDY' FEATURING BASELINE REPORTS FROM PARENT-ADOLESCENT DYADS (N=96 DYADS) ON THE SELF-INJURIOUS THOUGHTS AND BEHAVIORS INTERVIEW-REVISED (R15MH113076; PI/PRIMARY SPONSOR CHA). WE WILL TEST WHETHER BASELINE PARENT-ADOLESCENT DRPS ABOUT COMMUNITY-BASED ADOLESCENTS' SUICIDAL THOUGHTS AND BEHAVIORS PREDICT THEIR FUTURE SUICIDAL IDEATION OCCURRING 3- AND 6-MONTHS LATER. IN PURSUIT OF AIM 2, WE WILL THEN EXAMINE A TREATMENT CONTEXT BY DRAWING DATA FROM AN ONGOING RANDOMIZED CONTROLLED TRIAL (I.E., `TREATMENT STUDY') FEATURING PRE- TREATMENT REPORTS FROM PARENT-ADOLESCENT DYADS (N=100 DYADS) ON THE COLUMBIA-SUICIDE SEVERITY RATING SCALE (R01MH123556; MPI/CO-SPONSOR YEN). WE WILL TEST WHETHER PRE-TREATMENT PARENT-ADOLESCENT DRPS ABOUT INPATIENT ADOLESCENTS' SUICIDAL THOUGHTS AND BEHAVIORS PREDICT THEIR POST-TREATMENT SUICIDAL IDEATION AND BEHAVIOR, AND WHETHER THESE EFFECTS ARE MODERATED BY TREATMENT ASSIGNMENT (ACTIVE `SKILLS TO ENHANCE POSITIVITY' INTERVENTION VS. ENHANCED TREATMENT AS USUAL). POLYNOMIAL REGRESSION AND RESPONSE SURFACE ANALYSES WILL BE USED TO PROBE THE DIRECTIONALITY AND DEGREE OF PARENT-ADOLESCENT DRPS (AIMS 1-2). WITH THE INTENTION OF TESTING WHETHER MULTI-INFORMANT DRPS PREDICT ADOLESCENTS' FUTURE RISK ACROSS TREATMENT AND NON- TREATMENT SETTINGS, THE LONG-TERM GOAL OF THIS WORK IS TO MAXIMIZE THE PROGNOSTIC VALUE OF INFORMATION THAT IS READILY COLLECTED AS A PART OF STANDARD MENTAL HEALTH EVALUATIONS FOR YOUTH.

