Selected Grants 2010 - Current

National Science Foundation

Martina Nieswandt and Elizabeth McEneaney (both TECS) were awarded $862,895 to analyze, evaluate and compare small group work on inquiry-based tasks and engineering design tasks in high school science classes. Their three-year research study for the National Science Foundation’s Research and Evaluation on Education in Science and Engineering (REESE) program and its strand, “STEM Learning in Formal and Informal Settings,” will look at the new Framework for K-12 Science Education that stresses the teaching and learning of scientific and engineering practices in order for students to understand and experience how scientists and engineers work, and how scientific knowledge is produced and engineering solutions are developed. (2013-2016)

Robert Maloy (TECS) and Lynn Stephens, Department of Computer Science, were awarded $424,867 from the National Science Foundation to develop adaptive tutoring technologies to help increase the participation in mathematics of underrepresented populations that often avoid STEM careers. Their research will examine the impact of affective interventions on the performance, learning, affect and attitudes of 800 high school students nationwide, and the value of tailoring different types of interventions for individual students and specific groups. (2013-2017)

Florence Sullivan (TECS) and W. Richards Adrion, Department of Computer Science,were awarded $300,915 by the National Science Foundation to develop and pilot a new research method that combines microgenetic analysis techniques derived from developmental psychology with learning analytic techniques from the field of computer science. Sullivan and Adrion will use the new method, termed “Microgenetic Learning Analytics,” to engage in research on the development of computational thinking among underrepresented students, particularly girls, as they interact in a robotics learning environment, with the goal of increasing the diversity of individuals who enter the field of computing. (2013-2015)

Kathleen Davis, Sandra Madden, Barbara Madeloni (all TECS) and colleagues from the College of Natural Sciences and School of Engineering were awarded a $4,499,695 grant from the National Science Foundation for a NOYCE Teaching Fellowship project, “Supporting STEM Teaching and Learning through Communities (SSTLC).” The project responds to the critical need for middle and high school STEM teachers through a collaboration between UMass Amherst educators and researchers, high-need middle and high schools in western Massachusetts, and a non-profit organization focused on the professional development of teachers and the education of youth in the sciences. (2012- 2017)

John Clement (TECS) received $343,000 from the National Science Foundation to identify and describe new teaching strategies for fostering discussions in 7-12th grade science classes through an organized set of strategies leading to conceptual change, and expand and disseminate knowledge of pedagogy for teaching visualizable models of science. (2012-2013)

Florence Sullivan and K.C. Nat Turner (both TECS) with colleagues from Department of Computer Science and MIT received $174,000 from the National Science Foundation for a project in conjunction with the development of a $168M state-of-the-art Green High Performance Computing Center in Holyoke, Mass., by a consortium that includes Boston University, Harvard University, MIT, Northeastern University, the University of Massachusetts, EMC, Cisco and the Commonwealth of Massachusetts. Their project, geared to provide a model for the state, region and the nation, harnesses the cloud computing capabilities of the center in service of K-12 STEM education in the Holyoke/Springfield area and involves developing an interface that will allow students to easily access the cloud in STEM curricula. (2011-2013)

U.S. Department of Education

Mary Lynn Boscardin (SD)and M. Andrianopoulos (PHHS), were awarded a five-year, $1.25 million grant from the U.S. Department of Education (DOE) for training speech language pathologists in the public schools to effectively deliver reliable, evidence-based models of technology. Theirs was one of only nine winning proposals in the national competition. The grant will fund more than 40 master's students in speech language pathology (SLP) with a specialization in the area of autism spectrum disorders (ASD) and using technologies to facilitate learning. (2013-2018)

John Carey, Craig Wells and Karen Harrington (all SD) were awarded a $614,425 subcontract with Florida State University as part of a 4-year, $2.7 million grant from the Institute of Educational Sciences (IES) to conduct and evaluate the outcomes of a research study of whole classroom participation in Student Success Skills, a fully-developed program widely used in elementary, middle and high schools across the country to improve students’ fundamental learning, social and self-management skills demonstrated to lead to improved academic achievement. (2011-2015)

Meg Gebhard (TECS) received $80,000 from the Department of Elementary and Secondary Education to support new teachers in the Access to Critical Content and English Language Acquistion (ACCELA) Alliance. This funding provides 14 new ACCELA teachers with awards toward their tuition and fees to complete a Master's degree or Certificate of Advanced Study in Education. ACCELA teachers conduct research in their classrooms as a way of critically analyzing student learning and supporting the academic literacies of linguistically and culturally diverse students attending Holyoke and Springfield Public Schools. (2012-2014)

Mary Lynn Boscardin, (SD) and M. Andrianopoulos, E. Zaretsky, S. Velleman, and P. Mercaitis (PHHS), have been awarded a $796,809 U.S. Department of Education Personnel Preparation grant in the area of autism spectrum disorders. (2009–2014)

