Center on Literacy and Deafness
The Center on Literacy and Deafness is a multi-university Center funded by the Institute of Educational Sciences. The UA research team includes Shirin D. Antia, M. Christina Rivera, Jennifer Catalano, and Janna Dunagan. Their collaborations work toward the identification of instructional variables that influence Deaf and Hard of Hearing (DHH) children's learning of literacy and language. In order to develop promising and effective interventions, the University of Arizonateam has established language intervention strategies designed to enhance DHH children's learning of vocabulary and English syntax. More on this project can be found on the CLAD site.
What if the arid southwest could could yield crops that were profitable and drought friendly? We can.
The College of Education’s Sara Chavarria is collaborating on the Sustainable Bioeconomy for Arid Regions (SBAR) project led by University of Arizona professor Kim Ogden on the mass production of new biofuels and bioproducts in the Southwestern U.S. The five-year grant of up to $15 million from the U.S. Department of Agriculture's National Institute of Food and Agriculture includes summer workshops for secondary school teachers. The participating teachers in Arizona and New Mexico will learn about the bioeconomy, bioproducts, and biofuels being researched and will be partnered with a graduate student in agriculture or engineering. Together they will co-design lessons for their students. Learn more about becoming an SBAR teacher. This project was recently highlighted in UA News; read about it here.
In this study, Blaine Smith closely examines 10th grade students as they collaboratively create multimodal projects connected to literature in multilingual ELA classes. Findings from this project will advance the field in understanding how students’ literacy-learning is revealed, and how it travels and transforms across different modalities in digital environments. The outcome will also aid English Language Arts teachers in effectively integrating digital multimodal projects to support literary analysis. Funded by a National Academy of Education/Spencer Postdoctoral Fellowship, this two-year project looks at how culturally and linguistically diverse adolescents analyze literature through visuals, sound, text, and movement, as well as how the ideas developed transfer to their academic writing.
Cognition and Memory
As the director of the Cognition and Memory in Education and Learning (CAMEL) lab, Jonathan Tullis investigates how learning environments can prompt learners to capitalize on the strengths of memory, minimize the impact of the weakness of memory, and decrease the efforts learners expend. His research brings to light a better understanding of fundamental cognitive processes so that educators can more effectively structure learning environments to match the characteristics and quirks of cognition in learners. Read more on this project here.
As reported by UA News:
Low-income high school students whose parents do not have undergraduate degrees will now have four continuous years of academic and social support to help prepare them for college life. The University of Arizona's College of Education has received $257,500 for an initial year of funding from the U.S. Department of Education to launch Upward Bound, an evidence-based program providing the social and academic capital-building support necessary to help students successfully transition into college. The team expects to be funded for five years and will support students in the Tucson Unified School District. Led by Gary Rhoades, principal investigator on the grant, a UA team will introduce Upward Bound modeled after the University's Native SOAR (Student Outreach Access and Resiliency) program, which trains UA students to serve as mentors to American Indian high school students. Read the full article here.
As reported by UA News:
Using images and data from the University of Arizona's Mars HiRISE camera, Sunggye Hong and Stephen Kortenkamp are creating educational experiences and tactile tools about the Red Planet to help students gain insight and interest in scientific exploration and study — and motivate students to imagine their future as scientists. Funded by the National Science Foundation, Project POEM, short for Project-Based Learning Opportunities and Exploration of Mentorship for Students With Visual Impairments in STEM, will involve 35 middle and high school students with visual impairments in a 14-month program meant to train them toward the science, technology, engineering and mathematics fields. Read the full story.
With over 90% of participating teachers remaining in their profession for at least three years after participation, this innovative project offers teachers a combination of paid summer work experience in Arizona businesses and intensive coursework, leading to either professional development credit or a master’s degree. At the same time, it aims to retain excellent teachers in Science, Technology, Engineering and Math.
UA College of Education, under the guidance of PI Bruce Johnson and project director Javier Lopez, partners with Tucson Values Teachers, industry partners, and Arizona school districts to provide a model of how these community members can successfully work together toward quality education for our children and youth.