MCA: TOWARDS A THEORY OF ENGINEERING IDENTITY DEVELOPMENT & PERSISTENCE OF MINORITIZED STUDENTS WITH IMPOSTER FEELINGS: A LONGITUDINAL MIXED-METHODS STUDY OF DEVELOPMENTAL NETWORKS -THE PROJECT AIMS TO ADVANCE THE PRINCIPAL INVESTIGATOR?S RESEARCH AGENDA ON DEVELOPMENTAL RELATIONSHIPS AS MECHANISMS FOR CAREER ADVANCEMENT OF WOMEN AND PEOPLE OF COLOR. THE INVESTIGATOR WILL UNDERTAKE A NEW AREA OF RESEARCH BY EXPLORING IMPOSTER SYNDROME AMONG WOMEN AND MINORITIZED STUDENTS AND INTERSECTIONALITY IN STEM WHILE ALSO GAINING EXPERTISE IN LATENT GROWTH CURVE ANALYSIS. THE PROJECT AIMS TO DEVELOP A THEORY ON THE RELATIONSHIP BETWEEN MINORITIZED STUDENTS? DEVELOPMENTAL NETWORKS AND THEIR ENGINEERING IDENTITY AND DISPOSITION DEVELOPMENT. THE RESEARCH INCLUDES A LONGITUDINAL DATA ANALYSIS, EXPERIMENTAL RESEARCH, USE OF SUBJECT-OBJECT INTERVIEW (SOI) TO ASSESS DEVELOPMENTAL STAGE EMPIRICALLY AS AN ANTECEDENT OF DEVELOPMENTAL NETWORKS, AND QUANTITATIVE AND QUALITATIVE EXAMINATION OF IMPOSTER PHENOMENON (IP). THE STUDY INTEGRATES THE SOCIAL COGNITIVE CAREER THEORY AND THE THEORETICAL FRAMEWORK OF INTERSECTIONALITY TO THEORIZE THE VALUE OF DEVELOPMENTAL NETWORKS S A RELATIONAL SPACE THAT CAN ENABLE MINORITIZED STUDENTS TO ADDRESS IMPOSTER FEELINGS STEMMING FROM THE CONFLICT BETWEEN THEIR MULTIPLE IDENTITIES THROUGH INTERSECTIONAL IDENTITY WORK. NINE PROPOSITIONS ARE OFFERED TO EXAMINE THE MECHANISMS THROUGH WHICH A NETWORK OF DEVELOPERS CAN BUILD CAPACITY OF MINORITIZED STUDENTS IN ENGINEERING TO ENGAGE IN INTERSECTIONAL IDENTITY WORK NEEDED TO DEVELOP AN ENGINEERING IDENTITY AND PERSIST. THE RESULTS OF THE PROJECT ARE EXPECTED TO BROADEN THE UNDERSTANDING OF FACTORS THAT INCREASE STEM PERSISTENCE AMONG WOMEN AND MINORITIZED STUDENTS. THE PROJECT WILL EXAMINE THREE OVERARCHING RESEARCH QUESTIONS: (1) WHAT INDIVIDUAL AND DEVELOPMENTAL FACTORS DETERMINE THE OPTIMAL STRUCTURE AND CONTENT OF DEVELOPMENTAL NETWORKS NEEDED FOR SUPPORTING WOMEN AND STUDENTS OF COLOR TO DEVELOP A STABLE ENGINEERING IDENTITY NEEDED TO PERSIST IN ENGINEERING OVER TIME? (2) HOW DOES THE STRUCTURE OF ONE?S DEVELOPMENTAL NETWORK IN TERMS OF STRENGTH OF RELATIONSHIPS WITH DEVELOPERS SIMILAR AND DISSIMILAR TO WOMEN AND MINORITIZED STUDENTS IN TERMS OF RACE/GENDER AND DENSITY IN REGARD TO THE EXTENT TO WHICH THOSE DEVELOPERS KNOW EACH OTHER INFLUENCE THEIR LIKELIHOOD OF OVERCOMING IMPOSTER FEELINGS AND DEVELOP ENGINEERING IDENTITY TO PERSIST IN ENGINEERING OVER TIME? (3)HOW DOES THE CONTENT OF ONE?S DEVELOPMENTAL NETWORK IN TERMS OF CULTURALLY RELEVANT MENTORING SUPPORT RECEIVED FROM DEVELOPERS FROM MULTIPLE SOCIAL SPHERES INFLUENCE THEIR LIKELIHOOD OF OVERCOMING IMPOSTER FEELINGS AND DEVELOP ENGINEERING IDENTITY TO PERSIST IN ENGINEERING OVER TIME? QUANTITATIVE AND QUALITATIVE DATA WILL BE COLLECTED FROM MINORITIZED ENGINEERING STUDENTS WHO WILL PARTICIPATE IN SURVEYS, WORKSHOPS, AND EXERCISES AND ANALYZED USING CORRELATIONAL ANALYSIS, MEANS, STANDARD DEVIATIONS, RELIABILITY ANALYSIS OF SCALE, DEMOGRAPHIC INSTRUMENTS, LATENT GROWTH CURVE MODELING, AND STRUCTURAL EQUATION MODELING. THE STUDY WILL DEVELOP THEORY ABOUT DEVELOPMENTAL NETWORKS THAT CAN GUIDE INTERVENTIONS DESIGNED TO INCREASE STEM PERSISTENCE OF WOMEN AND MINORITIES IN ENGINEERING. THIS PROJECT IS FUNDED BY THE MID-CAREER ADVANCEMENT PROGRAM THAT OFFERS OPPORTUNITIES FOR SCIENTISTS AND ENGINEERS TO SUBSTANTIVELY ENHANCE AND ADVANCE THEIR RESEARCH PROGRAM THROUGH SYNERGISTIC AND MUTUALLY BENEFICIAL PARTNERSHIPS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

IMPROVING VALIDITY AT THE NEXUS OF ASSESSMENT DESIGN AND USE

HUMAN VARIANCE AND ASSESSMENT FOR LEARNING IMPLICATIONS FOR DIVERSE LEARNERS OF STEM, A NATIONAL CONFERENCE

AMERICORPS NATIONAL

EXPLORING STEM IMPACT AND ENGAGEMENT IN STUDENT-LED AND PURPOSE-DRIVEN PROJECTS

TO IMPROVE ENGLISH LANGUAGE TEACHING SKILLS OF JAPANESE TEACHERS OF ENGLISH

UNKNOWN TITLE

TO IMPROVE ENGLISH LANGUAGE TEACHING SKILLS OF JAPANESE TEACHERS OF ENGLISH

TO DEVELOP APPROPRIATE MATERIALS TO TEACH ENGLISH WRITING FOR JAPANESE HIGH SCHOOL ENGLISH TEACHERS, TO PROVIDE A THREE-DAY WORKSHOP IN AUGUST 2016.

