College of Education & Human Development
Community Connections Employing the arts and humanities as a learning vehicle for urban student leaders
Enhancing school community success through principal leadership
Providing handson learning opportunities in health-related professions
Improving science education for atrisk students
Transforming lives by eliminating educational and health disparities
Grants & Contracts 2009
Community Connections is published annually by the research and communication offices in the College of Education and Human Development to highlight the grants and contracts activities of the college. To request additional copies of this publication, e-mail Jenna Kujawski at jkujawski@tamu.edu.
4
The Language of Science
6
Artful Leadership
8
Laying a Foundation
National Science Foundation grant allows researchers to improve science education for English Language Learners
Researchers utilize the arts and humanities to develop future urban leaders
Assessing the efficacy of the Balanced Leadership Program on school principal leadership, teacher practice and student learning
10 L
earning
By Doing
Academy seeks to develop scientist-practitioners in health-related professions
13 F
unding
Appendix
Statistical Data Externally Funded Projects and Grants
Douglas J. Palmer, Dean Linda Castillo, Associate Dean for Research Windy Hollis, Assistant Director of Grants and Contracts Jenna Kujawski, Communications Manager Writers: Jenna Kujawski, Brenna Rushing, Kara Sutton-Jones Designer: Esther Ewert Photo Credits Jenna Kujawski: pages 8, 9 Kara Sutton-Jones: pages 5, 6, 7 4222 TAMU College Station, TX 77843-4222
www.cehd.tamu.edu
On the Cover The College of Education and Human Development at Texas A&M University is committed to the advancement of social justice by providing educational opportunities and health literacy to all children, regardless of ethnic, financial or language barriers. These challenges are met through the generation of new knowledge about root causes, potential solutions and best practices. These pictures represent a small sampling of the research being done to eliminate educational and health disparities among all children. The Texas Governor’s School in Arts and Humanities for Urban Leadership (top, left) employs the arts and humanities as a learning vehicle for urban student leaders while researchers with the Balanced
Leadership Program (top, right) strive to enhance the success of school communities through principal leadership. Students who participate in the Health Disparities Academy (bottom, left) are given hands-on learning opportunities to experience health-related professions, and English Language Learners (bottom, right) are being taught science using curriculum and best practices designed specifically to help them succeed. By working to eliminate the educational and health disparities that exist in our society today, the college is providing yet another example of how it strives to transform the lives of all children.
From the Dean Grant and contract activities in the College of Education and Human Development at Texas A&M University have been transforming lives for 40 years. Through these grant activities, our faculty have generated new knowledge to enhance education and health outcomes for all. In 2009, more than 76 faculty were engaged in externally funded projects, resulting in $19 million in expenditures. Our college had $12 million in new grant and contract awards that involved an additional 16 faculty and staff. One of the five research strengths identified by our college is to transform lives through the elimination of educational and health disparities. Inside this grants and contracts report entitled Community Connections, you will read about research and development activities in each of our four departments and learn how this research is making a true impact in communities across the nation.
together more than 100 high-achieving 11thand 12th-graders to experience campus life and attend college-level courses. In the Department of Educational Administration and Human Resource Development, researchers know that principals play an important role in establishing a school climate for high academic expectations. The Balanced Leadership Program study will examine just how and how much a principal’s leadership can impact his or her school community. And, in an effort to teach high school students what it’s like to have a career in public, mental or allied health, researchers in the Department of Health and Kinesiology give students the opportunity for hands-on instruction and learning through the Texas A&M Health Disparities Academy. Through a partnership with Arlington ISD, students are learning more about health inequalities among various
Through these grant activities, our faculty have generated new knowledge to enhance education and health outcomes for all. Researchers with the Middle School Science for English Language Learners project in the Department of Educational Psychology are tackling the pressing issue of improving science education and literacy for students at risk due to limited English proficiency or family income. Their efforts are impacting over 400 fifth-grade students in the Aldine Independent School District in addition to numerous teachers and school leaders.
groups and the range of health professions available. These stories illustrate the nature of our grant and contract partnerships with universities, schools and communities. I invite you to contact our faculty on their work that continues to transform lives in communities locally and across the country. Warmest regards,
Faculty in the Department of Teaching, Learning and Culture are demonstrating the importance of arts and humanities education for students in urban schools. The Texas Governor’s School in Arts and Humanities for Urban Leadership at Texas A&M brought
Doug Palmer, Professor and Dean Sydney and J.L. Huffines Chair of Education
Elementary school English Language Learners participate in curriculum and best practices designed to improve their understanding of science.
The Language of Science National Science Foundation grant allows researchers to improve science education for English Language Learners The saying “It’s Greek to me” can be applied to auto project, they are tackling the pressing issue of improving mechanics, foreign languages or even scientific principles. science education and literacy for students at risk due to And since science can pose particular challenges to all limited English proficiency or family income. students, those already struggling to learn English are even more at risk. “Science, by definition, is an academic language,” LaraAlecio says. “So in addition to mastering the general But thanks to Drs. Rafael Lara-Alecio and Fuhui Tong, language, English Language Learners have to master the principal and co-principal investigators of the Middle unique language of science.” School Science for English Language Learners (MSSELL) 4
With funding from the National Science Foundation’s Discovery Research K-12 Program, the research team, which also includes researchers from Sam Houston State University, partnered with Aldine Independent School District outside of Houston to develop curriculum and best practices for teaching science to English Language Learners. According to Tong, English language development for students in middle and high school is not as widely studied as it is at the early childhood and elementary school levels. Further, there is limited knowledge on how best to help English Language Learners tackle science while also acquiring English skills.
Drop-out rates for Latino English Language Learners in middle and high school are severe, so by finding better ways to help these students, they will be more successful. And there is a demonstrated need to assist these students. In 2005 and 2006, fifth-grade English Language Learners scored lower than any other subgroup on the science portion of the Texas Assessment of Knowledge and Skills. “Academic language in science is more than just vocabulary,” Tong says. “It includes dispositions, behaviors, critical language arts skills, higher-order thinking and metalinguistic knowledge.” Researchers with Project MSSELL say their study will include two groups of fifth- and sixth-graders, with one group receiving the standard science curriculum and the other an enhanced science curriculum that closely follows the science Texas Essential Knowledge and Skills and is based on the 5E Instructional Model (Engage, Explore, Explain, Elaborate and Evaluate). Students receiving the enhanced curriculum will participate in hands-on experiments and have the use of visual cues, vocabulary building and cooperative learning incorporated into their instruction to boost their understanding. Project MSSELL researchers will mentor the students via e-mail and video and have the students complete experiments and activities in the lab twice during the year. Long-term, Project MSSELL is ready to make a real impact on the lives of English Language Learners since the language skills the students acquire will benefit them throughout their education. “We will be able to incorporate more effective technologies and curriculum into the classrooms and disseminate these practices among the schools,” Lara-Alecio says. “Drop-out rates for Latino English Language Learners in middle and high school are severe, so by finding better ways to help these students, they will be more successful.”
