HAPPY HOLIDAYS FROM YOUR OER TEAM!
From Thomasenia Adams, Ana Puig, Amanda Reifenrath, Brian Lane, and Che Williams
Awarded Projects for November 2021
Congratulations to Mary Bratsch-Hines for her award from the U.S. Department of Education/IES; Frank Curran, Christopher Redding, and Philip Poekert for their award from Impact Florida; Frank Curran, Maureen Conroy, and Patricia Snyder for their subcontract Buffett Early Childhood Flow Through award from Columbia University; Maya Israel for her subcontract NSF Flow Through award from New York University; Philip Poekert for his subcontract Louisiana Department of Education Flow Through award from Lafayette Parish School System; and Christopher Redding and Holly Lane for their award from the U.S. Department of Education/OSERS-OSEP.
Submitted Projects for November 2021
Best wishes to Zandra de Araujo for her proposal to the National Science Foundation; Chelsey Simmons, Kent Crippen, and Sarah Furtney for their proposal to the National Science Foundation; Bruce Carroll, Kent Crippen, and Tracy Johns for their proposal to the National Science Foundation; Frank Fernandez for his proposal to the Spencer Foundation; Lynda Hayes for her proposal to the Florida Department of Education; Nigel Newbutt for his proposal to Google; Philip Poekert for his two proposals, one to Children First Professional Development Center and one to the Early Learning Coalition of Palm Beach County; Paige Pullen for her two proposals, one to Raymond School District for Lamprey River Elementary School and one to Riverside County; Christopher Redding for his proposal to the Spencer Foundation; and Megan Ennes, Jacqueline Swank, and Jacquelyn Micieli-Voutsinas for their proposal to the Institute of Museum and Library Services.
Pre-proposals, Letters of Intent (LOI), and White Paper Submission Guidance
The Division of Sponsored Programs (DSP) has revised and clarified its guidance on pre-proposals, LOIs, and white paper submissions. It applies only to these types of submissions and not to final proposals, which are subject to all standard proposal processing guidelines. For example, if a pre-proposal is required to route through UFIRST, then the UF/DSP internal deadline policy will apply. More information with a decision-making flow chart is available here.
Gulf Scholars Program
The National Academies’ Gulf Research Program has launched the Gulf Scholars Program (GSP), a five-year pilot program seeks to build the capacity of Gulf-based IHEs in preparing undergraduate students to work across these complexities and who will serve the Gulf of Mexico region. Each year the GRP will select and fund a cohort of 5-7 colleges and universities to participate in the GSP. Each participating institution will receive funds to create academic, co-curricular, and extracurricular experiences around key learning outcomes in engaging and preparing a cohort of students for leadership in securing a safer, more resilient, and sustainable Gulf region. GSP’s learning outcomes include knowledge of the Gulf region, multidisciplinary and integrative learning, intercultural knowledge and competencies, social responsibility and ethical reasoning, innovation and entrepreneurialism, and Gulf impact project. If interested or curious to learn more, contact Dr. Angela Lindner at alindner@aa.ufl.edu.
Research Spotlight: Nigel Newbutt
Q & A with Nigel Newbutt, Ph.D., Assistant Professor in the School of Teaching and Learning
What basic questions does your research seek to answer?
The basic questions that guide my research are associated with how innovative and novel technologies can support autistic people in their lives. For me, the transformative nature of emerging technologies means that there are many applications for under-served groups, and my work locates this with people with disabilities and autistic groups. I would also add; another basic question I consider core to my work is that of how technologies can be informed and co-designed with the communities I support. This has become so central to my work (and the field), especially if we are to fully realize the potential of a range of technologies for under-served groups. Linked to this, I am also exploring meaningful ways that virtual reality technologies can be applied to vocational skill development in better supporting successful work-based skills and transitions into work environments for autistic people.
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