FULBRIGHT-HAYS - FACULTY RESEARCH ABROAD

ADVANCED EDUCATION NURSING TRAINEESHIPS

CONTESTING EXPERTISE AND THE EVERYDAY STRUGGLE AGAINST INSTITUTIONALIZED INDIGENOUS EDUCATION IN ECUADOR

A USER-FRIENDLY TOOL FOR DESIGNING CLUSTER RANDOMIZED TRIALS WITH POWER AND RELEVANCE

DETECTING SUICIDE RISK IN ADOLESCENTS AND YOUNG ADULTS: A MACHINE LEARNING-BASED ANALYSIS OF NONVERBAL BEHAVIORS EXHIBITED DURING SUICIDE ASSESSMENTS - PROJECT SUMMARY SUICIDE IS THE SECOND LEADING CAUSE OF DEATH AMONG 15-24-YEAR-OLDS IN THE UNITED STATES. A CHALLENGING COMPONENT OF SUICIDE PREVENTION IS THE DETECTION OF HIGH-RISK YOUNG PEOPLE. PRIOR RESEARCH SUGGESTS THAT THE VAST MAJORITY OF SUICIDE DECEDENTS DENY SUICIDAL IDEATION IN THEIR LAST CONVERSATION WITH A MENTAL HEALTH PROVIDER. IT IS THUS UNSURPRISING THAT ONLY 15% OF MENTAL HEALTH PROFESSIONALS REPORT FEELING VERY CONFIDENT ASSESSING YOUTH SUICIDE RISK. BEHAVIORAL MARKERS OFFER ONE AVENUE FOR MORE OBJECTIVE RISK DETERMINATION. DESPITE PROGRESS IN THIS AREA, BEHAVIORAL MARKERS HAVE BEEN OPERATIONALIZED PRIMARILY IN THE FORM OF REACTION TIMES AND TASK PERFORMANCE, ONLY SCRATCHING THE SURFACE OF WHAT IS POSSIBLE WITH THE RICH, DYNAMIC NATURE OF BEHAVIORAL DATA. RECENT ADVANCES IN COMPUTATIONAL SCIENCE OFFER AN OPPORTUNITY TO MODEL BEHAVIORAL INFORMATION THAT IS NOT EASILY QUANTIFIABLE OR EVEN PERCEIVABLE TO HUMAN BEINGS. THIS STUDY AIMS TO EMPLOY MACHINE LEARNING-BASED APPROACHES TO CHARACTERIZE NON-VERBAL BEHAVIORS EXHIBITED DURING SUICIDE ASSESSMENTS, AND TEST WHETHER THESE BEHAVIORS CAN BE USED TO IDENTIFY SUICIDAL ADOLESCENTS AND YOUNG ADULTS. SPECIFICALLY, WE WILL AUTOMATICALLY EXTRACT PARALINGUISTIC CHARACTERISTICS, SPONTANEOUS FACIAL ACTION, AND HEAD MOTION EXHIBITED BY ADOLESCENTS AND YOUNG ADULTS, AND THEIR CLINICAL INTERVIEWERS. WE WILL USE TRADITIONAL HYPOTHESIS TESTING TO EXAMINE WHETHER A SET OF NON-VERBAL BEHAVIORS INFORMED BY PREVIOUS RESEARCH DIFFERENTIATE SUICIDAL (I.E., PAST YEAR ACTIVE SUICIDAL IDEATION) AND NONSUICIDAL (I.E., NO LIFETIME HISTORY OF SUICIDAL THOUGHTS/BEHAVIORS) ADOLESCENTS AND YOUNG ADULTS (AIM 1). WE WILL THEN USE MACHINE LEARNING TO TEST WHETHER ANY ADDITIONAL, EMPIRICALLY-DETERMINED NON-VERBAL BEHAVIORS MAY CONTRIBUTE TO OUR ABILITY TO IDENTIFY SUICIDAL PARTICIPANTS (AIM 2). DATA WILL BE DRAWN FROM AUDIO-RECORDED ADMINISTRATIONS OF THE SELF-INJURIOUS THOUGHTS AND BEHAVIORS INTERVIEW-REVISED WITH SUICIDAL AND NONSUICIDAL ADOLESCENTS AND YOUNG ADULTS (N=232; 12-19 YRS), AND VIDEO-RECORDED ADMINISTRATIONS OF THE COLUMBIA-SUICIDE SEVERITY RATING SCALE WITH SUICIDAL AND NONSUICIDAL YOUNG ADULTS (N=70; 18-24 YRS). WITH AN EYE TOWARD PROSPECTIVE PREDICTION OF SUICIDAL BEHAVIOR IN FUTURE RESEARCH, THE LONG-TERM GOAL OF THIS LINE OF WORK IS TO HARNESS COMPUTATIONAL METHODS TO QUANTIFY NON- VERBAL BEHAVIORS THAT CAN BE USED TO DETECT SUICIDE RISK OBJECTIVELY AND AT SCALE.