Rafael Lara-Alecio (left) and Fuhui Tong (right)
Transforming the lives of
4 400 4 2 11
intermediate schools in Aldine Independent School District fifth-grade students teachers paraprofessionals undergraduate and graduate students involved in our research
“I am so grateful that I have had the opportunity to work on Project MSSELL. I feel better prepared as a preservice teacher because I have a greater wealth of knowledge and understanding than I would have had if I had not been involved with this project.” - Amanda Kennedy ’10, bilingual education major
Rafael Lara-Alecio (PI), EPSY Fuhui Tong (Co-PI), EPSY A Longitudinal Trial Study of Middle School Science for English Language Learners (Project MSSELL) National Science Foundation Two-year project totaling $1,695,260 2009…$1,140,580 > a-lara@tamu.edu > fuhuitong@tamu.edu 5
Urban student leaders participate in a mask-making activity used to demonstrate their understanding of design and visual culture in education.
Artful Leadership Researchers utilize the arts and humanities to develop future urban leaders While many teens spend their summers entranced by video this past June. Students spent three weeks experiencing games or hanging out at the local mall, 100 high school campus life and attending college-level courses at Texas students chose to attend school and immerse themselves A&M. in core subjects like theater, dance, art and teambuilding exercises. “We’re looking to develop leadership for our cities in Texas among the young people,” says Dr. Patrick These young people, part of a group of high-achieving 11th- Slattery, principal investigator and co-director of the and 12th-graders with interests in the arts and humanities, Texas A&M Governor’s School. “The unique feature of took part in the Texas Governor’s School in Arts and the program is that we’re developing their leadership Humanities for Urban Leadership at Texas A&M University skills using the arts and humanities as a foundation.” 6
Slattery and co-principal investigators Drs. B. Stephen Carpenter, Norvella Carter and Chance Lewis chose to use the arts as a learning vehicle because the arts provide ways of engaging with the world that other approaches do not. And with fine arts programs absent or available on a limited basis in many schools, students often miss out on valuable lessons. Since the Texas A&M Governor’s School is one of only four Governor’s School programs in the state, the research team recruited students from across Texas to reflect the state’s diverse populations.
The unique feature of the program is that we’re developing their leadership skills using the arts and humanities as a foundation. “We believe that in order to be a good leader for our cities in Texas, you need to learn to relate to, understand and communicate across differences with multiple constituencies in every city,” Slattery says. During their stay on campus, the Governor’s School students completed four courses, including ethics, design and visual culture, multimedia technology, and multicultural education—all designed to help them make connections between the arts, leadership and the urban environment. On weekends, the students traveled to urban centers to attend cultural events and visit with artists and scholars. To have the full college experience, students lived in campus dorms and ate at campus dining halls. They learned about Texas A&M through presentations by Corps of Cadets members, Fish Camp counselors, college program representatives, admissions officials and financial aid officers. Alexus Conde, a junior at Round Rock High School, heard about the Texas A&M Governor’s School from her cousin. “I love drawing, and I do it as a hobby. I was coming here thinking that I was just going to learn about drawing and performing, but I actually learned a lot more,” she says. This year marks the first year of this three-year program, and the team expects it will only get better. “We spent a lot of time trying to imagine what this program would be from a theoretical and practical standpoint, and we learned so much from the students in how they responded to what we set up,” says B. Stephen Carpenter. “Curriculum in our minds is not a fixed set of destinations; it’s more a fluid journey that we carry out. And in this fluid journey, we can learn, revise, strengthen and modify the program to improve and empower the experience for all involved.”
Front (left to right): Norvella Carter and Patrick Slattery Back (left to right): B. Stephen Carpenter and Chance Lewis
Transforming the lives of
32 85 18
school districts high-school students undergraduate and graduate students involved in our research
“Being involved in research has enhanced my experience as a researcher, preparing me for both undergraduate research and future research during graduate school. The research I have done with the Governor’s School will help me open an outreach center since many of the students have backgrounds similar to those that will be associated with my center.” - Jael Spencer ’10, interdisciplinary studies major with an emphasis in early childhood education
Patrick Slattery (PI), TLAC B. Stephen Carpenter (Co-PI), TLAC Norvella Carter (Co-PI), TLAC Chance Lewis (Co-PI), TLAC Summer Arts and Humanities Institute for Urban Leadership Texas Higher Education Coordinating Board Three-year project totaling $750,000 2009…$250,000 > pslattery@tamu.edu > bscarpenter@tamu.edu > ncarter@tamu.edu > chance.lewis@tamu.edu 7
Researchers with the Balanced Leadership Program offer professional development opportunities to principals to examine school community success.
Laying a Foundation Assessing the efficacy of the Balanced Leadership Program on school principal leadership, teacher practice and student learning We all remember the story of the foolish man who built his house on sand only to have it wash away. If he had selected a stronger foundation, like the man who built his house on stone, his house may still be standing.
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In public schools, principals determine how best to lay the foundation for success, setting the tone for high academic expectations and working with teachers to make changes that improve classroom instruction. But just how much a principal’s leadership can impact his or her school community is what one Texas A&M University research study is trying to answer.
With his team of both Texas A&M and University of Michigan researchers, Dr. Roger Goddard, principal investigator and director of the Education Leadership Research Center at Texas A&M, works to assess the efficacy of the Balanced Leadership Program in Michigan schools. This professional development program, created by MidContinent Research for Education and Learning (McREL), has been widely disseminated in schools across the nation and beyond.
“The Balanced Leadership Program helps principals understand how to lead change and how to focus on the magnitude of that change,” Goddard says. “Our goal is to identify whether there is a connection between principals’ participation in the Balanced Leadership Program and student achievement gains, including the closing of achievement gaps.” Goddard and his research team, which includes Drs. Yvonne Goddard, co-principal investigator and assistant professor of special education; Jean
The program provides them with the tools for change but lets them decide how to actually use these tools in their own schools. Madsen, professor of K-12 administration; and Robert Miller, associate research scientist, work with approximately 100 rural elementary school principals throughout northern Michigan. Their study is in year two of a four-year U.S. Department of Education grant. Half of the schools in the study participate in the two-year Balanced Leadership Program, which consists of 10, two-day professional development sessions. The other half are part of the control group and only use current professional development practices already in place in the schools. The consortium of principals participating in the Balanced Leadership Program come together about every two months, where they engage in professional development sessions led by trained facilitators from McREL and participate in online intersession activities. “The Balanced Leadership Program is designed to teach these principals about the research and prepare them to use it to make changes that improve learning in their schools,” Goddard says. “The program provides them with the tools for change but lets them decide how to actually use these tools in their own schools.” The research team also observes several case-study schools, which allows them to interview educators about their learning, the details of how changes are occurring in their schools and the driving factors behind these changes. Goddard’s goal is simple—if the Balanced Leadership Program intervention is working, he’d like to take the study to a national trial, with schools in the study being more representative of the U.S. “This study is designed to produce the type of scientifically based causal evidence the U.S. Department of Education is sponsoring through its grant programs. They want to usher in a new era of rigorous research that tells us what works and what doesn’t,” Goddard says. “We know that as lifelong learners, these principals can benefit from further development, and in the end, we all want to help schools and the students they serve.”
