Selected Grants 2012 - Current

National Science Foundation

Michael Krezmien (SD) and Martina Nieswandt (TECS) were awarded nearly $3 million from the National Science Foundation to develop and study an innovative model to teach science to incarcerated youth. The project, which targets a population that the NSF has not previously supported, will employ the principle of Universal Design for Learning to create a virtual science world that incarcerated youth will be able to access through iPads and other devices. The College will partner with the Center for Applied Technology (CAST) in developing the program.

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 theNational 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)

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)

U.S. Department of Education

Mary Lynn Boscardin (SD) was awarded a $1.25 million Leadership Personnel Preparation grant by the U.S. Department of Education, Special Education Programs, to train administrators of special education. The purpose of the LPP grant program is to prepare educators for leadership positions in special education, early intervention and related services; to fill the need for leadership personnel who are prepared at the doctoral and post-doctoral levels to fill faculty positions in special education; and to train scholars who will serve as supervisors of personnel providing direct services to infants and children with disabilities.  (2014-2019)

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)

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 (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.           

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)

Foundations and Organizations

Rebecca Woodland, EPRA, and Mike Hannahan, Director of the Donahue Institute Civic Initiative, were awarded a $23,357 grant from the Donahue Institute to host 20 secondary school educators from Pakistan in the Instructional Leadership Initiative for Pakistani Educators (ILIPE).  This month-long workshop will include information on innovative K-12 instructional leadership, school improvement, and pedagogical approaches. (2014)

Ryan Wells and 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 and Jennifer 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) received the 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)      

 

 

 


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