Learn more about this 2.4 million project, originally funded by Science Foundation Arizona, with recent funding by Freeport MacMoRan Foundation and the Thomas R. Brown Family Foundation.
Evaluation of UA Micro-campus Project
As mentioned in Inside Higher Ed:
University of Arizona wants to establish more than 25 “microcampuses” -- capable of collectively educating more than 25,000 students -- at partner universities around the world. Arizona’s Center for the Study of Higher Education will be leading an evaluation effort of the microcampuses, looking at a series of research questions including the experiences and outcomes for participating students and their reasons for selecting microcampus programs, and the experiences and outcomes for participating faculty, including as they relate to teaching collaboration and research production. “Quality control is the exact reason the UA microcampus will involve ongoing research,” Jenny Lee, a professor at the center who is leading the evaluation effort, said via email. “We will be surveying and interviewing participating students and faculty throughout the year and [in] years to come on a range of experiences and outcomes.” Read more here and here.
An Intervention to Provide Youth with Visual Impairments with Strategies to Access Graphical Information in Math Word Problems
A team, funded by the Institute of Education Sciences is building graphic literacy skills of middle school students with visual impairments. By allowing students with visual impairments to customize their work environment, and access graphics in their preferred literacy medium, they are better positioned to succeed in algebra. These students will then have a solid foundation to persist in STEM fields. Dr. Rosenblum directs this three-year, $1.4 million project, in collaboration with Dr. Beal of the University of Florida. Find more information on the AnimalWatch Vi: Building Graphics Literacy website.
In an effort to improve library practices, programs, and services for adult patrons, especially economically vulnerable and socially isolated adults, seniors, English learners, unemployed and others lacking digital problem solving skills, researchers in Portland, Oregon will look at trends in adults’ digital literacy skills. These city-wide trends can then be examined alongside national and international data to make comparisons that have practical as well as policy implications.
Jill Castek is collaborating with Multnomah County Library in Portland, Oregon on this three-year, half-million dollar project, funded by the Institute for Museum and Library Services.
Read more on this work toward digital equity.
As powerful geographic information systems and technologies revolutionize planning and operations in the military, the University of Arizona has launched a project to encourage ROTC students and student veterans to pursue careers as scientists and engineers with the U.S. Navy. Led by the the College of Education's Sara Chavarria, an interdisciplinary team has launched "NAVy Intelligence through Geospatial Applications and TEchnology," or NAVIGATE, a three-year project with more than $748,000 in funding from the Office of Naval Research. Read more here or visit Project NAVIGATE.
The Indigenous Teacher Education Project (ITEP) is a 4-year project in partnership with the Gila River Indian Community, Pascua Yaqui Tribe, Tohono O'odham Nation, and Tucson Unified School District to strengthen the learning experiences of indigenous students by addressing the need to increase the number of Indigenous teachers serving Indigenous students, schools, and communities. The project is led by Valerie Shirley, in collaboration with Jeremy Garcia and Kari Chew. The ITEP will support a cohort of Indigenous preservice teachers in the Elementary Education Program, with a focus on Indigenous Education. Critical, and unique, the cohort will participate in the American Indian Language Development Institute (AILDI), to further strengthen efforts to revitalize and promote the use of Indigenous languages in classrooms. The$1 million project is funded through the United States Department of Education.
As reported by UA News:
The University of Arizona has received a $2 million grant for a study to determine if adjustments to daily routines for youths with Type 1 diabetes can improve regulation of their glucose levels and enhance daily management of the disease.The five-year study will track routines such as sleep, diet, physical activity, school activity and diabetes management. It is being funded by the National Institutes of Health's National Institute of Diabetes and Digestive and Kidney Diseases."The ultimate goal is to know what aspects of sleep or other parts of their daily routines — and how families work together in those routines — should be incorporated into standard diabetes care," said principal investigator Michelle Perfect, a UA associate professor and associate program director in the School Psychology Program in the College of Education. Read the full story.
Read about related research
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