Keller, M. J. (Principal), (September 1, 2021 - August 31, 2022).
"Work Study Mentorship Programs," ($132,888.00). Texas Higher Education Coordinating Board. Type: Service; Role: PI (100%).
The purpose of the Texas Higher Education Coordinating Board Work-Study Student Mentorship Program (WSMP) is to provide employment to eligible students with financial need to mentor, tutor, or advise students at participating institutions of higher education or high school students within local school districts and nonprofit organizations. The primary goal of the program is to improve and increase student access, success, and completion of higher education and to provide employed WSMP students with an opportunity to gain and strengthen career readiness skills. These student mentor, tutor, and advising positions are funded by a combination of state appropriations provided by the Texas College Work-Study (TCWS) Program.
Journal reviewer award
Sarah Deemer, PhD, CSCS
External Grants/Contracts (Awarded, Active)
Name: Sarah Deemer, PhD
Title: Understanding physical activity behaviors among Hispanic Adults: a positive deviance approach
Budget: $12,600 (Direct Costs: $11,396; IDC rate at 8% per sponsor limitation: $1,204)
Funder: NHLBI - Program to Increase Diversity in Faculty Engaged in Behavioral and Sleep Medicine (PRIDE)
Type: Research grant
Role: Primary Investigator (100%)
Veronica Jones Baldwin
I was awarded a Spender Foundation Small Research Grant in March 2022. The project is entitled “Resistance or Racism? Unpacking Critical Race Theory Bans in a Sociopolitical Era of Anti-Racism” and the award was for $50,000. I received it along with my co-investigator Dr. Kaleb Briscoe at Mississippi State University.
I was selected for the APA Division 10's Daniel E. Berlyne Award. Here is some information about it:
"The Berlyne Award is given in recognition of outstanding research by an early career scholar (i.e., within 10 years of final degree).
I was also selected by COE FAC committee for "Faculty Research Excellence Award."
I am counting the IES grant that was awarded in 2020. It is an active grant but not awarded during the period you mentioned.
PI: Wesley Edwards, PhD
Project Title: Investigating North Texas Teacher Pipelines: Analysis of New Teacher Careers and Student Outcomes
Abstract: The purpose of this project is to examine whether new teachers who are prepared through programs with a focus on recruiting, training, and placing students from a geographically local context, have higher retention rates and larger impacts on student achievement compared to teachers prepared through non-localized programs. At the intersection of leadership, policy, and practice, the results of this study will provide important evidence about north Texas teacher pipelines, with an explicit focus on outcomes for new teachers of Color and the students they serve.
Sponsor: Communities Foundation of Texas W.W. Caruth, Jr. Fund
Duration: 2 years
Colleen Eddy was awarded a $75,000 grant from the National Science Foundation (NSF). Dr. Colleen McLean Eddy will serve as PI along with Dr. Zhenhua Huang (Co-PI) in the UNT College of Engineering on a research project entitled, "Capacity Building: Creating and Sustaining a Pathway for Engineering Majors to be STEM Teachers." This research project will investigate engineering majors, especially students of color, interest in becoming and retaining them as STEM teachers. From this research, they will develop a framework for recruitment, retention, and reshaping graduate teacher certification for engineering students to become STEM teachers.
I was awarded a Spencer Foundation Small Grant this academic year. I was also named a Journal of the Learning Sciences (my flagship journal) Reviewer of the Year for 2021. For JLS, that means a great deal as we as a community value careful, thoughtful, rigorous interrogation of theoretical frameworks as well as methods and findings and we insist on providing that feedback in a positive critique that supports the growth of the work and the author(s). I am quite proud of both accomplishments.
Families Learning, Being, and Doing (LBD)
Spencer Small Grant $50,000
The LBD Study partners with young children (ages 3-5 years) and caregivers to tell stories collaboratively through documenting, interpreting, and sharing about how young kids are learning and thriving in families taking COVID precautions. Through these partnerships, we will develop new methods of co-observation that more ethically distribute the responsibilities and rewards of engaging in research among researchers and participants to contribute more ecologically valid learning theory contextualized in the family's knowledge systems.
Hyunny Ro (Hyun Kyoung Ro)
As a Co-PI, I have received an NSF Hispanic Serving Institution grant ($799, 904) for a joint project entitled “ The Journey of Inclusion, Identity, and Intersectionality”.