Mary Lynn Boscardin (SD) received a 4-year, $799,860 OSEP Leadership Personnel Preparation grant from the U.S. Dept. of Education to train future administrators and IHE faculty to communicate knowledge tradition and demonstrate evidence-based practices linked to the creation of inclusive learning environments for students with disabilities from diverse backgrounds. (2009 -2013)

Mary Lynn Boscardin (SD) and M. Andrianopoulos (PHHS) received a $799,000 grant from the U.S. Department of Education to prepare the next generation of students pursuing careers in speech language pathology, with a special focus on students with speech and language disabilities in the public schools. (2009-2013)

U.S. Agency for International Development

David R. Evans, and Joseph B. Berger (both EPRA) will manage a $23 million sub-award of a $92 million, five-year contract from the U.S. Agency for International Development to strengthen higher education in Afghanistan. The College of Education, which will provide leadership for all technical aspects of the project, is part of a consortium headed by Family Health International that also includes Purdue University, the Afghan Holding Group and Altai Consulting. (2014-2019)

Gretchen Rossman, Sharon Rallis and Joseph B. Berger (all EPRA) were awarded a $1 million sub-contract from AMIDEAST with U.S. Agency for Internatinal Development  West Bank and Gaza funding, to help with the reform of teacher education in the West Bank and Gaza. The “Leadership and Teacher Development” initiative focuses on supporting the Ministry of Education’s national efforts in teacher development with the overall goal of improving the quality of education through an approach to leadership and teacher development, concentrating on in-service teachers in grades 5-10, supervisors, and the macro-policy context. (2012-2015)

David R. Evans andJoseph B. Berger (both EPRA) were awarded an $11.2 million, one year extension of an initial $9.9 million, one year grant from U.S. Agency for International Development to continue the work of the school’s Center for International Education’s (CIE) Higher Education Project (HEP) in Afghanistan. The extension provides for the College to have primary responsibility for working with Afghanistan’s Ministry of Higher Education (MoHE) in broadening its capacity for planning and management skills training; to strengthen the development of graduate education by launching a master’s level academic program in public policy and administration; to enhance faculty pedagogy, based on modules previously developed through HEP, within other faculties in Afghanistan; and to develop a model technical program that will be the foundation for a “community college” system in that country. (2011-2012)

David R. Evans and Joseph B. Berger (both EPRA) were awarded a one-year, $9.9-million grant from the U.S. Agency for International Development to continue its work to improve access to higher education in Afghanistan.The College of Education’s Center for International Education (CIE) will assume primary responsibility for overseeing the entire project which is part of an overall program to rehabilitate and strengthen the education system throughout Afghanistan. Since 2006, CIE has worked as a partner in a consortium with the Ministry of Higher Education (MoHE) and education faculty who offer four-year teacher education programs in Afghanistan. The Higher Education Project (HEP) built on initial successes with education faculty and worked with Kabul Medical University and six other medical institutions to enhance medical education. (2010-2011)

David R. Evans and Joseph B. Berger (both EPRA) received $8,450,000 from the Academy for Educational Development for USAID/Afghanistan Higher Education Project to improve access to quality education in Afghanistan. (2006–2011)

David R. Evans and Joseph B. Berger (both EPRA) received $1,091,761 from the Academy for Educational Development for USAID/Afghanistan Higher Education Project to work with Kabul Medical University to improve the pre-service medical training offered in Afghan public universities to better meet workforce needs and to establish a cadre of doctors graduating from public universities who are able to offer high quality health and hospital services. Other responsibilities include creating a new KMU School of Public Health with revised undergraduate course offerings, and designing a new Masters in Public Health for KMU. (2009-2011)

Gretchen Rossman (EPRA) received $133,358 from the U.S. Agency for International Development to provide academic training at the master’s level to selected participants in the USAID/Tanzania Leadership Training Program with the objective of strengthening the base of skilled, high-performing professionals, thereby leading to a more functional society in Tanzania. (2010-2012)

Foundations and Organizations

Ryan Wellsand Joseph B. Berger (both EPRA) with faculty from the University of Missouri and Universidad de Los Andes, Colombia, were awarded a one-year, $200,000 planning grant from the Ford Foundation to develop an implementation strategy for La Red Inter-Americana para la Integración, Investigación y Desarrollo en Educación Superior (RIIDES), the first inter-American organization that will work to improve quality, access, equity and development of education above the high school level in Latin America and the Caribbean (LAC) region. (2014) 

Bjorn Nordtveit andJennifer Randall (both EPRA) were awarded a $597,397 contract from the International Rescue Committee to provide evaluation services for the IRC’s project, called VAS-Y Fille!, to increase girls’ access to education in the Democratic Republic of the Congo (DRC). The IRC, Save the Children, and Catholic Relief Services are working as a consortium to implement the project in DRC’s Bandudu, Equateur, Katanga, Kasai Oriental, and Orientale provinces. The main goal of VAS-Y Fille! is to enroll and retain 56,000 girls in primary and early secondary school through a comprehensive program of economic support to families, quality teaching and learning activities, community involvement in education and accelerated learning programs. (2013-2014)