Front (left to right): Pat Schroeder, Jean Madsen and Roger Goddard. Back (left to right): Yvonne Goddard, Robert Miller and Ross Larsen
Transforming the lives of
100 1,750 28,500 3
rural schools in northern Michigan school leaders elementary students doctoral students involved in our research
“It is exciting as a first-year Ph.D. student to be actively engaged with a research team that has both qualitative and quantitative research aspects. The possibilities for this research and its impact on education are very exciting.” - Trya M. Metoyer ’13, higher education doctoral student
Roger Goddard (PI), EAHR Yvonne Goddard (Co-PI), EPSY A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program U.S. Department of Education Four-year project totaling $2,753,650 2009...$475,159 > rgoddard@tamu.edu > ygoddard@tamu.edu
9
High school students participate in hands-on learning and summer internships to better equip them to pursue health-related professions.
Learning By Doing Academy seeks to develop scientist-practitioners in health-related professions If you want a student to understand how airplanes fly, you the academy this past summer. Pittman was placed at Moore give them an airplane to fly. If you want to teach students Mortuary in Arlington, Texas, where she interned four days what it’s like to have a career in public, mental or allied a week as part of her 80-hour internship. health, you give them the opportunity to participate in the Texas A&M University Health Disparities Academy. “It was an experience to work with families who had lost loved ones,” she says. “I’m doing something most 16-yearJust ask Ebonee Pittman, a junior at Bowie High School, olds don’t get to do.” who was one of 11 students to participate in and complete
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Developed in 2007, the Health Disparities Academy is delivered by the Center for the Study of Health Disparities at Texas A&M under the leadership of Dr. Mary Shaw-Ridley, associate professor of health education and principal investigator of the academy. The academy serves as a resource for both students and parents, providing classroom learning sessions and an optional summer internship for students while parents have access to college information sessions and support training modules. “I wanted to develop a program that would stimulate interest in healthrelated professions,” Shaw-Ridley says. “We hoped to encourage young people to become an active part of dialogues and national efforts to eliminate racial and ethnic disparities in healthcare.”
We hoped to encourage young people to become an active part of dialogues and national efforts to eliminate racial and ethnic disparities in healthcare. Shaw-Ridley and her research team, including co-principal investigators Drs. Jeffrey Guidry and Charles Ridley, partnered with Arlington ISD to offer the year-long program to students who wanted to learn more about health inequalities among various groups and the range of health professions available. Azarel Hernandez, a recent high school graduate who worked with Belo Home Health Agency as part of her summer internship, originally wanted to own her own business, but now wants to become a nurse. “They [Belo Home Health Agency] offered me a paid position to work with a new project that continues to provide home visits for patients in need of medical or assisted living services,” Hernandez says. Shaw-Ridley says the most rewarding part of the academy experience is to watch the students learn and develop new skills. “I was impressed with the students’ abilities to adjust to a new learning organization in a relatively short period of time,” she says. “They were incredible learners and excited to be earning money to meet their specific goals.” Before participating in the academy, Ana Barron, a senior at Sam Houston High School, wanted to pursue a career in accounting or law. After working with crisis teams at Mental Health Mental Retardation of Tarrant County, Barron is now looking forward to a career in health. “I had the opportunity to sit in on a meeting with a man battling alcoholism. He was really sad because he knew he was hurting his family because of his addiction,” she says. “It opened my eyes to a lot of different things I didn’t even know existed.”
(Left to right) Sonja Gaines, MHMR staff; interns Wendy Cardozo, Betty Mutai, Karla Talavera, and Ana Barron; and MHMR staff Carolyn Ortega and Carolyn Sims
Transforming the lives of
4
school districts, including Arlington, Cedar Hill, Fort Worth and Crowley ISDs
625 5
high-school students graduate students involved in our research
“The most rewarding part about being involved in this grant is the sense of making a difference. I feel that I have been involved in research that will truly make a positive impact in people’s lives and contribute to the goal of equitable services.” - Isaac Saldivar ’12, counseling psychology doctoral student
Mary Shaw-Ridely (PI), HLKN Jeffrey Guidry (Co-I), HLKN Charles Ridley (Co-PI), HLKN The Health Disparities Academy: Developing Scientist-Practitioners for Careers in Public Health, Mental Health and Allied Health Texas Higher Education Coordinating Board Two-year project totaling $293,247 2009...$158,647 > mdshaw@hlkn.tamu.edu > j-guidry@hlkn.tamu.edu > cridley@tamu.edu 11
Transforming lives through... Elimination of Educational and Health Disparities
Our researchers are committed to providing educational opportunities and health literacy to all children, regardless of ethnic, financial or language barriers. These challenges are met through the generation of new knowledge about root causes, potential solutions and best practices. pages 18-22
Health and Wellness
Faculty contribute toward the improvement of physical and mental health and wellness for individuals and groups in the state, nation and world. Their research focuses on society’s most serious and enduring problems, such as aging, disease and other physical, mental or psychological concerns. pages 23-26
Learning and Teaching Sciences
This research produces new knowledge about teaching, learning, cognition, and curriculum theory and development in a variety of areas, including K-12, higher education, adult learning, and business and organizational settings. Faculty explore the use of modern technologies and innovative classroom strategies to support social, emotional and academic learning of children and adults. pages 27-28
Preparation of Education, Health and Human Resource Development Practitioners
Researchers in this field focus on cutting-edge techniques for the preparation of practitioners and address problems likely faced in a variety of environments, such as public schools, higher education settings, and business and organizations. The creation and evaluation of professional development programs improve the quality of teachers’ instruction and school leaders’ administration. pages 28-32
Service and Impact
Our faculty engage in service activities in a variety of settings, including those that impact their profession, the community, K-12 school leaders and international partnerships. pages 33-34
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Funding Appendix 2009
Fiscal Year 2009: September 2008 - August 2009
Statistical Data Externally Funded Grants
13
Statistical Data Table 1
Table 2
Annual Funding Totals Over the Last Five Years
Percent of Funding by Agency Type
$20,959,096
Total $18,750,544
$20,262,430 $18,750,544
$16,370,190
$13,944,444
2005
2006
2007
2008
2009
Local............$178,962.........0.96% Private.......$4,628,865.......24.71% State.........$5,176,176.......27.63% Federal......$8,766,541.......46.80%
14
Table 3
Percent of Federal Funding Broken Down by Agency Total $8,766,541
Other Federal Agencies.....................................$336,400 U.S. Dept. of Health & Human Services.........$2,053,699 U.S. Department of Education.........................$3,169,293 National Science Foundation.......................... $3,207,149
15
Table 4
Table 5
Departmental Funding in Fiscal Year 2009
New Awards by Department Total $12,197,946
Total $18,750,544
$7,539,451
$7,329,427
$4,288,420 $3,166,917
$2,096,993
$2,930,402
$1,868,787 $1,037,989 $302,391
16
$387,713
Dean’s Office
Dean’s Office
Educational Administration and Human Resource Development
Educational Administration and Human Resource Development
Educational Psychology
Educational Psychology
Health and Kinesiology
Health and Kinesiology
Teaching, Learning and Culture
Teaching, Learning and Culture
Table 6
Percent and/or Number of Faculty in Each Department Directing Externally Funded Grants and Contracts in Fiscal Year 2009
Tenure-Track Faculty with Awards (PI and Co-PIs)
(FY 2009)
Percentage of Non-TenureTenure-Track Track Faculty Faculty with with Awards Funding (PI and Co-PIs)
DEAN
3
3
100%
3
EAHR
12
22
55%
0
EPSY
26
41
63%
6
HLKN
18
34
53%
2
TLAC
17
28
61%
5
17
“The International Baccalaureate Organization is a leader in international education, supporting schools in providing students with challenging academic programs that encourage critical thinking from an intercultural perspective.”
