Selected Current & Past Projects

Selected Current & Past Projects


evalpast1The goal of this three-year (2007-2010) NSF-funded Information Technology for Students and Teachers (ITEST) project to the Center for Innovation in Science and Engineering Education at Stevens Institute of Technology is to catalyze student interest and achievement in engineering, science, and information technology through the design and construction of underwater robots.

The participants include over 75 teachers from 36 middle and high schools from geographically, socio-economically and academically diverse schools throughout New Jersey and New York City . The evaluation is looking at impact on teachers, students, and guidance counselors.

Camden County Arts in Education Model Development and Dissemination (AEMDD)

MINOLTA DIGITAL CAMERAThis three-year (2006-2009) Department of Education grant to Camden County Technical Schools brings together K-4 teachers with the Rutgers Center for the Arts (RCCA) to infuse arts throughout the curriculum.

The teacher professional development component focuses not only on integrating the arts but on improving curriculum design. The evaluation is looking at the impact of the arts on teacher instructional strategies, student learning, and student engagement.


NSF-funded IGERT initiatives provide fellowships to graduate students who want to bridge traditional divides between academic departments and engage in interdisciplinary research. The evaluation of a five-year IGERT grant (2003-2008) to Columbia University ‘s Fu School of Engineering is looking at the impact on students and faculty, including changes in collaborations across departments and disciplines. The evaluation of an IGERT grant to the School of International and Public Affairs focused on evaluating the impact on graduate student research.

SPARC (Science Preparation Alliance of Rutgers and Camden)

MINOLTA DIGITAL CAMERAThe goal of this five-year (2003-2008) grant from the National Institutes of Health to Rutgers University/Camden is to encourage middle-school students to participate in inquiry-based activities in science by training teachers to help their students create challenging science fair projects, with a particular focus on addiction and drug abuse. The evaluation is looking at the impact on the participating teachers, both in terms of science fair participation and changes in classroom activities, as well as at changes in student participation rates in the science fairs.

Broadening Participation in Computing (BPC)

The first goal of this three-year (2005-2008) NSF grant to Brooklyn College faculty in Computer Science is to redesign the introductory computer science curriculum in order to attract more women and other groups historically underrepresented in computer science. The second goal is to interest high school students in computer science through two-week summer institutes include mini-courses on games, robotics, cryptography, and web design. The evaluation is looking at the impact of the courses and institutes on the students.

Mapping the World

evalpast4This research grant, from the National Geographic Education Fund, continues prior NGEF support for research on children’s geography learning. Begun as a project to use freehand mapping to understand children’s understanding of key geography concepts, the project is now developing GeoGames, an online game to help students understand maps, globes, and mapping.

Online Teaching and Classroom Change

This research grant from NCREL, one of a suite of ten awards to study K-12 distance learning awarded in 2005, looked at the transformations, of teacher and course, and the two-way flow of teaching practices between face-to-face and online environments, with a particular focus on the effect of teaching online on subsequent classroom practice. Results have been presented at AERA, NACOL, and to the Sloan Consortium and will be published in Innovate in Spring 2008.

Community College Pathways to Improved Teacher Preparation Through Technology

MINOLTA DIGITAL CAMERAAlthough the nation’s community colleges train a high percentage of public school teachers, many community college faculty are unprepared to use technology in their classrooms. By the end of this three-year project (2003-2007), a U.S. Department of Education PT-3 grant to the Center for Innovation in Engineering and Science Education at Stevens Institute of Technology, faculty from thirty community colleges had participated in a hybrid face-to-face and online training and development program to integrate Internet-based curricula into math, science, language arts, and educational technology courses taken by pre-service teachers.

The evaluation looked at the impact on the participating faculty. A summary of the results, entitled Use of Real-World Data and Information in the Classroom: Evolution of a K-14 Teacher Preparation Model, was published by The League for Innovation in the Community College in October 2007.

Adjunct Academy at CityTech

CityTech students are among the less academically prepared of the students in the CUNY system and often fail to get through the required first-year “gatekeeper?courses, leading to high course withdrawal and failure rates, and high program drop-out rates. This three-year (2004-2007) U.S. Department of Education FIPSE grant was to develop an adjunct faculty tutoring program in order to reduce rates of student failure and also create a community among adjuncts. The evaluation looked at the impact of the tutoring program on participating faculty and students.

Students Using Technology To Achieve Reading-Writing (STAR-W)

evalpast6This three-year (2003-2006) grant to the Center for Innovation in Engineering and Science Education at Stevens Institute for Technology from the New Jersey Department of Education sought to increase student achievement in Language Arts Literacy in grades three through five in Hoboken, one of New Jersey’s most struggling cities, through the use of technology. The evaluation looked at the impact on teachers and students.

International Baccalaureate Online Professional Development

IB has a commitment to expand from its traditional base of elite private schools and gifted public school programs to low income communities, which do not have the resources to support IB’s traditional face-to-face workshop format. This project, funded by a two-year grant from the U.S. Department of Education (2004-2006), piloted a series of online professional development workshops for teachers in New York City , Hoboken , NJ , Binghamton , NY , and Springfield , MA . The evaluation focused on issues surrounding the use of an online environment for teacher professional development.