Seed Grant Recipients

The aim is to examine the potential for Model-Eliciting Activities (MEAs) to be designed for STEM integration. The project will bring together national experts in teacher leadership, model- eliciting activities, science and mathematics education to develop a research agenda and plan for future projects for MEAs as part of K-6 STEM learning.

This project aims to advance research and development in smart city learning solutions related to moving a complex, initial interdisciplinary research project forward to seek larger amounts of external funding. Two workshops across to support travel of experts to GMU to codify current learning and next generation funding/research directions.

This project investigates how special education teachers’ social emotional competence is associated with the quality of formal and informal collaborations in self-contained classrooms in schools serving students with EBD. This work informs the movement to establish more inclusive classrooms by identifying the critical competencies educators need to implement effective practices.

This proposal aims to (a) develop a prototype of the “Be Ready, Be Well” program, (b) mentor student researchers, (c) foster local and national partnerships, (d) result in peer-reviewed manuscripts and presentations, and (e) establish a proof of concept for the program to secure grant funding to pilot the prototype.

Specific Aim 1: Explore novel physiological biomarkers indicative of early metabolic disease (cardiovascular, diabetes, dyslipidemia, liver disease) in young Latino (primarily Central American) children who are overweight/obese. Specific Aim 2: Evaluate anthropometrics (BMI, % body fat) and cardio-metabolic functioning (blood pressure, blood lipids, glucose) in Latino children who are overweight/obese.

Seeking support for the expansion of a project examining epistemic climate and motivation; next steps are measure refinement and conceptual model building in the spring 2018 semester. Our goal is to pilot an instructor intervention in the fall of 2018 focused on helping instructors to support student motivation, engagement, and epistemic competencies.

Leverage interdisciplinary expertise to investigate an innovative, comprehensive teacher preparation approach across both early childhood and schoolage settings in order to use findings from this project to propel a timely and relevant line of research allowing for dissemination through publication, presentation, and securing of external funds.

A one-year transdisciplinary self-study professional community for supporting the professional development and teaching of Adjunct Faculty as Associates across Colleges. Addresses immediate and urgent need at Mason. Its transdisciplinary design of both investigators and participants holds great potential for improved student learning and opportunities for large scale research and funding.

The specific goals for this project are to examine what happens when select undergraduate students, and rising 7th 8th and 9th grade students who are African American, engage in youth participatory action research (YPAR) to reinterpret historic sites in Virginia and Washington DC. We will explore how YPAR transforms students’ understanding of the past and their perceptions of the present.