— Jackie Stillisano, co-principal investigator of the Evaluation of International Baccalaureate Program *The following grants and contracts are organized alphabetically by the principal investigator’s last name within each research strength. All CEHD faculty are highlighted in maroon.
Elimination of Educational and Health Disparities
Mary Alfred (PI), EAHR malfred@tamu.edu
Adult Literacy Statewide Clearinghouse Project Texas Education Agency 2009......$1,310,000 First Lady’s Family Literacy Technical Assistance Project Barbara Bush Foundation for Family Literacy 2009......$49,419
Tiffany Barnes (PI)
Chance Lewis (Co-PI), TLAC; Ron Eglash (Co-PI) Barnes is with the University of North Carolina at Charlotte and Eglash is with Rensselaer Polytechnic Institute Collaborative Research: BPC-D Improving Minority Student Participation in the Computing Career Pipeline with Culturally Situated Design Tools National Science Foundation Three-year project totaling $319,196 2009......$21,070
Michael Benz (PI), EPSY mbenz@tamu.edu
Texas A&M University Center on Excellence in Developmental Disabilities U.S. Department of Health and Human Services – Administration for Children & Families Five-year project totaling $2,242,614 2009......$534,614
Jamilia Blake (PI), EPSY jjblake@tamu.edu
Examining Peer-directed Aggression and Victimization Through the Lens of Gender, Ethnicity, and Community Context Texas A&M University Race and Ethic Studies Institute 2009......$10,000 18
Fostering Healthy Relationships Project National Association of School Psychologists – Children’s Fund, Inc. 2009......$1,521
Linda Castillo (PI), EPSY lcastillo@tamu.edu
Patricia Lynch (Co-PI), EPSY Bryan ISD Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Partnership Project U.S. Department of Education Six-year project totaling $2,789,859 2009......$419,856
Mel Fuller (PI), DEAN melfuller@tamu.edu
The Texas High School Project Texas A&M University System Four-year project totaling $817,805 2009......$100,000
Jeffrey Guidry (Co-PI), HLKN; Carol Stuessy (Co-PI), TLAC j-guidry@hlkn.tamu.edu; carolsd@suddenlink.net
The Program for Rural and Minority Health Disparities Research – Training Core Department of Health and Human Services – National Institutes of Health-National Center for Minority Health and Health Disparities 2009......$46,940
Jan Hughes (PI), EPSY jhughes@tamu.edu
Oi-Man Kwok (Co-PI), EPSY The Impact of Grade Retention: A Developmental Perspective U.S. Department of Health and Human Services-PHSNational Institutes of Health Five-year project totaling $1,950,824 2009......$378,990
Transforming the lives of
784
Larry Johnson (PI)
William Klemm (Co-PI); James Kracht (Co-PI),TLAC and Dean’s Office; Vincent Cassone (Co-I); James Lindner (Co-PI); Don Allen (Co-PI); Philip Yasskin (Co-I); Julie Harlin (Co-I); Tom Welsh (Co-I); Louise Abbott (Co-I); Jon Hunter (Co-I); and Jyhwen Wang (Co-I) All other investigators are outside CEHD Continuing GK-12 Fellows Integrate Science/Math in Rural Middle School National Science Foundation Three-year project totaling $1,647,601 2009......$1,743
K-12 students
3
school districts, including College Station, Bryan and Spring ISDs
4
doctoral students involved in our research
and eliminating educational and health disparities through
The Impact of Grade Retention: Science Promotion in Rural Middle Schools: Phase I & II Department of Health and Human Services-PHSNational Institutes of Health Five-year project totaling $1,351,569 2009......$1,620
A Developmental Perspective Project Jan Hughes (PI), EPSY > jhughes@tamu.edu
19
Kathryn Bell McKenzie (PI), EAHR kmckenzie@tamu.edu
Linda Skrla (Co-PI), EAHR; Jim Scheurich (Co-PI), EAHR Math and Science Performance in Large, Diverse Urban High Schools Sid W. Richardson Foundation Two-year project totaling $125,000 2009......$75,000
Kenneth McLeroy (PI)
Mary Shaw-Ridley (Program Director), HLKN McLeroy is with Texas A&M Social and Behavioral Health and HLKN The Program for Rural and Minority Health Disparities Research – Administrative Core Department of Health and Human Services – National Institutes of Health-National Center for Minority Health and Health Disparities 2009......$150,523
Sharon McWhinney (PI)
Peter Murano (Co-I); W. Alex McIntosh (Co-I); Ranjita Misra (Co-I), HLKN; E. Lisako McKyer (Co-PI), HLKN McWhinney is with Prairie View A&M University; Murano is with Texas A&M Nutrition and Food Science; McIntosh is with Texas A&M Sociology The Program for Rural and Minority Health Disparities Research – Project 3 Department of Health and Human Services – National Institutes of Health-National Center for Minority Health and Health Disparities 2009......$173,667
20
Felecia Nave (PI)
Mary Alfred (Co-PI), EAHR; Fred Bonner (Co-PI), EAHR; Sherri Frizell (Co-PI); Chance Lewis (Co-PI), TLAC Nave and Frizell are with Prairie View A&M University Education Research Project: An Empirical Investigation of the Success Factors Impacting African-American Students in Engineering and Technology at Historically Black Universities National Science Foundation Three-year project totaling $1,007,149 2009......$185,111
Charles Ridley (PI), EPSY cridley@tamu.edu
Mary Shaw-Ridley (Co-PI), HLKN Multicultural Assessment Validity: A Test of Complexity, Impartiality and Accuracy in Case Conceptualization of Latina College Students Texas A&M Mexican American and U.S. Latino Research Center 2009......$10,000
Jim Scheurich (PI), EAHR jscheurich@tamu.edu
Robert Capraro (Co-PI), TLAC; James Morgan (Co-PI); Mary Margaret Capraro (Co-PI), TLAC Morgan is with Texas A&M Civil Engineering North Texas STEM Center Texas Education Agency Three-year project totaling $2,538,612 2009......$1,282,863
Mary Shaw-Ridley (PI), HLKN
Transforming the lives of
93,241 4,361 223 82,500 100 3
adult learners children teen parents adults in correctional education in the Windham School District percent of Texas school districts graduate assistants and 6 doctoral fellows involved in our research
and eliminating educational and health disparities through the
Adult Literacy Statewide Clearinghouse Project Mary Alfred (PI), EAHR > malfred@tamu.edu
mdshaw@hlkn.tamu.edu
Charles Ridley (Co-PI), EPSY; Jeffrey Guidry (Co-I), HLKN The Health Disparities Academy: Developing Scientist-Practitioners for Careers in Public Health, Mental Health and Allied Health Texas Higher Education Coordinating Board Two-year project totaling $293,247 2009......$158,647 > see story on pages 10-11
Charles Ridley (Co-PI), EPSY Holistic Case Conceptualization: A Strategy for Enhancing Diabetes Education Among Latinos Texas A&M Mexican American and U.S. Latino Research Center 2009......$10,000
Deborah Simmons (PI), EPSY dsimmons@tamu.edu
Oi-Man Kwok (Co-PI), EPSY; Shanna Hagan-Burke (Co-PI), EPSY Project Early Reading Intervention U.S. Department of Education Four-year project totaling $2,885,628 2009......$749,270
Linda Skrla (PI), DEAN lskrla@tamu.edu
Brazos Valley Rural Schools Collaborative Early College High School Initiative Texas Education Agency 2009......$80,000 Brazos Valley Early College High School Bryan ISD Two-year project totaling $50,000 2009......$25,000 21
“My hope is that the findings of my research will be used in the future to influence the development of aggression interventions and the adaption of existing intervention and prevention programs to be more culturally responsive.”