The Journey of Inclusion, Identity, and Intersectionality (JoIII) project employs an asset-based approach to promote ethnic and gender equity and inclusion for Latinx students and communities in engineering. With this grant, North Central Texas College (NCTC) and University of North Texas (UNT) will develop partnership to implement research-informed policies and practices to change institutional culture and to better serve Latinx students for their pathways and success in for engineering and computer science (ECS). The three “I’s—Inclusion, Identity, and Intersectionality—serve as the unifying theme of the JoIII project. With this grant, we will modify both institutions’ Diversity, Equity and Inclusion initiatives and we will offer new programs to incorporate an asset-based approach to promote Latinx students’ pathways and success.
Zhang, T. (PI; 2021-2026). Head Start to Healthy Lifestyles (HSHL) with SNAP-Ed. Supplemental Nutrition Assistance Program Education (SNAP-Ed) Priority Project, Texas Health & Human Services and U.S. Department of Agriculture (USDA). (Funded and Active; Grant #: HHS001018600004)
Curriculum and Instruction Honor Award, Society of Health and Physical Educators (SHAPE America).
Winner of 2022 Innovative Paper Award, Society of Health and Physical Educators (SHAPE America).
Toulouse Scholar Award, University of North Texas.
Stephanie Silveira, S.L. PI 2022-2023
University of North Texas Research Seed Funding
“Exercise Program Preferences and Theoretical Correlates of Exercise Behavior Among Hispanics with Multiple Sclerosis”
This study aims to examine the exercise program needs and preferences
Silveira, S.L. Co-PI 2020-2022
The Consortium of Multiple Sclerosis Centers Pilot Awards
“Examining Patterns and Correlates of Wellness in Persons with Multiple Sclerosis who use Wheelchairs”
This study is an epidemiological examination of health behaviors and wellness outcomes among adults with multiple sclerosis who use wheelchairs for mobility.
*This was transferred to UNT in 2022
Total Award: $40,000, UNT Award: $20,409
My co-authors and I won the 2021 McJulien Scholar Award presented by the Association for Educational Communications and Technology (AECT) for the following conference paper submission:
Greenhalgh, S. P., Krutka, D. G., & Oltmann, S. M. (2021). Gab, Parler, and Reconsidering learning on social media. Paper presented at the Association for Educational Communications and Technology (AECT) annual convention.
The paper was published here:
Greenhalgh, S. P., Krutka, D. G., & Oltmann, S. M. (2021). Gab, Parler, and (mis)educational technologies: Reconsidering informal learning on social media platforms. Journal of Applied Instructional Design, 10(3). https://doi.org/10.51869/103/sgdkso
Jerraco L. Johnson, Ph.D
Department of Kinesiology, Health Promotion, & Recreation
I received an NIH (NHLBI) funded grant entitled: “The Association of Parental and Child Physical Activity by Weight Status in Preschool-Age Black Children” This is a project that will look at secondary data from NHANES and will contribute to my skillsets using secondary data. This is a project associated with the NIH obesity and health disparities (OHD) PRIDE program where I am currently a fellow. Total funding: $18,975.00.
NCTE Professional Dyads and Culturally Relevant Teaching (PDCRT) - NCTE
The PDCRT project, initiated by the Affirmative Action Committee of the Early Childhood Education Assembly (ECEA) of the National Council of Teachers of English (NCTE) was developed to create a space within NCTE to support early childhood Educators of Color and educators who teach Children of Color, children who are emerging bi/multilinguals, and children from low-income households in studying about culturally relevant pedagogies and generating, implementing, documenting, evaluating, assessing, and disseminating classroom practices and process reflections from work done in preK to fifth-grade classrooms.
Brittany L. Frieson
Marin Woodard is a recent graduate of the University of North Texas with a bachelor’s degree in education and a certification in special education. Woodard is a first-year fourth-grade math and science teacher in Denton ISD and is excited to show students that cultural diversity is for all people in all subjects. Woodard is excited to be a black woman in the STEM field and to be able to teach students that scientists and mathematicians can look like anyone.
Dr. Christina Dearman
I have a grant from the Sid W. Richardson Foundation in the amount of $157,800.00.
The grant is not tied to research, rather the majority of the grant is last-dollar support applied to the student financial aid packets to offset the cost of attendance for the 2022-23 academic year. Students are from FWISD and are seeking degrees and certifications in education. The maximum number that can be supported is seventeen and I am currently deep into this work right now, working hard to fill every space. It is exciting to talk with students about their future plans, and especially meaningful as several will be first-generation, college students.
Ceballos, P. L., Mukherjee, D. Cartwright, A. D., Carey, C. D. D. Expanding cultural and linguistically appropriate services into integrated care and behavioral health settings. U.S. Health Resources and Services Administration - Behavioral Health Workforce Education and Training Grant.
$1,483,228.00 (4-year: 2021 $332,990; 2022 $256,889; 2023 $385,179; 2024 $408,169).
Project Director and Principal Investigator, 60% responsibility