Sangeeta Kamat (EPRA) and Ximena Zuniga (SD) receivedthe highly competitive 2013 Obama-Singh 21st Century Knowledge Initiative award from the United States-India Educational Foundation. Their  project, “Inclusive Universities: Linking Diversity, Equity and Excellence for the 21st Century”, studies and analyzes the changing student demographic in Indian public higher education institutions and seeks to identify relevant educational and institutional practices and policies that are responsive to new and vulnerable student populations in ways that advance academic excellence.Our Indian partnering institution is the University of Pune.The College was one of four U.S. institutions of higher education to receive the award. (2013)

Jennifer Randall (EPRA) received a $200,000 award from the College Board for “Evaluating Professional Development Initiatives for College Board AP Biology Teachers.” (2012-2015)

Cristine Smith and Kate Hudson (EPRA) received a $150,000  award from the World Bank to build the capacity of education faculty in three universities in Gaza, Palestine. The project includes designing and conducting training to improve the quality of large teacher education classes at Al-Azhar and other universities in Gaza, as well as hosting a team of Palestinian education faculty to visit UMass and observe classes here and at local K-12 schools. The ultimate goal is to increase Palestinian student achievement through better preparation of teachers. (2011-2012)

Robert Maloy (TECS) received a $21,500 Verizon Foundation grant to expand “4 Coach Mathematics Active Learning Intelligent Tutoring System” (4MALITY), a web-based interactive program that teaches mathematical problem-solving skills and test-taking strategies to 3rd, 4th and 5th grade pupils. Funding will help expand 4MALITY’s academic content for use by students, teachers and faculty, improve its functionality when used wirelessly in schools on iPads or other tablet computing devices, and align academic content based on the Mathematics Curriculum Framework for Massachusetts with the National Common Core Standards for Mathematics. (2011-12)

Cristine Smith and Stephen Sireci (both EPRA) received $1,026,204 from the Nellie Mae Education Foundation for the Adult Transitions Longitudinal Study (ATLAS). Part of the New England ABE-College Project, the goal is to enable adult literacy program graduates to prepare for, enter and succeed in postsecondary education thereby increasing the likelihood of improving their own and their families' lives. (2007-2011)           

Ronald Hambleton and Stephen Sireci (both EPRA) received $1,645,993 from Measured Progress for Research and Validity Studies for the Massachusetts Comprehensive Assessment System (MCAS) to provide the Massachusetts Department of Education information to enhance the current assessment system, address the validity of the MCAS scores and score reporting, and other technical work. (2004–2014)

Sharon Rallis (EPRA) received $68,542 from the National Education Association to conduct basic research and analysis of the impact of the negotiated professional Learning-based Salary System, an alternative teacher salary schedule that has received national attention and interest on teachers’ salaries, professional practice, and student learning in the Portland (Maine) Public Schools. (2010-2011)

Kathryn McDermott (EPRA) received $39,450 from the Spencer Foundation to support a study entitled: “Diversity, Politics and Educational Opportunity: Lessons from a Federal Technical Assistance Grant.” The research project proposes to broaden understanding of the contemporary federal role pertaining to integration by exploring local response to federal policy in support of integration. (2011-2012)

April Zenisky (EPRA) received $48,426 from the American Chemical Society (ACS) to continue ongoing work in partnership with the Center for Educational Software Development to improve the standardized chemistry exams delivered by the ACS’ Examination’s Institute and to develop and maintain an online testing system for the ACS exams. (2011)

Michael Krezmien (SD)  received $75,802 from JEHT Foundation through a sub-contract with the University of Maryland for School-based Referrals to Police and the Courts: Understanding the Nature and Extent of the Practice. (2008-2011)

Mary LynnBoscardin (SD) received $89,000 from the Council of Administrators of Special Education for an Editorship for the Journal of Special Education Leadership. (2001–continuous)

Commonwealth of Massachusetts

Stephen Sireci (EPRA) received $1,500,000 from the Massachusetts Department of Education for developing and validating assessments for Adult Basic Education learners in Massachusetts. (2008–2011)

Rebecca Woodland (EPRA) received $96,534 from the Amherst Pelham (MA) Regional Schools to implement the Teacher Collaboration and Instructional Improvement Project (TCIIP) which seeks to engage all collaborators - teachers and administrators in the school districts and College of Education faculty - in an ongoing cycle of high-quality inquiry focused on the examination and improvement of instructional practice. (2010-2011)

Jacqueline Mosselsohn (EPRA) received $40,000 as a subcontract from Framingham State College from the Massachusetts Department of Education for continued work for Global Horizons Project. (2009-2011) 


The College of Education’s Academic Departments

EPRA - Department of Educational Policy, Research and Administration
SD      - Department of Student Development
TECS - Department of Teacher Education and Curriculum Studies

Selected Grants 2005-2010