FULBRIGHT-HAYS GROUP PROJECTS ABROAD

COLLABORATIVE RESEARCH: RAPID: CS-NYCE: AN ECOLOGICAL APPROACH TO UNDERSTANDING THE ROLLOUT OF STUDENT-CENTERED COMPUTER SCIENCE EDUCATION IN NEW YOR

ASSOCIATIONS AMONG MATERNAL STRESS, INFANT EPIGENETICS, AND BEHAVIORAL AND COGNITIVE DEVELOPMENT ACROSS THE FIRST FEW YEARS OF LIFE - PROJECT SUMMARY/ABSTRACT THIS F31 NRSA APPLICATION WILL PROVIDE THE APPLICANT WITH THE TRAINING NECESSARY TO ACHIEVE THEIR GOAL OF BECOMING AN INDEPENDENTLY-FUNDED RESEARCHER INTEGRATING PERSPECTIVES FROM DEVELOPMENTAL PSYCHOLOGY, NEUROSCIENCE, AND PREVENTION SCIENCE. THIS DISSERTATION PROJECT SEEKS TO INCORPORATE EPIGENETIC AGING AS A BIOMARKER AND POTENTIAL MECHANISM TO EXPLAIN THE ASSOCIATION BETWEEN MATERNAL STRESS AND BEHAVIORAL AND COGNITIVE DEVELOPMENT OVER THE FIRST FEW YEARS OF LIFE. THE APPLICATION PROPOSES TRAINING IN: 1) THE INTEGRATION OF EPIGENETIC AGING INTO THE LARGER STUDY OF MATERNAL STRESS AND CHILD DEVELOPMENT; 2) THE METHODOLOGY FOR DNA METHYLATION EXTRACTION AND ANALYSIS; AND 3) ADVANCED LONGITUDINAL MODELS. THE SPONSORSHIP TEAM CONSISTS OF EXPERTS IN THE FIELDS OF PSYCHOLOGY, NEUROSCIENCE, AND EDUCATION FROM BOTH TEACHERS COLLEGE, COLUMBIA UNIVERSITY AND UNIVERSITY OF TEXAS-AUSTIN. THE RESOURCES AFFORDED BY THESE SPONSORS AND INSTITUTIONS WILL FACILITATE THE APPLICANT’S GOAL OF INTEGRATING MULTIMODAL AND INTERDISCIPLINARY METHODS TO IMPROVE THE TRAJECTORIES OF CHILDREN EXPERIENCING EARLY LIFE STRESS. RESEARCH PROJECT: MATERNAL STRESS DURING PREGNANCY AND EARLY CHILDHOOD IS A ROBUST PREDICTOR OF DELETERIOUS OUTCOMES FOR CHILDREN’S COGNITIVE AND BEHAVIORAL DEVELOPMENT. EPIGENETIC PROCESSES ARE A POWERFUL MECHANISM TO EXPLAIN HOW ADVERSE EXPERIENCES BIOLOGICALLY EMBED TO PREDICT LATER FUNCTIONING. ACCELERATED AGING REFLECTS A BIOLOGICAL AGE THAT EXCEEDS ONE’S CHRONOLOGICAL AGE, AND IS TIGHTLY LINKED WITH BOTH EARLY LIFE STRESS AND NEGATIVE PHYSICAL AND MENTAL HEALTH OUTCOMES IN ADULTS. HOWEVER, LITTLE IS UNDERSTOOD ABOUT THESE ASSOCIATIONS DURING EARLY CHILDHOOD. THE REPORTED SPIKE IN MATERNAL STRESS SINCE THE ONSET OF THE COVID- 19 PANDEMIC HIGHLIGHTS THE URGENCY WITH WHICH RESEARCHERS MUST EXAMINE HOW STRESS BIOLOGICALLY EMBEDS TO PREDICT LATER FUNCTIONING. THE PRESENT STUDY WILL LEVERAGE AN EXISTING BIRTH COHORT OF SOCIOECONOMICALLY DIVERSE FAMILIES FROM NEW YORK CITY TO EXAMINE THE LONGITUDINAL ASSOCIATIONS AMONG MATERNAL STRESS, ACCELERATED AGING, AND COGNITION AND BEHAVIORAL REGULATION IN EARLY CHILDHOOD, WITH THE FOLLOWING AIMS: 1) EXAMINE THE LONGITUDINAL, STRESS-RELATED ALTERATIONS IN EPIGENETIC AGE ACROSS EARLY CHILDHOOD; 2) EXAMINE BIOMARKERS AND COGNITIVE EFFECTS OF THE COVID-19 PANDEMIC IN MOTHERS AND CHILDREN; AND 3) EXAMINE WHETHER ACCELERATED AGING PREDICTS COGNITION AND BEHAVIORAL REGULATION IN CHILDHOOD. MATERNAL STRESS WILL BE ASSESSED BOTH PRENATALLY AND AT VARIOUS POINTS THROUGHOUT THE FIRST THREE OF YEARS OF THE CHILD’S LIFE. BOTH PERCEIVED AND PHYSIOLOGICAL MEASURES OF STRESS WILL BE EXAMINED IN THESE ASSOCIATIONS. CHILDREN WILL PROVIDE SALIVA SAMPLES AT 1-MONTH AND 30-MONTHS OF AGE TO EXAMINE EPIGENETIC AGE AND COMPLETE WELL-VALIDATED ASSESSMENTS OF COGNITION AND BEHAVIORAL REGULATION AT 30- MONTHS. FINDINGS WILL ELUCIDATE THE RELATIONSHIPS BETWEEN MATERNAL STRESS AND ACCELERATED AGING DURING CHILDHOOD AND THE FUNCTIONAL RELEVANCE OF ACCELERATED AGING TO CHILDREN’S BEHAVIOR AND COGNITION.

