The College of Education supports faculty in seeking externally funded research and sponsored projects. Our goal is to aid faculty and professional staff in their efforts to secure external funding by assisting with proposal review and submission, account management, professional development, and dissemination of results, findings, and best practices.
PI: Claire Cavallaro
In the summer of 2015, with generous support from the Bill & Melinda Gates Foundation, the S. D. Bechtel, Jr. Foundation, and the Silver Giving Foundation, the Association of Independent California Colleges and Universities (AICCU) and its member institutions, the California State University (CSU) system, and New Teacher Center (NTC) partnered to host the Better Together: California Teachers Summit. The Summit brought over 10,000 California teachers together for an unprecedented day of learning at 33 college and university campuses across the state. Attendees shared ideas, built networks, and learned concrete strategies for implementing Common Core State Standards (CCSS).
SUMMER COLLEGE KIDS OUSD
PI: Kathryn Glasswell
Summer College for kids provides reading intervention for 100 elementary children in Orange Unified School District. The project is hosted at Cambridge, Palmyra, Sycamore and West Orange Elem for two weeks in Aug (1-12). The project is staffed by 30 OUSD teachers who are supervised/advised by 6 CSUF alumni (Reading Specialists) and 2 CSUF READ faculty. In addition to the summer, the CSUF faculty provide 3 after school professional development sessions to the OUSD teachers and 2 day for 10 additional OUSD teacher.
INTEGRATED TEACHER PREP
PI: Melinda Pierson
The Integrated Teacher Preparation Program supports the development of an undergraduate pathway to earning an Education Specialist credential for CHAD majors. The project collaborates with community college partners and the CHAD department to identify individuals who are interested in obtaining a California teaching credential in Special Education-Early Childhood.
PI: Kristin Stang
The Preparation and Retention of Collaborative, Effective, and Successful Specialists, (PROCESS) Project restructures the existing Education Specialist Mild/Moderate Teacher Education program in the Department of Special Education at California State University, Fullerton (CSUF) which trains teacher candidates to serve students with high incidence (HI) disabilities.
PREPARING A NEW GENERATION OF EDUCATORS FOR CALIFORNIA
PI: Ruth Yopp-Edwards
The overarching goal of the project is to transform recruitment, selection, and preparation of teachers across the CSU system so they are expert in, excited about, and models of excellence in their subjects. Special attention will be given to the CCSS and NGSS.
WELCOMING SCHOOLS/ WELLNESS INCLUSION SCHOOLS
PI: Sharon Chappell
The Welcome Schools program works with CSUF Credential students and OC teacher training in a dynamic framework of school community wellness that includes addressing bias based bullying and the implementation of successful strategies to build welcoming and inclusive schools.
CULTIVATING TEACHER LEADERS: A PROGRESSIVE APPROACH TO GROWING AND DIVERSIFYING THE TEACHING PROFESSION IN CALIFORNIA AND BEYOND
PI: Aimee Nelson
Cultivating Teacher Leaders is a series of programs designed to mitigate the teaching shortage and diversify the teaching profession in California. The project includes a high school junior/senior support program, an undergraduate mentorship program and a post-graduation professional development/career support component. Each component of the project together will create a cycle of sponsorship, a bridge to teaching and cultivate a network of educators who will inspire generations of future teachers.
NATIONAL RESOURCE CENTER ON ASIAN LANGUAGES
PI: Natalie Tran
This proposal established the Center for Asian Languages (NRCAL) which is designed to improve the nation’s capacity for the teaching and learning of Asian languages including Vietnamese, Korean, Chinese, and Japanese. The funds have been used to develop instructional resources and professional development to enhance the teaching, learning, and research of these less commonly taught languages in the United States. Since its inception, NRCAL has continuously partnered with school districts across the county to develop dual immersion programs and to create unique materials for the large Asian populations across the county.
LEADERSHIP INSTITUTE FOR TOMORROWS LEADERS (LIFT)
PI: Ding-Jo Currie
Created in 2015 by Dr. Ding-Jo Currie, LIFT is a one-year mentorship program connecting participants to a mentor that will help in the development of their careers in higher education. LIFT was created to mentor and LIFT young diverse professionals who may not have developed a clear sense of their leadership potential yet, toward concrete skills and experiences to help the to pursue career upward mobility in higher education leadership. Mentors, who themselves are current and past college and university presidents, deans, chancellors, and provosts will spend the time with participants to help them recognize their leadership potential on many fronts. Their focus are in developing and enhancing observational, communication and relationship building capacities, and problem solving around real case studies.
- 1 year Leadership program targeted for young professionals seeking leadership opportunities in higher education.
- Serves around 40 participants coming from Community Colleges all over the U.S.
- The program begins with a 1 week leadership conference followed by quarterly seminars, as well as, provides participants with a mentor to meet on a quarterly basis.
PREPARING SCHOOL PSYCHOLOGISTS TO EFFECTIVELY SUPPORT ENGLISH LANGUAGE LEARNERS AND MIGRANT STUDENTS THROUGH MENTORSHIP AND TECHNOLOGY
PI: Dawn Person
The Center for Research on Educational Access and Leadership, under the direction of Dr. Dawn Person, will conduct an evaluation of Project AMABLE at CSU Monterey Bay.
AFTER SCHOOL COLLEGE 4K16-17
PI: Kathryn Glasswell
After School College for Kids will provide extensive professional learning for 4 school sites (Cambridge, Palmyra, Sycamore, and West Orange Elementary Schools) in Orange Unified School District. The goal is to extend our reach to 35 OUSD teachers and coaches and to provide intensive after school learning for up to 160 OUSD students.
