Please disregard the OER Research Bulletin that was sent on Friday, 09/06/2024. We kindly ask that you refer to this corrected Research Bulletin for accurate information. We apologize for any confusion and appreciate your understanding.
The NSF Grant Writing Workshop will be held online on September 18, 2024, from 10:30 a.m. to 6:00 p.m. ET, (additional sessions held in October, November, and December), hosted by the Grant Training Center. This workshop is ideal for both beginners and experienced grant writers, covering topics such as reading and interpreting RFA’s, understanding the NSF review process, and crafting successful proposals. The fee is $395 and includes a comprehensive workbook, key resources, and a certificate of completion. The NSF Self-Paced Course is available for those who cannot attend.
The University of Florida reached a record $1.26 billion in research spending for FY2024, with significant contributions from multiple colleges. The College of Education conducted $21.1 million in research aimed at enhancing “whole school” improvement, from early childhood readiness to teacher preparation and classroom technology advances. Research awards also reached a new milestone in 2024 at $1.14 billion, including $768 million from the federal government, $123.5 million from the State of Florida, and $107 million from private foundations. UF accounts for about 40% of research spending across Florida’s state universities, with an estimated $4 billion statewide economic impact. For more, visit UF News.
UF Faculty Insights is a platform that provides a detailed view of faculty research activity, offering insights on scholarly publications, grants, awards, and collaborations for over 2,000 UF scholars. Faculty, students, postdocs, and administrators can explore detailed faculty profiles, research areas, collaborations, and funding opportunities. The platform helps identify potential research partnerships and fosters future innovation.
The Patient-Centered Outcomes Research Institute (PCORI) has approved over $165 million for new patient-centered comparative clinical effectiveness research (CER), including efforts to enhance research methods and strengthen patient engagement in CER. This funding supports 10 CER studies, including two focused on heart conditions and three examining the effectiveness of telehealth across various health areas. Additionally, PCORI has allocated $4 million for four studies to improve CER methods and over $5 million for three studies aimed at optimizing patient and healthcare decision-maker engagement in CER design and implementation. Details of these newly funded studies and projects are available on PCORI’s website.
Q & A with Daryn Dever, Ph. D., Assistant Professor in the School Teaching and Learning
I am currently focused on the enhancement of K-16 STEM education using game-based learning environments. Most recently, I have examined how a computer-based game has enhanced high-school and undergraduate students’ knowledge about infectious diseases and how they spread. My work looks at how students’ use of self-regulated learning strategies and processes changes over time captured via multimodal methodologies, such as eye-tracking, physiological responses, facial expressions of emotions, and log files. Through this, I can identify the behavioral and cognitive patterns indicative of optimal learning with game-based learning environments.
Q & A with Brady Nash, Ph. D., Assistant Professor in the School of Teaching and Learning
My research focuses on the incorporation of digital literacies into K-12 English language arts classrooms and within teacher education settings. I’m currently working on a qualitative study examining the incorporation of a new critical media literacy curriculum into high school English classrooms, a study exploring preservice teachers’ views of AI in K-12 schooling, and pedagogical materials that support teachers incorporating commercial video games into K-12 humanities classrooms.
Q & A with Melissa Mariani, Ph. D., Associate Professor in the School of Human Development and Organizational Studies in Education
I recently completed an American School Counselor Association (ASCA) Research grant that examined the impact of improving counselor-to-student ratios in high-need, Title I schools. This study, conducted through a partnership between at my prior university and a large, neighboring school district, analyzed de-identified, retrospective student data in schools where bilingual/bicultural (ESOL/ELL) counselors who completed school counseling degrees between 2001 to 2019 were placed. The findings revealed that lower counselor-to-student ratios were associated with significant improvements in student attendance, behavior, and academic achievement. The results will be published in an ASCA Research Report by the end of the year, and further analysis is planned for submission to a peer-reviewed journal.