PURPOSE: TO SUPPORT A QUALITATIVE STUDY USING ETHNOGRAPHIC AND ARCHIVAL METHODS TO EXAMINE INDIGENOUS ARTISTS' STRATEGIES FOR WORKING WITHIN CONTEMPORARY ART MARKETS.

HEAD START IN A CHANGING POLICY CONTEXT: HOW TEACHER INPUT IMPROVES PROFESSIONAL DEVELOPME

A MIXED METHODS INVESTIGATION OF QUALITY RATING SYSTEMS' INFLUENCE ON PROGRAM, CLASSROOM,

4200063297 STUDY OF TEACHING AND LEARNING GRAVITY AND MICROGRAVITY IN INFORMAL SCIENCE SETTINGS

LATINO AMERICAN CHILDREN AND SCHOOL READINESS: THE ROLE OF EARLY CARE ARRANGEMENTS AND CAREGIVER LANGUAGE

INTENSIVE GRANTSMANSHIP WORKSHOP (IGW)

CHILD CARE SUBSIDIES: WHO USES THEM, AND WHAT DO THEY BUY LOW-INCOME FAMILIES AND CHILDREN

EXPLORING PRETEENS' UNDERSTANDING OF DEATH AND SUICIDE: AGE-RELATED DIFFERENCES AND IMPLICATIONS FOR SUICIDE ASSESSMENT - PROJECT SUMMARY SUICIDE IS A LEADING CAUSE OF DEATH FOR YOUTH IN THE UNITED STATES AND IS NOTORIOUSLY DIFFICULT TO ASSESS, PREDICT, AND TREAT. RECENT UNITED STATES TRENDS INDICATE PRETEEN YOUTH ARE DYING BY SUICIDE AT AN ALARMING RATE; HOWEVER, LITTLE IS KNOWN OR UNDERSTOOD ABOUT HOW CHILDREN CONCEPTUALIZE DEATH BY SUICIDE. THIS HAS MADE IT DIFFICULT TO DETERMINE IF TRADITIONAL APPROACHES TO SUICIDE ASSESSMENT, WHICH TYPICALLY PRESUME RESPONDENTS' CLEAR UNDERSTANDING OF SUICIDE, ARE DEVELOPMENTALLY APPROPRIATE FOR PRETEEN YOUTH. THUS, RESEARCH ON PRETEENS' UNDERSTANDING OF SUICIDE AND DEATH WARRANTS FURTHER STUDY AND MAY HAVE IMPORTANT IMPLICATIONS FOR CLINICAL ASSESSMENT AND INTERVENTION. THE PROPOSED STUDY WILL EXAMINE HOW PRETEEN YOUTH UNIQUELY PERCEIVE DEATH AND SUICIDE, AND HOW SUCH PERCEPTIONS RELATE TO RESPONSES ON TRADITIONAL SUICIDE ASSESSMENTS. SPECIFICALLY, WE WILL EXAMINE AGE-RELATED DIFFERENCES IN UNDERSTANDING OF DEATH (AIM 1), TEST WHETHER PRETEEN UNDERSTANDING OF DEATH IS DEPENDENT ON THE CAUSE OF DEATH (AIM 2), AND EXPLORE HOW PRETEENS WITH SUICIDAL THOUGHTS AND BEHAVIORS CONCEPTUALIZE DEATH (AIM 3). SELF-REPORT DATA ON DEATH CONCEPTUALIZATIONS AND TRADITIONAL SUICIDE ASSESSMENTS WILL BE COLLECTED FROM TWO RESEARCH STUDIES EXAMINING SUICIDE AMONG PRETEEN YOUTH. BOTH STUDIES WILL EMPLOY A NEWLY DEVELOPED MEASURE DESIGNED FOR PRETEENS, THE CONTINUITY OF FUNCTIONING AFTER DEATH INTERVIEW (COFAD), TO ASSESS BIOLOGICAL AND NON-BIOLOGICAL DOMAINS OF DEATH AND SUICIDE. TRADITIONAL SELF- REPORT MEASURES WILL BE USED TO EVALUATE FOR THE PRESENCE OF SUICIDAL IDEATION. RESULTS WILL OFFER THE FOUNDATIONAL UNDERSTANDING NEEDED TO CREATE MORE DEVELOPMENTALLY APPROPRIATE SUICIDE ASSESSMENTS AND MAY UNCOVER MALLEABLE INTERVENTION TARGETS ADDRESSING PRETEEN SUICIDE.

JACOB JAVITS FELLOWSHIP

TO SUPPORT ARTCART A PILOT PROGRAM TO PROVIDE AGING VISUAL ARTISTS WITH DIRECT SUPPORT AND GUIDANCE TO MANAGE AND PRESERVE THEIR LIFE'S WORK.

