Total research dollars awarded in fiscal year 2016
Total number of grants awarded in fiscal year 2016
January 2016 to present
Stephen Aguilar received a grant from the AERA Fellowship Programon the Study of Deeper Learning, from American Educational Research Association & The William and Flora Hewlett Foundation for “Masters of their Destinies? Hispanic Students’ Sense of Control in Relation to Post-Secondary Outcomes, a Generalized Structural Equation Modeling Approach,” 2016-2017, $20,000.
Stephen Aguilar received a grant from the Intelligence Advanced Research Projects Activity (IARPA) for the Educational Evaluation of Technical Knowledge Acquisition (TechKnAcq) Project, (Co-PI Gully Burns), 2017, $30,000.
Stephen Aguilar and Gale Sinatra received a USC Price School of Public Policy Social Innovation Research Grant for “The Birth of Scientists: Evaluating the Impact of the Living Lab on Urban Students’ STEM Aspirations in City Heights, San Diego,” 2017-2018, $25,000.
Estela Bensimon received a grant from the Teagle Foundation and the Bill and Melinda Gates Foundation for “An Instructional and Assessment Model for Equity-Minded Competence,” 2017-2019, totaling $750,000.
Morgan Polikoff received a grant from the Bill and Melinda Gates Foundation, for”Never Judge a Book By Its Cover, Use Student Achievement Instead,” Co-Principal Investigator (Principal Investigator Jon Fullerton), 2016-2018, $762,059.
Julie Posselt received a grant from NSF INCLUDES for “A National Network for Access and Inclusion in Physics Graduate Education,” Co-Principal Investigator, 2016-2018, $299,787.
Julie Posselt was awarded a grant from NSF ASPIRE for “Collaborative Research: Active Societal Participation in Research and Education” 2016-2019, $53,392.00.
Brendesha Tynes and Stephen Aguilar received a grant from 2U, Incorporated, for “Using Learning Analytics and Natural Language Processing to Explore the Role of Synchronous Chat in Knowledge Construction During Online Course Sessions,” 2017-2018, $25,000.
Patricia Burch received a grant of $49,990.00 from the Spencer Foundation for her project, “The Role of Tutors in Blended Learning for Disadvantaged Students in India.”
October 2015 to December 2015
Katharine Strunk received $681,886 from the Laura and John Arnold Foundation to study the impact of teachers’ unions.
Jerry Lucido received $704,209 from the College Advising Corps for his Southern California College Advising Corps project at CERRP.
July 2015 to September 2015
Fred Freking received a $4,000 grant from 100Kin10. It is a collaboration grant to create an Integrated STEM Pedagogy class for online and on ground contexts for both secondary and elementary pre-service teachers.
Harry O’Neil was awarded $52,289 for his grant “Evaluating Smarter Balanced Digital Library and Career and College Readiness Goals.”
Alicia C. Dowd and Estela Mara Bensimon, in collaboration with Professor James Gray at the Community College of Aurora, has been awarded a one-year grant from the National Science Foundation focused on “Broadening Participation in Mathematics Education through Practitioner Inquiry.” The grant is for $49,957.
Adrianna Kezar and her team of Darnell Cole, Tatiana Melguizo and Kristan Venegas were awarded $6.2 million from the Susan Thompson Buffett Foundation. The grant is the largest private supported study in Rossier’s history to date. The money will fund “TSLC Scholars: A Mixed Methods Examination of a Comprehensive College Transition and Success Program for Low-Income Students.”
Tatiana Melguizo was awarded an NSF- Early Concept Grant for Exploratory Research (EAGER) for “Using High School Transcript Data and Diagnostic Information to Fine-Tune Placement Policy and Tailor Instruction in Developmental.” The grant amount is $299,753.
Mary-Helen Immordino-Yang and Daphna Oyserman received a $200,000 grant to work on developing and validating a measure of the social-emotional imagination quotient (ImQ) for adolescents. The grant is from the Imagination Institute, funded by the John Templeton Foundation.
January – June 2015
Morgan Polikoff is a co-PI on the IES $999,999.00 grant to fund the The Research and Development Center on Standards, Alignment, Instruction, and Learning (C-SAIL) at the University of Pennsylvania.
Brendesha Tynes received the Spencer Midcareer grant of $150,000. The purpose of the grant is “to enrich the work of academic midcareer scholars who are seven to twenty years post doctorate.”
Gale Sinatra was granted $99,242 from Jobs for the Future (JFF) as part of the College Employer Collaborative Project funded by the Bill and Melinda Gates Foundation.