— Jamilia Blake, recipient of the Hogg Foundation Junior Faculty Mental Health Award
P-16 College Readiness Special Advisors Texas Higher Education Coordinating Board Two-year project totaling $30,000 2009......$15,000
Carol Stuessy (PI), TLAC carolsd@suddenlink.net
James McNamara (Co-PI), EPSY; Tim Scott (Co-PI) Scott is with Texas A&M College of Science Policy Research Initiative in Science Education to Improve Teaching and Learning in High School Science National Science Foundation Five-year project totaling $2,340,677 2009......$525,415
Hersh Waxman (PI), TLAC
Transforming the lives of
11 36 720
school districts special education teachers K-12 special education students
and preparing education, health and human resource development practitioners through the
hwaxman@tamu.edu
Jacqueline Stillisano (Co-PI), TLAC Evaluation of “Gates GO Center Partnership” Program Texas Higher Education Coordinating Board Three-year project totaling $100,000 2009......$47,902
Master’s Training Program for Instructional Specialists in Low-Incidence Disabilities Project
Evaluation of “Gates GO Center Partnership” Program College for All Texans Foundation Three-year project totaling $30,000 2009......$12,712
22
Laura Stough (PI), EPSY > lstough@tamu.edu
Health and Wellness
Mary Alfred (PI), EAHR malfred@tamu.edu
Disaster Recovery Grant Project Barbara Bush Foundation for Family Literacy 2009......$18,682
Michael Ash (PI), EPSY mash@tamu.edu
Mental Health Interns Brazos Valley Community Action Agency 2009......$54,000
Gregg Bennett (PI), HLKN
James Fluckey (Co-I), HLKN; Harry Hogan (Co-I); Les Braby (Co-I); and Soujin Wang (Co-I) Hogan is with Texas A&M Mechanical Engineering; Braby is with Texas A&M Nuclear Engineering; Wang is with Texas A&M Statistics Maintaining Musculoskeletal Health in the Lunar Environment NSBRI Baylor College of Medicine Four-year project totaling $1,370,018 2009......$336,502
Team Lead – Musculoskeletal Alterations Team NSBRI Baylor College of Medicine Two-year project totaling $80,000 2009......$40,000
gbennett@hlkn.tamu.edu
Data Collection at Sunshine State Games Florida Sports Foundation 2009......$6,500
Susan Bloomfield (PI), HLKN sbloom@tamu.edu
Harry Hogan (Co-I) Hogan is with Texas A&M Mechanical Engineering Impact of Graded Energy Restriction on Bone Health in Exercising Female Rats Department of Defense – Army-Medical Research & Material Three-year project totaling $904,499 2009......$336,400
Demetra Christou (PI), HLKN ddchristou@hlkn.tamu.edu
Susanne Talcott (Co-I) Talcott is with Texas A&M Nutrition and Food Science Role of Mineralocorticoid Receptors in Endothelial Dysfunction in Older Adults with Metabolic Syndrome American Heart Association Two-year project totaling $140,000 2009......$70,000 Endothelial Dysfunction in Older Adult Humans with the Metabolic Syndrome U.S. Department of Health and Human Services-PHSNational Institutes of Health Two-year project totaling $125,486 2009......$62,762
23
Evangelos Christou (PI), HLKN
Transforming the lives of
2
school districts, including Aldine and Cypress-Fairbanks ISDs
9
mentor science teachers
26 4,375 720
early career science teachers middle school students special education students
and preparing education, health and human resource development practitioners through the
Professional Learning Community Model for Entry into Teaching Science Project Cathy Loving (Co-PI), TLAC > cloving@tamu.edu
24
eachristou@hlkn.tamu.edu
Charles Shea (Co-I), HLKN; David Wright (Co-I), HLKN Aging and Learning of Novel Fine Motor Tasks U.S. Department of Health and Human Services-PHSNational Institutes of Health Five-year project totaling $1,022,495 2009......$204,499
George Cunningham (PI), HLKN gbcunningham@hlkn.tamu.edu
John Singer (Co-PI), HLKN Diversity in Athletics: An Assessment of Exemplars and Institutional Best Practices National Collegiate Athletic Association Three-year project totaling $244,946 2009......$49,643
Timothy Elliott (PI), EPSY telliott@tamu.edu
Linda Castillo (Co-PI), EPSY; Daniel Brossart (Co-PI), EPSY Expanding Mental Health Services via Telehealth Technologies in Rural Communities Leon County Government Two-year project totaling $135,000 2009......$67,500
James Fluckey (PI), HLKN jfluckey@hlkn.tamu.edu
Bedrest and Aging – Insulin Signaling Core University of Arkansas for Medical Sciences 2009......$33,912
Nicolas Greene (PI), HLKN
John Lawler (PI), HLKN
Stephen Crouse (Co-PI), HLKN PPAR’s and Obesity: Potential Mechanisms for the Influence of Exercise on Metabolic Diseases American College of Sports Medicine 2009......$975
Regulation of MnSOD by Exercise Attenuates Remodeling and Apoptosis in the Aging American Heart Association – Texas Affiliate Two-year project totaling $140,000 2009......$70,000
npgreen@hlkn.tamu.edu
Markus Horning (PI)
John Lawler (Co-PI), HLKN Horning is with Texas A&M University at Galveston Collaborative Research: Aging in Weddell Seals: Proximate Mechanisms of Age-Related Changes in Adaptations to Breath Hold Hunting in an Extreme Environment National Science Foundation Four-year project totaling $449,358 2009......$42,713
Amanda Jensen-Doss (PI), EPSY
Impact of an Evidence-based Treatment Policy on Youth Mental Health Outcomes U.S. Department of Health and Human Services— PHS-National Institutes of Health Two-year project totaling $142,444 2009......$67,474
Richard Kreider (PI), HLKN rkreider@hlkn.tamu.edu
The Curves Women’s Health Initiative Curves, International Two-year project totaling $1,000,000 2009......$500,000
jml2621@tamu.edu
Regulation of Oxidative Stress in the DMX Diaphragm U.S. Department of Health and Human Services-PHSNational Institutes of Health Three-year project totaling $203,810 2009......$66,360
Michael Massett (PI), HLKN mmassett@hlkn.tamu.edu
Genetic Basis for Exercise Training Reponses National Institutes of Health – National Heart, Lung and Blood Institute Five-year project totaling $1,792,370 2009......$366,250
E. Lisako McKyer (PI), HLKN eljmckyer@hlkn.tamu.edu
Design, Implementation, Feasibility and Impact of a Nutrition Education Intervention Centered on the Revised WIC Food Packages Texas A&M Texas AgriLife Research Four-year project totaling $252,857 2009......$72,099
Comparison of Two Diet Approaches on Weight Loss and Health Outcomes in Women General Mills 2009......$143,778 25
“Tele-Health’s not only consistent with the mission of Texas A&M and certainly our college, but also with what we should be doing with applied science and community outreach. It’s certainly being responsive to a group of people who encounter disparities in services simply by the virtue of where they live.”