NRI: LIQUID HANDLING ROBOTS - A NEW PARADIGM FOR STEM EDUCATION

TEST-RETEST RELIABILITY OF MICRO AND MACRO LINGUISTIC MEASURES IN PEOPLE WITH APHASIA AND HEALTHY ADULTS DURING CONVERSATION AND NARRATIVE DISCOURSE

EXPLORING HIGH QUALITY IN FAMILY CHILD CARE: DOES ALIGNMENT WITH GOVERNMENT EXPECTATIONS HAVE IMPLICATIONS FOR ENGAGEMENT AND RETENTION IN THE FIELD?

EXPLORING THE POTENTIAL OF STATE-LEVEL CONSOLIDATED GOVERNANCE FOR BRINGING COHERENCE TO EARLY CHILDHOOD EDUCATION SYSTE

CAREER: COGNITIVE DIAGNOSIS IN E-LEARNING: A NONPARAMETRIC APPROACH FOR COMPUTERIZED ADAPTIVE TESTING -THIS IS A FACULTY EARLY CAREER DEVELOPMENT PROGRAM (CAREER) PROJECT. THE CAREER PROGRAM IS A NATIONAL SCIENCE FOUNDATION-WIDE ACTIVITY THAT OFFERS THE MOST PRESTIGIOUS AWARDS IN SUPPORT OF JUNIOR FACULTY WHO EXEMPLIFY THE ROLE OF TEACHER-SCHOLARS THROUGH OUTSTANDING RESEARCH, EXCELLENT EDUCATION AND THE INTEGRATION OF EDUCATION AND RESEARCH. THE INVESTIGATOR WILL DEVELOP A COGNITIVE DIAGNOSTIC COMPUTERIZED ADAPTIVE TESTING (CD-CAT) SYSTEM TO SUPPORT THE LEARNING OF INTRODUCTORY STATISTICS AT THE UNIVERSITY LEVEL. THE WORK REPRESENTS A SIGNIFICANT ADVANCE IN EDUCATIONAL TESTING TO PROVIDE PERSONALIZED ASSESSMENTS WHICH IN TURN GENERATE DIAGNOSTIC INFORMATION BASED ON STUDENTS' PROFICIENCY PROFILES, AS OPPOSED TO AN ABSTRACT OVERALL TEST SCORE. THE RESEARCH DEALS SPECIFICALLY WITH DIFFICULTIES SUCH AS THE REQUIREMENT OF LARGE SAMPLES, UNDERDEVELOPMENT IN IDENTIFICATION OF THE UNDERLYING MODEL, AND POSSIBLE TECHNICAL COMPLEXITY LIMITING THE AVAILABILITY OF THE MODEL-BASED CD-CAT TO EDUCATIONAL PRACTITIONERS; ESPECIALLY TEACHERS AND THEIR STUDENTS IN SMALLER INSTRUCTIONAL SETTINGS. IN LIGHT OF THESE CONSIDERATIONS, THE PROJECT FIRST PROPOSES AN INNOVATIVE GENERAL NONPARAMETRIC CLASSIFICATION (GNPC) ALTERNATIVE, WHICH IS A GENERAL VERSION OF THE NONPARAMETRIC CLASSIFICATION (NPC) METHOD. THE GNPC METHOD CAN BE USED TO ANALYZE NOT ONLY LARGE- BUT ALSO SMALL-SCALE DATA, SUCH AS COURSE-BASED DATA, CONFORMING TO A BROAD RANGE OF COGNITIVE DIAGNOSTIC MODELS, AN ADVANTAGE THAT MAKES COGNITIVE DIAGNOSIS ANALYSIS ACCESSIBLE TO THOSE WHO ARE IN ITS HIGHEST NEED. THE DEVELOPMENT OF THIS READY-TO-USE HEURISTIC METHOD THEN MOVES THE FIELD FURTHER TOWARD THE ROUTINE USE OF THE NONPARAMETRIC CD-CAT WITHIN EDUCATIONAL MICRO-ENVIRONMENTS. THE PROPOSED ALGORITHMS WILL BE APPLIED TO ONLINE STATISTICS COURSES, WHERE HIGH-PERFORMANCE FORMATIVE ASSESSMENTS ARE EMPLOYED TO PROVIDE USEFUL AND TIMELY FEEDBACK ON HOW WELL STUDENTS PERFORM. THE PROPOSED LINE OF INQUIRY INTEGRATES RESEARCH AND EDUCATION THROUGH THE DEVELOPMENT OF AN ONLINE CD-CAT SYSTEM TO SUPPORT THE LEARNING OF STATISTICS. THE EDUCATION ACTIVITIES INCLUDE BOTH TEACHING AT THE GRADUATE LEVEL AND PROFESSIONAL DEVELOPMENT ACTIVITIES FOR TEACHERS AND RESEARCHERS.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