Morgan Polikoff received a $503,612 grant from the William T. Grant Foundation. The money will fund his project “Complex Equations: Algebra Instruction in the Common Core Era.”
August – December 2014
Sandra Kaplan was awarded a grant of $1.7 million over five years from the U.S. Department of Education to support Project CHANGE, a program that seeks to extend the reliability of efforts to identify prospective gifted and talented students in preschool through the second grade.
The Center for Urban Education, co-directed by Estela Mara Bensimon and Alicia Dowd, received $300,000 from the Ford Foundation to support “Pathway for Academic, Career and Transfer Success (PACTS): An Emerging Academic Innovation at Los Angeles Trade-Technical College.”
The Mattel Children’s Foundation has awarded a second grant, for $784,000, in its collaboration with USC Rossier on Speedometry™, a free-to-use curriculum that utilizes Hot Wheels® toys to teach STEM to 4th graders. Gale Sinatra, Morgan Polikoff, Julie Marsh, Fred Freking and Angela “Laila” Hasan head the research team, assisted by Assistant Dean for Research Cathryn Dhanatya.
The Southern California College Advising Corps, overseen by CERPP’s Jerome Lucido, has received two awards: the CTBC Bank Community Reinvestment Excellence Award ($50,000) and the LA Scholars Investment Fund ($100,000), a collaboration of the California Community Foundation and College Access Foundation of California.
Zoë Corwin, Gale Sinatra and William G. Tierney received a $3.2 million “First in the World” grant from the U.S. Department of Education, which will allow the Pullias Center to expand the college access game “Mission: Admission.”
Morgan Polikoff received a $159,000 grant from an anonymous donor to conduct a two-year project on the effects of curriculum adoptions on student achievement in California.
The Walton Family Foundation awarded a $250,000 High Quality Charter school grant to benefit charter management organization Ednovate, funding the new Hybrid High School East in the East Los Angeles/Boyle Heights area. Dean Karen Symms Gallagher is the PI.
January – July 2014
Allen Munro was awarded a $561,564 grant from the Office of Naval Research that will build upon previous research about simulation- and game-based technical training. The grant is titled “Automated Guidance in Tactics Planning and Rehearsal for CIC Teams”. It will be conducted from June 2014 through September 2015. The research will investigate approaches to support automated guidance in the context of tactics planning and rehearsal.
May – October 2013
Julie Marsh and Katharine Strunk received an $849,905 award from the U.S. Department of Education, for the five-year evaluation of the Los Angeles Unified School District’s Teacher Incentive Fund (TIF) Grant.
USC Hybrid High School was granted $500,000 from Windsong Trust, and $200,000 from The Broad Foundation. Dean Karen Symms Gallagher is the PI for both.
Darnell Cole was awarded a $500,000 grant from Covered California for his Health Outreach through Mobile Education (H.O.M.E.) project.
Jerome Lucido was awarded $131,657 from the National College Advising Corps to expand the college advisor training program to underserved high schools in Southern California.
October 2012 – April 2013
William G. Tierney was awarded $110,000 from the College Access Foundation in support of the Increasing Access via Mentoring (I AM) Program, led by the USC Pullias Center for Higher Education. The program pairs USC faculty and staff with neighborhood high school students in one-on-0ne mentoring as they anticipate graduation and college or career. Tierney also received $60,000 from the California Community Foundation in support of scholarships for the I AM Program, and $50,000 from The Ahmanson Foundation in support of the 2013 SummerTIME program to improve writing skills for college-going high school graduates.
Morgan Polikoff received $124,000 from an anonymous donor for his project examining textbooks that claim to be Common Core aligned, Florida state-standards aligned texts, and variations in effectiveness.
David Dwyer received a $100,000 grant from the Weingart Foundation in support of USC Hybrid High School, the Los Angeles charter school developed by USC Rossier to graduate students who are college and career ready, with individualized and self-directed curricula, new technology tools, and expanded school hours.
The Center for Urban Education received a $50,000 grant from the Carnegie Corporation of New York to improve the data analysis and reporting capacity of the online platform, the Benchmarking Equity and Student Success Tool (BESST). Estela Mara Bensimon is PI on the project.
April – November 2012
Mary Helen Immordino-Yang was awarded a National Science Foundation CAREER grant of $732,220 for her longitudinal, cross-cultural investigation of psychosocial and neurobiological aspects of emotion development in adolescents from three L.A.-area public schools.
Adrianna Kezar received a National Science Foundation award of $595,883 for her study of undergraduate STEM reform networks in order to understand how the networks can be most effectively designed to spread innovations among members and on the campuses where they are employed.