— Tim Elliott, principal investigator of Expanding Mental Health Services via Telehealth Technologies in Rural Communities
Marcia Ory (PI) Suojin Wang (Co-I); Craig Blakely (Co-I); Peter Murano (Co-I); E. Lisako McKyer (Co-I), HLKN; Chanam Lee (Co-I) Ory is with Texas A&M Social and Behavioral Health; Wang is with Texas A&M Statistics; Murano is with Texas A&M Nutrition and Food Science; Lee is with Texas A&M Landscape Architecture and Urban Planning Statewide Evaluation of Childhood Obesity Prevention Policies in Texas: Texas Safe Routes to School and Increased Healthy Food Access for WIC Clients Robert Wood Johnson Foundation Five-year project totaling $1,001,957 2009......$97,537
Transforming the lives of
3 8,286 3
school districts, including Dallas, Waco and Hearne ISDs K-12 students doctoral students involved in our research
Sibyl Swift (PI), HLKN snm9803@hlkn.tamu.edu
Susan Bloomfield (Co-PI), HLKN Is Estrogen Signaling Down-regulated with Chronic Dietary Energy Restriction in Exercising Females American College of Sports Medicine 2009......$1,000
Christopher Woodman (PI), HLKN woodmanc@hlkn.tamu.edu
Vascular Biology and Aging: Mechanisms of Endothelial Dysfunction American Heart Association Two-year project totaling $130,000 2009......$65,000
Dalun Zhang (PI), EPSY dalun@tamu.edu
Scaling Up Self-Determination University of Kansas Five-year project totaling $50,000 2009......$10,000 26
and preparing education, health and human resource development practitioners through the
Professional Development Services Project Jim Scheurich (PI), EAHR > jscheurich@tamu.edu
Learning and Teaching Sciences
Lynn M. Burlbaw (PI), TLAC burlbaw@neo.tamu.edu
Teachers as Immigrants and Migrants: The Colorado Experience, 1880-1930 Texas A&M-Liberal Arts – Glasscock Center 2009......$1,500
Karen Butler-Purry (PI) Susan Pedersen (Co-PI), EPSY; Vinod Srinivasan (Co-PI) Butler-Purry is with Texas A&M Electrical Engineering; Srinivasan is with TAMU Architecture CCLI: Enhancing Learning in Digital Systems Courses with Video Games National Science Foundation 2009......$10,047
B. Stephen Carpenter (PI), TLAC; Trina Davis (PI), TLAC bscarpenter@tamu.edu; trinadavis@tamu.edu
Humanities in the Metaverse: Establishing a Texas A&M Digital Humanities & Visual Culture Education and Research Island in Second Life Texas A&M-Liberal Arts – Glasscock Center 2009......$10,000
Dominique Chlup (PI), EAHR
Lauren Cifuentes (PI), EPSY laurenc@tamu.edu
Riccardo Bettati (Co-PI); Willis Marti (Co-PI); Guy Almes (Co-PI) Bettati is with Texas A&M Computer Science; Marti is with Texas A&M Computing Information Services; and Almes is with Texas A&M Telecommunication Academy CI-TEAM Implementation Project: Virtual Tools for Expanding the Cyber Horizon (VTECH) National Science Foundation Two-year project totaling $999,382 2009......$464,466
Trina Davis (PI), TLAC trinadavis@tamu.edu
Hersh Waxman (Co-PI), TLAC Evaluation of Readiness for Online Testing in Texas Pearson Education Two-year project totaling $221,918 2009......$90,383
Roger Goddard (PI), EAHR rgoddard@tamu.edu
Yvonne Goddard (Co-PI), EPSY A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program U.S. Department of Education Four-year project totaling $2,753,650 2009......$475,159 > see story on pages 8-9
dchlup@tamu.edu
The First Lady of the Department of Correction: The Role of Anna M. Kross, 1954-1966 Texas A&M-Liberal Arts-Glasscock Center 2009......$1,000
Cross-national Comparison and Development of Equitable and Effective School Leadership Practices Texas A&M Office of the Vice President for Research 2009......$10,000
27
Rafael Lara-Alecio (PI), EPSY a-lara@tamu.edu
Fuhui Tong (Co-PI), EPSY A Longitudinal Trial Study of Middle School Science for English Language Learners (Project MSSELL) National Science Foundation Two-year project totaling $1,695,262 2009......$1,140,580 > see story on pages 4-5
Susan Pedersen (PI), EPSY
Frank Ashley (PI)
David Byrd (Co-PI, Coordinator), DEAN Ashley is with the Texas A&M University System Transition to Teaching Texas A&M University System Five-year project totaling $349,631 2009......$68,062
spedersen@tamu.edu
Michael Benz (PI), EPSY
Janie Schielack (Co-PI); Scott Slough (Co-PI), TLAC; Douglas Williams (Co-PI) Scheilack is with Texas A&M Mathematics; Williams is with the University of Louisiana at Lafayette Engaging Middle School Students in Student Directed Inquiry Through Virtual Environments for Learning National Science Foundation Four-year project totaling $1,685,499 2009......$557,618
mbenz@tamu.edu
Lauren Cifuentes (Co-PI), EPSY; Amy Sharp (Co-PI), EPSY For Enhancement of Texas A&M Directory of Community Resources to Accommodate Incorporation of DADS Autism Service Provider Information Department of Aging and Disability Services 2009......$28,644
Jacqueline Stillisano (PI), TLAC
Cheryl Grenwelge (Co-PI), EPSY Texas Transition Statewide Conference Texas Council for Developmental Disabilities 2009......$6,000
jstillisano@tamu.edu
Hersh Waxman (Co-PI), TLAC Evaluation of International Baccalaureate Program International Baccalaureate 2009......$75,000
Kimberly Vannest (PI), EPSY kvannest@tamu.edu
Richard Parker (Co-PI), EPSY; Mack Burke (Co-PI), EPSY Project D2K: Progress Monitoring in Academics and Behavior Texas Education Agency 2009......$600,358
28
Preparation of Education, Health and Human Resource Development Practitioners
Mack Burke (PI), EPSY mburke@tamu.edu
Shanna Hagan-Burke (Co-PI), EPSY Project CABS: Comprehensive Academic and Behavior Support U.S. Department of Education Four-year project totaling $799,796 2009......$199,963
Karla Eidson (Co-PI), TLAC; Janet Hammer (Co-PI), TLAC; Patricia Wiese (Co-PI), TLAC
Transforming the lives of
1,052
students in Bryan ISD
6
doctoral students involved in our research
and eliminating educational and health disparities through the
Bryan ISD Gaining Early Awareness and Readiness for Undergraduate Programs Partnership Project
Linda Castillo (PI), EPSY > lcastillo@tamu.edu
keidson@tamu.edu; jhammer@tamu.edu; pwiese@neo.tamu.edu
Getting to Know Europe Grant Texas A&M-European Union Center 2009......$29,195