COMMON CORE STATE STANDARDS IN MATHEMATICS COLLEGE READINESS TEACHER DEVELOPMENT
PI: Mark Ellis
Through this program, faculty have created online modules focused on mathematics readiness for college aimed at pre-service Math and Foundational-Level Math teacher candidates. These modules will support candidates' learning about the rigor expected of college ready students in mathematics as well as the mathematical practices expected of these students. There has been a special focus on critical mathematics content known to present a challenge to secondary students as well as to new types of assessment items such as those found on the Smarter Balanced Assessment in mathematics.
VIETNAMESE LITERACY DEVELOPMENT
PI: Natalie Tran
The Vietnamese Literacy Development Project aims to identify and develop instructional materials and assessments, and providing professional development for teachers teaching Vietnamese English dual language immersion programs. The scope of work includes creating scope and sequence for K-3 grade Vietnamese phonics and phonemic awareness and supporting teachers to incorporate language specific development that reflects the Common Core State Standards.
TRANSFORMING ACADEMIC AND CULTURAL IDENTIDAD THROUGH BILTERACY (TACIB)
PI: Mark Ellis
The goal of the TACIB project is to leverage existing partnerships to increase sixth to eighth grade students’ achievement in and attitudes toward mathematics and science through an integrated dual language approach in an urban predominantly Latino community in southern California.
ADVANCING TEACHERS OF MATHEMATICS TO ADVANCE LEARNING FOR ALL (ATMALA)
PI: Mark Ellis
Project ATMALA is a collaboration among CSUF, Anaheim Union High School District, and the National Board for Professional Teaching Standards. Building on the success of Project MT2 (a currently funded NSF Noyce Project), this project will continue its mission to develop highly effective teachers of mathematics to serve as teacher-leaders in high-need schools in the greater Orange County region.
PIs: Dr. Claire Cavallaro/ Dr. Mark Ellis
Titan EDUCATOR was designed preparation through co-teaching in a Residency-based Integrated model at professional Development sites that provided exemplary clinical Experiences. This project strengthened university and school district partnerships with high-need district partners to improve teacher preparation programs, facilitated cross-department collaboration, and ensured articulation and alignment of the undergraduate GE pathway with Common Core State Standards/Next Generation Science Standards.
PI: Janice Myck-Wayne
Project STAR addresses the Clear credential program by supporting beginning teachers in the field who hold a Preliminary ECSE education specialist credential and who need to obtain a Clear permanent credential. Each grant cycle budgets 65% of its annual funds over the 5-year period towards scholar support.
INTEGRATED TEACHER PREPARATION PROGRAM FOR SPECIAL EDUCATION
PI: Barbara Glaesar
The Integrated Pathway for Teaching Special Education (IPTSE) program will create a direct link between Orange County high schools, the Fullerton and Santa Ana Community Colleges and CSU Fullerton for a candidate to complete a BS in Child and Adolescent Studies (CHAD) and file for a Preliminary Education Specialist Credential within four years. Candidates will have a choice to earn a Mild/Moderate or Moderate/Severe Education Specialist Credential.
HSI STEM ARTICULATION PROGRAM
PI: Aimee Nelson
ENGAGE in STEM is a partnership between Santa Ana College (SAC) , Fullerton College (FC), and California State University Fullerton (CSUF) in a multi faceted effort to a) increase the number of Hispanic and other low income students attaining degrees in the fields of science, technology, engineering, or mathematics (STEM) b) Develop model transfer and articulation agreements between institutions c) Enable more data based, decision making and c) increase the number of math and science teachers.
HIGH SCHOOL EQUIVALENCY PROGRAM
PI: Pablo Jasis
CSUF-HEP provides High School Equivalency instruction, support services and transition-to-college activities to migrant students from farmworker backgrounds. The program's aim is to create a pipeline to higher education, vocational training or enhanced employment for a hard working, underserved community, and to disrupt a cycle of poverty and lack of opportunities through education. Instruction and support services are provided on campus and at three community sites.
SUMMER ENGLISH LANGUAGE DEVELOPMENT- ART CAMP
PI: Teresa Crawford
Through the Summer English Language Development Program two CSUF faculty provide training on the curriculum to be used for the Summer ELD-Art Camp offered to students (Grades 3-5) from three elementary schools in the PYLUSD district. In addition, this project provides support for teachers in curriculum implementation during the 3-week summer camp to be held July 2016.
CSUF TEACHER PATHWAY PARTNERSHIP
PI: Daniel Choi
The underlying goal of the program is to create a local, diverse, and experienced corps of new teachers who will ultimately teach in the communities in which they have lived and worked. CSUF partners with three local community colleges to provide unique hands on experiences for students so that they may be inspired to pursue a career in teaching. CSUF uses use its resources to support students learning and moving through the education career pathway.
IPERSONALIZE: THE GAMIFICATION OF EDUCATION
PI: Dawn Person
The Center for Research on Educational Access and Leadership (C-REAL) is collaborating with Fullerton school district to evaluate a new teaching intervention. Specifically, this research has multiple aims: 1) to evaluate the effectiveness of the iPersonalize program goals and successful project implementation. This will be done through the collection of quantitative and qualitative data through surveys, interviews, and focus groups used to assess program effectiveness specific to program's progress towards meeting expected objectives, tracking students' academic progress and participation, and providing feedback for program improvements; 2) to conduct a Quasi-experimental design with an academic achievement matched control group testing the efficacy of the iPersonalize model and its effects on student achievement as measured by benchmarks that include English and Math grades; increased engagement and resiliency in school; and student's sense of agency.