Allen Munro was awarded a $439,664 grant from the Naval Air Warfare Center Training Systems Division for his development of four research products that support innovative approaches to adaptive instruction in simulation-based training systems.
Karen Symms Gallagher received an $110,000 grant from the Bill & Melinda Gates Foundation, along with co-PIs John Pascarella, Paula Carbone, Eugenia Mora-Flores, and Marleen Pugach, to assess the quality of feedback processes for online Master of Arts in Teaching graduates about their teaching practice.
David Dwyer received a $75,000 grant from the Ralph M. Parsons Foundation in support of USC Hybrid High School.
Guilbert Hentschke was awarded a Ralph M. Parsons Foundation grant for $50,000 in support of the USC School Performance Dashboard, an annual report that rates California charter schools across multiple measures of financial health and academic performance.
William G. Tierney was awarded $50,000 from the Angell Foundation in support of two USC Pullias Center for Higher Education outreach programs, SummerTIME and Increasing Access via Mentoring (IAM), designed to increase access to higher education for underserved students.
October 2011 – June 2012
Estela Mara Bensimon is PI and Alicia Dowd is co-PI for a $500,000 Ford Foundation grant to build campus and system capacity to support state college completion plans in four states.
David C. Dwyer received a $100,000 grant from the Morgridge Family Foundation in support of USC Hybrid High School, an innovative charter school which opens this fall in downtown Los Angeles, and is accessible up to 12 hours a day, 7 days a week, and year-round. Dwyer also received a $150,000 grant from Next Generation Learning Challenges in support of the school.
Dean Karen Symms Gallagher received a $2.2 million grant from the National Science Foundation for Math for America Los Angeles, a five-year fellowship program based at USC, Claremont Graduate University, and Harvey Mudd College for recent college graduates and mid-career professionals who make a commitment to teach math in public secondary schools.
Adrianna Kezar is consulting on a three-year $250,000 project from the Keck Foundation to study undergraduate STEM performance at 12 colleges and universities in California.
Harold O’Neil is PI and Robert Rueda is co-PI for a$240,000 grant from the U.S. Department of Defense, with UCLA as the prime recipient. The research project focuses on the role of instructional strategies and problem-solving in the STEM game environment.
Gisela Ragusa is PI and Guilbert Hentschke is co-PI for the GANAS (Goals and Needs in Accelerated STEM) project funded by the U.S. Department of Education, with East Los Angeles College as the prime recipient. The five-year project is funded for $651,552, and aims to increase STEM degrees and transfers.
William G. Tierney received a $160,000 grant from the College Access Foundation of California to support scholar-ships for students in the Increasing Access via Mentoring(I AM) program, one-on-one mentoring and guidance in the college application and financial aid process, and the SummerTIME program, an intensive writing and college readiness program for first-generation Los Angeles students.
August 2011 – January 2012
David Dwyer received a $25,000 Weingart Foundation grant and a $30,000 Morgridge Family Foundation grant for USC Hybrid High School.
Fred Freking is PI on a $1.2 million five-year National Science Foundation Robert Noyce Teacher Scholarship Program grant to recruit, prepare and retain 50 science majors who commit to teach science in USC’s K-12 urban partner schools. Co-PIs are Anthony Maddox, Gary Scott, and Michael Escalante, as well as Douglas G. Capone of the Dornsife Biology Department.
Dean Karen Symms Gallagher received a $2.2 million grant from the National Science Foundation for Math for America Los Angeles, a program to improve the quality of math and science teaching.
Guilbert Hentschke received a $39,000 grant from the Spencer Foundation to continue his research of for-profit colleges and universities. His study looks at gainful employment and the perceptions, practices and effects of for-profits.
Adrianna Kezar was awarded a Spencer Foundation grant of $459,000 to support her research into non-tenure track faculty, and the creation of effective policies and practices for contingent faculty. She received a $30,000 Carnegie Corporation of New York grant to study non-tenure track faculty majorities and student learning.
Allen Munro was awarded a U.S. Navy grant for $47,000 for “Authoring Demonstrations and Assessments for Perceptual Training.”
Gisele Ragusa received a $101,000 National Science Foundation grant to support engineering graduate students to work with K-12 teachers in engineering design curriculum. She also was awarded a National Institutes of Health grant of $273,000 for the project “Virtual Sprouts,” a Web-based gardening game to reduce rates of obesity among children in inner-city Los Angeles. Ragusa received a U.S. Department of Education grant for $652,000, with Guilbert Hentschke as Co-PI, for a project to support science and engineering pathways for underrepresented community college students.
Katharine Strunk was awarded a $55,000 grant from the Spencer Foundation for the project, “Changing Collective Bargaining Agreements in California Public Schools.”