Constance Fournier (PI), EPSY; Glenda Byrnes (PI), EPSY cfournier@tamu.edu; gbyrns@tamu.edu
Special Education Recruitment and Retention Grant Texas A&M University-Texarkana 2009......$35,375
Claire Hemingway (PI)
Carol Stuessy (Co-PI), TLAC Hemingway is with the Botanical Society of America Plant IT Careers, Cases and Collaboration Botanical Society of America窶年ational Science Foundation Three-year project totaling $543,795 2009......$186,480
Carol Stuessy (Co-PI), TLAC Hemingway is with the Botanical Society of America Planting Science Research in Education Botanical Society of America窶年ational Science Foundation Five-year project totaling $716,890 2009......$142,958
29
“By providing important support to literacy programs, these grants will reach out to Texas families affected by natural disasters and ensure that they can continue to learn to read, write and comprehend. Each of the programs selected has made a difference in the past, and I hope that with the help of these grants, they will continue to do so in the future.”
— Former First Lady Barbara Bush on the Disaster Recovery Grants through the Texas Center for the Advancement of Literacy and Learning
Bruce Herbert (PI)
Cathleen Loving (Co-PI), TLAC; Linda Crow (Co-PI); Maureen Loiacano (Co-PI); Guy Sconzo (Co-PI) Herbert is with Texas A&M Geology and Geophysics; Crow and Loiacano are with Lone Star College; Sconzo is with Humble ISD Professional Learning Community Model for Entry into Teaching Science National Science Foundation Five-year project totaling $710,729 2009......$258,386
Kenneth McLeroy (PI)
Jeffrey Guidry (Co-PI), HLKN; Carol Stuessy (Co-I), TLAC McLeroy is with Texas A&M Social and Behavioral Health and HLKN A Comprehensive Approach for Addressing Science Education in Underrepresented Populations University of Texas—M.D. Anderson Cancer Center Two-year project totaling $79,690 2009......$61,210
Erin McTigue (PI), TLAC Rafael Lara-Alecio (PI), EPSY a-lara@tamu.edu
Yolanda Padron (Co-PI), EPSY Bilingual/ESL Online: Working All Together (WAT) U.S. Department of Education Five-year project totaling $1,534,043 2009......$300,000
emctigue@tamu.edu
Increasing the Extent of Multicultural Literature Integration within Content Area Literacy Texas A&M Center for Teaching Excellence 2009......$800
Douglas Palmer (PI), DEAN dpalmer@tamu.edu
Online Bilingual Certification Project Texas Education Agency Two-year project totaling $500,000 2009......$250,000
Chance Lewis (PI), TLAC chance.lewis@tamu.edu
Pathways to the Doctorate Research Assistantship Texas A&M Office of Graduate Studies Two-year project totaling $30,000 2009......$5,000
30
School Training and Support in Qatar State of Qatar Five-year project totaling $10,365,181 2009......$1,586,540
Richard Parker (PI), EPSY rparker@tamu.edu
Shanna Hagan-Burke (Co-PI), EPSY; Deborah Simmons (Co-PI), EPSY Project ISEE: Preparing Intervention Scientists in Special Education U.S. Department of Education Four-year project totaling $799,635 2009......$199,995
Cynthia Riccio (PI), EPSY criccio@tamu.edu
Jorge Gonzalez (Co-PI), EPSY Preparation of Leadership Personnel: Doctoral Training Program in School Psychology/Special Education and the Hispanic Child with Disabilities U.S. Department of Education Four-year project totaling $795,044 2009......$198,761
Jim Scheurich (PI), EAHR jscheurich@tamu.edu
Lauren Cifuentes (Co-PI), EPSY Professional Development for Schools, Teachers, Administrators and Regions STAR Grant Somerville ISD Two-year project totaling $288,318 2009......$99,963
Robert Capraro (Co-PI), TLAC; Mary Margaret Capraro (Co-PI), TLAC Professional Development Services Waco ISD Two-year project totaling $94,000 2009......$68,452
Robert Capraro (Co-PI), TLAC; Mary Margaret Capraro (Co-PI), TLAC Professional Development Services – Carver Middle School Waco ISD 2009......$6,000
Transforming the lives of
187 15,740 11
school districts in Texas school children graduate students and an undergraduate student involved in our research
and developing the learning and teaching sciences through
Project D2K: Data to Knowledge Project Kimberly Vannest (PI), EPSY > kvannest@tamu.edu
31
Patrick Slattery (PI), TLAC pslattery@tamu.edu
Norvella Carter (Co-PI), TLAC; Chance Lewis (Co-PI), TLAC; B. Stephen Carpenter (Co-PI), TLAC Summer Arts and Humanities Institute for Urban Leadership Texas Higher Education Coordinating Board Three-year project totaling $750,000 2009......$250,000 > see story on pages 6-7
Dennie Smith (PI), TLAC denniesmith@tamu.edu
Jack Helfeldt (Co-PI), TLAC Develop and Deliver Ph.D. Cohort Program Texas A&M International University Five-year project totaling $107,170 2009......$22,690
Laura Stough (PI), EPSY
Teresa Jimarez (Co-PI), TLAC Spring Break Mexico City Study Abroad Program for Students in Foundations in Multicultural Education Texas A&M Office of the Dean of Undergraduate Studies 2009......$20,000
Dalun Zhang (PI), EPSY dalun@tamu.edu
Anne Reber (Co-PI) Reber is with Texas A&M Student Services Disability Training Network – Texas A&M University System U.S. Department of Education Three-year project totaling $997,726 2009......$322,926 Brazos Valley Employment Project Texas Council for Developmental Disabilities Three-year project totaling $375,000 2009......$125,000
lstough@tamu.edu
Dalun Zhang (Co-PI), EPSY Master’s Training Program for Instructional Specialists in Low-Incidence Disabilities U.S. Department of Education Four-year project totaling $799,795 2009......$199,941
Lynne Masel Walters (PI), TLAC lynne-walters@tamu.edu
Janet Hammer (Co-PI), TLAC; Martha Green (Co-PI) Green is with the Texas A&M International Center Seminar on China: The Place and the People U.S. Department of Education 2009......$81,422
32
Teresa Jimarez (Co-PI), TLAC Pilot Study Abroad Program Texas A&M Mexican American and U.S. Latino Research Center 2009......$20,000
Texas Advanced Leadership and Advocacy Conference Texas Council for Developmental Disabilities Five-year project totaling $712,500 2009......$112,500 Youth Leadership and Advocacy Projects Texas Council for Developmental Disabilities Four-year project totaling $250,000 2009......$75,000 Youth Leadership Program Training Texas Department of Assistive and Rehabilitative Services Three-year project totaling $75,000 2009......$25,000