DOCTORAL DISSERTATION RESEARCH: CIVIC ENGAGEMENT AND SCHOOLING FOR RESETTLED COMMUNITIES -SCHOOLS FOR REFUGEE YOUTH PLAY A VITAL ROLE IN FACILITATING THE TRANSITION AND ASSIMILATION INTO HOST SOCIETIES. THIS DOCTORAL DISSERTATION RESEARCH PROJECT INVESTIGATES THE ROLE THAT RESETTLEMENT SCHOOLS AND THE SOCIAL AND CIVIC NETWORKS OF REFUGEE AND RESETTLED STUDENTS PLAY IN THE INTEGRATION OF YOUTH INTO HOST SOCIETIES. BY EXAMINING THE IMPACTS, NETWORKS, AND OUTCOMES OF STUDENTS IN RESETTLEMENT SCHOOLS WITHIN THE CONTEXT OF STATE POLICY, THIS DOCTORAL RESEARCH PROJECT ADVANCES SCIENTIFIC KNOWLEDGE OF TRANSNATIONAL EDUCATIONAL POLICY FOR REFUGEE YOUTH. THE RESEARCH DEVELOPS A SOCIAL NETWORK MODEL ADAPTABLE TO OTHER STUDIES ON MIGRANT AND REFUGEE SCHOOLING. IN THE CONTEXT OF DROPPING SECONDARY SCHOOL ENROLLMENT RATES OF REFUGEE STUDENTS GLOBALLY, A SCIENTIFICALLY TESTED MODEL ADDRESSES THE EDUCATION AND INTEGRATION NEEDS OF DISPLACED YOUTH WORLDWIDE. FINDINGS WILL BE DISSEMINATED TO LOCAL STAKEHOLDERS IN BOTH ACADEMIC AND NON-ACADEMIC SETTINGS. IN ADDITION TO TRAINING A GRADUATE STUDENT IN THE METHODS OF EMPIRICAL DATA COLLECTION AND ANALYSIS, THE RESEARCH ENGAGES A HISTORICALLY UNDERREPRESENTED GROUP IN SCIENCE INTO THE RESEARCH DESIGN. TO MEASURE THE EFFECTS OF RESETTLEMENT SCHOOL PEDAGOGY AND CURRICULUM ON SOCIAL NETWORKS AND CIVIC PRACTICES OF RESETTLED YOUTH THE RESEARCHERS WILL USE QUALITATIVE RESEARCH METHODS AND SOCIAL NETWORK ANALYSIS. RESEARCH METHODS FOR THE PROJECT INCLUDE PARTICIPANT OBSERVATION, INTERVIEWS, DISCOURSE ANALYSIS, AND ARCHIVAL ANALYSIS. SPECIFICALLY, THE RESEARCH IDENTIFIES THE CIVIC PRACTICES AND CULTURAL STRATEGIES DEVELOPED BY STUDENTS THAT ARE MOST EFFECTIVE FOR ASSIMILATION AND THEIR IMPACTS ON GOVERNMENT STRUCTURES AND EDUCATIONAL PROGRAMS. THE EXAMINATION OF THE EFFECTS OF CULTURAL AND SOCIAL FACTORS ON FORMAL REFUGEE AND MIGRANT SCHOOLING ENVIRONMENTS CONTRIBUTES TO THE ANTHROPOLOGY OF EDUCATION, MIGRATION AND REFUGEE STUDIES, AND EDUCATIONAL POLICY. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

TO SUPPORT A SECONDARY ANALYSIS OF SCHOOL AND STUDENT DATA FROM A LARGE-SCALE STUDY THAT EXAMINED THE EFFECTS OF ARTS INSTRUCTION ON THE COGNITIVE, S