William G. Tierney received a $160,000 grant from the College Access Foundation of California for a scholarship program to increase access to college for underrepresented students.
Priscilla Wohlstetter received a $150,000 grant from the Weingart Foundation to support the USC School Performance Dashboard, which annually assesses charter schools statewide in 12 distinct areas. Joanna Smith is a Co-PI on the project. This brings the foundation’s support for the project to over $500,000.
The USC Rossier School of Education is an official partner in a recently awarded Investing in Innovation Fund (i3) grant of $6 million over three years to support 60,000 students at some of L.A.’s lowest performing schools. The application was among the highest-rated by the U.S. Department of Education; only 49 applications were selected out of 1,700 applications nationwide. Dr. Dominic Brewer, Dr. Julie Marsh and Dr. Katharine Strunk are leading the evaluation of the project. “Los Angeles’ Bold Competition – Turning Around and Operating Its Low-Performing Schools” aims to enhance the public school choice process; support the implementation of the instructional plans of the selected teams; and implement accountability and continuous improvement measures. The project is led by LAUSD, UNITELA, United Way of Greater Los Angeles and USC Rossier School of Education. Other partners include the City of Los Angeles, United Teachers Los Angeles (UTLA), Association of Administrators Los Angeles, Los Angeles County Federation of Labor, Los Angeles Area Chamber of Commerce.
Dr. Estela Mara Bensimon received a $50,000 grant from the Carnegie Corporation to develop and test an interactive web-based platform. The platform will present student data tables disaggregated by race and ethnicity, make sense of the information, identify trends and help colleges establish a baseline on students’ academic progress and perform diagnostic benchmarking.
Dr. David Dwyer received a grant of $100,000 from the Bill and Melinda Gates Foundation to start up USC Hybrid High School and hire a headmaster for the school. USC Hybrid High will be a year-round school, open seven days a week and ten hours a day, allowing students the ability to create fl exible and personalized schedules. Its aim is to provide an alternative to traditional urban high schools for high-needs students who are most likely to drop out of school.
Dr. Julie Marsh was awarded $56,000 from the Fund for Public Schools for the Evaluation of New York City Schoolwide Performance Bonus Program, and received a $28,000 grant from Hewlett, Stuart & Kabcenell Foundations for the California Education Flexibility Finance Study. Marsh also is leading a twoyear grant of $347,000 funded under the Spencer Foundation’s new strategic initiative on Data Use and Educational Improvement. She will examine how data coaches, literacy coaches, and data teams are used in a sample of middle schools to build teacher capacity for using data to guide instruction.
Dr. Allen Munro received a grant of $706,000 from Soar Technology Corporation to develop a system for authoring computer-based Rapid Skill Tests on Navy tactics for surface warfare. DARTS (Diagnostic Automated Rapid Testing of Skills) will include an enhanced version of the Center for Cognitive Technology’s TAO Sandbox, which lets instructors rapidly develop tactical problems that can be ‘played’ by learners who want to practice tactical decision-making.
Dr. Harold O’Neil received two $70,000 grants from the Office of Naval Research for Research Support for Science of Assessment Using the Healing Heroes Program as a Case Study and Research Support for Evaluation of Simulations for Assessing Medical Education and Training.
Dr. Gisele Ragusa was awarded a $300,000 grant from the NSF Research and Evaluation on Education in Science and Engineering (REESE) for “Emerging Research – Empirical Research – Measuring the impact of online discourse in undergraduate STEM courses: Semi-automatic assessment of large discussion board corpora.” Ragusa is also Director of Education for a $12 million grant from the Department of Homeland Security for the USC Center for Risk and Economic Analyses of Terrorism Events, and Co-PI for a $3 million grant from the NSF Graduate STEM Fellows in K-12 Education for “Body Engineering in Los Angeles.” Ragusa is Director for a Department of Homeland Security Career Development grant of $500,000, and is Co-PI for a U.S. Department of Health and Human Services’ Agency for Health Care Research Quality grant of $200,000 for the “Innovative Adaptation and Dissemination of Comparative Effectiveness Research (CER): Autism Spectrum Disorder.”
Dr. Priscilla Wohlstetter was awarded $150,000 from the Ahmanson Foundation to refine and further expand the online, interactive CEG website of performance indicators for California charter schools. Wohlstetter received a $70,000 grant from the Cowen Institute of Public Policy to develop a statewide accountability system for charter schools in the state of Louisiana, with pilot testing in New Orleans. And she was awarded a U.S. Department of Education grant of $75,000 to research, develop and produce a book-length project that synthesizes research on charter schools over the past 20 years.