Service/Editorships
Lynn M. Burlbaw (PI), TLAC burlbaw@neo.tamu.edu
Transforming the lives of
100 2
percent of Texas school districts graduate students involved in our research
and preparing education, health and human resource development practitioners by
Developing and Delivering a Ph.D. Cohort Program Project Dennie Smith (PI), TLAC > denniesmith@tamu.edu
Fulbright-Hays Summer Seminar U.S. Department of Education 2009......$22,000
Larry Dooley (PI), EAHR l-dooley@tamu.edu
Fredrick Nafukho (Co-PI), EAHR; Jamie Callahan (Co-PI), EAHR Course Conversion for Master of Science Degree in EAHR Texas A&M Office of the Vice President for Research 2009......$129,967
Toby Egan (PI), EAHR egan@tamu.edu
Professional Certificate for Human Resource Management Arabian Society for Human Resource Management 2009......$197,285 Master of Science in Human Resource Development Arabian Society for Human Resource Management 2009......$162,792
Professional Certificate Program in Human Resource Development Arabian Society for Human Resource Management 2009......$112,681
Master of Science in Human Resource Development Golden Trust (Bahrain) 2009......$40,800
33
Timothy Elliott (PI), EPSY
Arlen Strader (PI), DEAN
Editorship of Rehabilitation Psychology American Psychological Foundation 2009......$15,945
Update and Expansion of the NSBRI Information Management System NSBRI Baylor College of Medicine 2009......$131,617
telliott@tamu.edu
John Hoyle (PI), EAHR jhoyle@tamu.edu
Administrative Leadership Institute (ALI) Participants 2009......$30,064
NSBRI—Website and Special Public Outreach Project Support NSBRI Baylor College of Medicine 2009......$90,774
Gerald Kulm (PI), TLAC
Robert Woodward (PI), EPSY
Editorial Support Services for the Journal of School Science and Mathematics School Science and Mathematics Association Six-year project totaling $215,532 2009......$42,511
Youth Adventure Program (YAP) Participants 2009......$158,084
gkulm@tamu.edu
Yvonna Lincoln (PI), EAHR ysl@tamu.edu
Editorship of Qualitative Inquiry Journal Sage Publications, Ltd 2009......$10,000
Jim Scheurich (PI), EAHR jscheurich@tamu.edu
International Journal of Qualitative Studies in Education Taylor & Francis 2009......$23,182
34
strader@tamu.edu
drjay@tamu.edu
Faculty Funding Directory Alfred, Mary........................18, 20, 23
Goddard, Roger..................27
Pedersen, Susan..................27, 28
Ash, Michael.......................23
Goddard, Yvonne................27
Riccio, Cynthia.....................31
Bennett, Gregg...................23
Gonzalez, Jorge.................31
Ridley, Charles.....................20, 21
Benz, Michael.....................18, 28
Greene, Nicolas..................25
Scheurich, Jim......................20, 31, 34
Blake, Jamilia.....................18
Grenwelge, Cheryl..............28
Sharp, Amy...........................28
Bloomfield, Susan...............23, 26
Guidry, Jeffrey.....................18, 21, 30
Shaw-Ridley, Mary................20, 21
Bonner, Fred.......................20
Hagan-Burke, Shanna........21, 28, 30
Shea, Charles...................... 24
Brossart, Daniel..................24
Hammer, Janet...................29, 32
Simmons, Deborah...............21, 30
Burke, Mack........................28
Helfeldt, Jack......................32
Singer, John.........................24
Burlbaw, Lynn M.................27, 33
Hoyle, John.........................34
Skrla, Linda..........................20, 21, 22
Byrd, David.........................28
Hughes, Jan.......................19
Slattery, Patrick....................32
Byrnes, Glenda...................29
Jensen-Doss, Amanda....... 25
Slough, Scott........................28
Callahan, Jamie..................33
Jimarez, Teresa..................32
Smith, Dennie.......................32
Capraro, Mary Margaret.....20, 31
Kracht, James.................... 19
Stillisano, Jacqueline............22, 28
Capraro, Robert..................20, 31
Kreider, Richard..................25
Stough, Laura...................... 32
Carpenter, B. Stephen........27, 32
Kulm, Gerald.......................34
Strader, Arlen.......................34
Carter, Norvella...................32
Kwok, Oi-man.....................19, 21
Stuessy, Carol......................18, 22, 29, 30
Castillo, Linda.................... 18, 24
Lara-Alecio, Rafael.............28, 30
Swift, Sibyl............................26
Chlup, Dominique...............27
Lawler, John........................25
Tong, Fuhui.......................... 28
Christou, Demetra..............23
Lewis, Chance....................18, 20, 30, 32
Vannest, Kimberly.................28
Christou, Evangelos...........24
Lincoln, Yvonna..................34
Walters, Lynne Masel...........32
Cifuentes, Lauren...............27, 28, 31
Loving, Cathleen.................30
Waxman, Hersh....................22, 27, 28
Crouse, Stephen................ 25
Lynch, Patricia....................18
Wiese, Patricia.....................29
Cunningham, George.........24
Massett, Michael.................25
Woodman, Christopher.........26
Davis, Trina.........................27
McKenzie, Kathryn Bell.......20
Woodward, Robert...............34
Dooley, Larry.......................33
McKyer, E. Lisako...............20, 25, 26
Wright, David........................24
Egan, Toby..........................33
McNamara, James.............22
Zhang, Dalun........................26, 32
Eidson, Karla......................29
McTigue, Erin......................30
Elliott, Timothy.....................24, 34
Nafukho, Fredrick...............33
Fluckey, James...................23, 24
Padron, Yolanda.................30
Fournier, Constance...........29
Palmer, Douglas.................30
Fuller, Mel...........................18
Parker, Richard...................28, 30
35
College of Education & Human Development Texas A&M University 4222 TAMU College Station, TX 77843-4222 www.cehd.tamu.edu