COLLABORATIVE RESEARCH: BUILDING CAPACITY FOR CROSS-SITE RESEARCH ON PROMOTING NOTICING FOR EQUITY AND EQUITABLE SCIENCE TEACHING PRACTICE THROUGH VIDEO ANALYSIS -THE PROJECT WILL SERVE THE NATIONAL NEED TO DEVELOP EQUITABLE AND EFFECTIVE SCIENCE TEACHING PRACTICE BY BUILDING CAPACITY TO INVESTIGATE THE USE OF VIDEO ANALYSIS TASKS IN TEACHER PREPARATION. THROUGH A CROSS-SITE COLLABORATION, A PLAN FOR A LONGITUDINAL STUDY FOCUSED ON STEM TEACHER EFFECTIVENESS AND RETENTION IN HIGH-NEED SCHOOLS WILL BE DEVELOPED. THE COVID-19 PANDEMIC GIVES NEW URGENCY TO VIDEO ANALYSIS AS LARGE NUMBERS OF TEACHER PREPARATION PROGRAMS HAVE HAD TO USE DIGITAL LIBRARIES OF CLASSROOM VIDEO CASES IN LIEU OF TRADITIONAL FIELD EXPERIENCES IN SCHOOLS. IN ADDITION, THE IMPORTANCE OF HOW TEACHERS ARE PREPARED TO ENACT EQUITABLE, JUSTICE-ORIENTED, CULTURALLY RESPONSIVE, AND LINGUISTICALLY SUSTAINING PEDAGOGIES IN SUPPORT OF THE SUCCESS OF K-12 STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS EDUCATION CANNOT BE UNDERESTIMATED. THIS PROJECT BUILDS UPON FIVE YEARS OF PRIOR WORK OF THE SEVEN INSTITUTIONS INVOLVED IN WHICH THE PARTNERS DISCUSSED, DESIGNED, AND STUDIED VIDEO ANALYSIS WITHIN SCIENCE TEACHER PREPARATION AND DEVELOPED THE FRAMEWORK FOR ANALYZING VIDEO IN SCIENCE TEACHER EDUCATION (FAVSTE). THIS PROJECT INVOLVES A COLLABORATION OF SCIENCE TEACHER EDUCATORS FROM PARTNERING UNIVERSITIES (THE COLLABORATIVE) INCLUDING VANDERBILT UNIVERSITY, TEXAS STATE UNIVERSITY?SAN MARCOS, TEACHERS COLLEGE?COLUMBIA UNIVERSITY, WEST CHESTER UNIVERSITY OF PENNSYLVANIA, THE UNIVERSITY OF NORTHERN IOWA, FLORIDA INTERNATIONAL UNIVERSITY, AND KENNESAW STATE UNIVERSITY WHO WILL WORK WITH PARTNER HIGH-NEED SCHOOL DISTRICTS. THE PROJECT HAS THREE MAIN INTENTS REGARDING CAPACITY BUILDING INTENDED TO SITUATE THE COLLABORATIVE TO BE WELL-POSITIONED TO SUBMIT A TRACK 4 RESEARCH PROPOSAL. ONE IS TO CONTINUE TO ANALYZE AND MODIFY THE FAVSTE FRAMEWORK AND ASSOCIATED TOOLS TO ENSURE THAT THEY EXPLICITLY SUPPORT NOTICING FOR EQUITY. A SECOND IS TO IDENTIFY, MODIFY, AND PILOT RESEARCH INSTRUMENTS TO ANALYZE TEACHERS? PROFESSIONAL VISION, ITS LINK TO EQUITABLE SCIENCE TEACHING PRACTICE, AND HOW THIS VISION CHANGES OVER TIME IN RELATION TO TEACHER EFFECTIVENESS AND RETENTION. AND THE THIRD IS TO DEVELOP A CROSS-SITE, LONGITUDINAL RESEARCH STUDY THAT INCORPORATES PRACTICAL INSTRUCTIONAL TOOLS FOR VIDEO ANALYSIS AND RESEARCH TOOLS FOR STUDYING EFFECTIVENESS AND RETENTION OF STEM TEACHERS IN HIGH-NEED SCHOOL DISTRICTS. DATA COLLECTION AND ANALYSIS CONSISTENT WITH A DESIGN-BASED RESEARCH APPROACH WILL BE USED. THE WORK WILL ALLOW THE COLLABORATIVE TO DEEPEN ITS THEORETICAL AND METHODOLOGICAL UNDERSTANDING OF HOW TO USE VIDEO IN TEACHER PREPARATION TO SUPPORT EQUITABLE SCIENCE TEACHING PRACTICE. THE PROJECT INTENDS TO DISSEMINATE INSIGHTS AND BEST PRACTICES EMANATING FROM THIS PROJECT THROUGH THE NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS (NBPTS), A PARTNER OF THE COLLABORATIVE, AS WELL AS PROFESSIONAL ORGANIZATIONS INCLUDING THE ASSOCIATION FOR SCIENCE TEACHER EDUCATION (ASTE). THIS CAPACITY BUILDING PROJECT IS SUPPORTED THROUGH THE ROBERT NOYCE TEACHER SCHOLARSHIP PROGRAM (NOYCE). THE NOYCE PROGRAM SUPPORTS TALENTED STEM UNDERGRADUATE MAJORS AND PROFESSIONALS TO BECOME EFFECTIVE K-12 STEM TEACHERS AND EXPERIENCED, EXEMPLARY K-12 TEACHERS TO BECOME STEM MASTER TEACHERS IN HIGH-NEED SCHOOL DISTRICTS. IT ALSO SUPPORTS RESEARCH ON THE PERSISTENCE, RETENTION, AND EFFECTIVENESS OF K-12 STEM TEACHERS IN HIGH-NEED SCHOOL DISTRICTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

DOCTORAL DISSERTATION RESEARCH: ETHNOGRAPHIC PERSPECTIVES ON THE MENTAL HEALTH OF FEMALE YOUTH IN COURT-ORDERED RESIDENTIAL TREATMENT

BD SPOKES: SPOKE: NORTHEAST: COLLABORATIVE: GRAND CHALLENGES FOR DATA-DRIVEN EDUCATION

EXP: LINGUISTIC ANALYSIS AND A HYBRID HUMAN-AUTOMATIC COACH FOR IMPROVING MATH IDENTITY

COLLABORATIVE RESEARCH: USING DATA MINING AND OBSERVATION TO DERIVE AN ENHANCED THEORY OF SRL IN SCIENCE LEARNING ENVIRONMENTS