Below is a listing of projects working within GSE&IS related to the STEM fields (Science, Technology, Engineering, and Mathematics)
Accelerated Training of Marksmanship
CRESST provided technical consultation and advice to the Office of Naval Research supporting their Phase 2 Accelerated Learning project "Interactive Neuro-Educational Technology (I-NET): Accelerating Training of Marksmanship." Funded by the Defense Advanced Research Projects Agency (DARPA), CRESST work included review and advice on marksmanship study designs and implementation, consulting on analytical models and approaches to data analysis, and review and advice on technical reports. Contact Bill Bewley or Greg Chung.
Adaptive Training for Combat Information Centers
CRESST developed an assessment system combining two products: the Tactical Action Officer Sandbox, a simulation developed by the University of Southern California Center for Cognitive Technology, and the CRESST Assessment Application (CAA). The combined system assesses trainees knowledge and skills, then based on individual performance, adapts the scenario to meet the student's needs. With a substantial technology focus on technical skills, the project was funded by the Office of Naval Research. Contact Bill Bewley.
Advanced Technologies for Automated Performance Assessment
In a multi-year research project funded by the Office of Naval Research, CRESST developed reliable and valid methods to automatically assess cognitively complex technical tasks undertaken by trainees while using games and simulations. The focus of the research was the development of a conceptual framework for automated performance assessment that can be generalized to a variety of domains. For the current research, the domain is Damage Control related to fire-fighting and flood containment onboard Naval ships. Contact Bill Bewley.
Assessment and Accountability Comprehensive Center (AACC)
With a major focus on formative assessment and data use to improve mathematics learning, the Assessment and Accountability Comprehensive Center (AACC) provides content expertise and comprehensive technical assistance to 15 regional centers with the goal of improving assessment and accountability systems in all 50 states. The AACC is funded by the U.S. Department of Education through WestEd. Contact Joan Herman or Margaret Heritage.
On behalf of WestEd, CRESST is conducting an evaluation of CALIPERS II, Using Simulations to Assess Complex Science Learning. Funded by the National Science Foundation, WestEd researchers are studying the potential of technology- and simulation-based assessments to provide high-quality evidence of complex performances in science tests for both accountability and formative goals. CRESST is developing innovative program evaluation instruments, conferring with design and sampling, and providing data analysis. Contact Joan Herman.
College Readiness Assessment Project
Funded by the Bill and Melinda Gates Foundation, CRESST is supporting the College Readiness Assessment Project to better measure high school readiness for postsecondary education. The project has a major emphasis on measures of mathematics and integrated measures of literacy and science. The project also is using ontologies to provide state of the art systems for accessing and using the standards, curriculum and instruction, assessment and other resources to improve learning. Contact Joan Herman or Julia Phelan.
Detection and Computational Analysis of Psychological Signals
Funded by the Office of Naval Research and the Defense Advanced Research Projects Agency, CRESST is using social media with other advanced technologies and techniques to better assess individual psychological status. A program team is developing methods for analyzing subtle psychological cues and trends in complex clusters of personal and group behaviors. CRESST is evaluating the technologies, analysis techniques, and applications. Contact Roy Stripling or Bill Bewley.
Developing Core Mathematics Skills in an Adult Education Context
Funded by the National Science Foundation, this project is a CRESST application of POWERSOURCE© research and tools to improve the math skills of Navy recruits. CRESST developed a formative-assessment-based math intervention providing easily exported pre-algebra training for young adults, particularly those with histories of underperformance in mathematics. Contact Bill Bewley or Eva Baker.
Efficacy Study of A Diagnostic Formative Assessment for Middle School Science
CRESST is collaborating with WestEd on a 4-year study to measure the effectiveness of the Assessing Science Knowledge (ASK) diagnostic formative assessment system. ASK is an integral part of the Full Option Science System (FOSS) elementary science modules published by Delta Education, Inc. The WestEd/CRESST study is providing data on the nature of quality assessment practices that influence learning and the factors that affect the quality of such practice. Contact Joan Herman.
Evaluation of Mathematics Design Collaboratives
CRESST is conducting quasi-experimental studies of the implementation and impact of two interventions funded by the Bill and Melinda Gates Foundation. The evaluation of the Mathematics Design Collaborative (MDC) focuses on the implementation and impact of teachers' use of formative assessment lessons to develop students' conceptual understanding and mathematics problem solving ability. Contact Joan Herman.
Evaluation of Sim-scientists and CALIPERS: Simulation-based Science Assessment
The Calipers II project is creating a new generation of simulation-based, curriculum-embedded formative assessments with immediate, individualized coaching for students. Students and teachers receive diagnostic reports and teachers use supporting reflection activities to improve student learning during instruction. Calipers II provides evidence that formative, embedded and summative, benchmark classroom assessments with technical quality can gather and document evidence of students' learning of connected science knowledge and extended inquiry not often or well measured by conventional tests. Contact Noelle Griffin.
Evaluation of Simulations for Assessing Medical Education and Training
CRESST researchers are conducting a series of workshops on the use of modeling and simulation technologies to assess medical practice and learning. A key goal is to identify a new instructional and assessment theory aligned to a set of practical guidelines for improved technical quality in medical simulations. Funded by the Office of Naval Research, the CRESST project supports Department of Defense medical programs and beyond. Contact Bill Bewley.
Formative Assessment in Mathematics
In collaboration with colleagues at UC Davis, CRESST is conducting a study of formative assessment practices in mathematics across California. The project is using case study and quantitative methods to characterize the nature and quality of schools practices and will use results to inform the development of an optimal formative tool for 8th grade mathematics. Contact Joan Herman or Christine Ong.
Fremont Achievement in Mathematics for Excellence (FRAME)
The project aims to increase the academic achievement of Fremont High School students by helping improve teacher quality and ensuring that all teachers are highly qualified and effective. The grant provides intensive professional development focused on mathematics content and pedagogy, as well as classroom support to assist teachers in implementation of high-level mathematics for all students. The UCLA Mathematics Project will use findings to inform their work and share the results at local, state, and national conferences and in scholarly journals. Contact Kyndall Brown.
GAMECHANGER: Using Technology to Improve Young Children's STEM Learning
Funded by the Defense Advanced Research Project Agency (DARPA)/ENGAGE, CRESST is participating in a collaboration to develop and evaluate educational games for the purpose of increasing young learners understanding and interest in science, technology, engineering, and mathematics (STEM). The collaborative CRESST project will ultimately produce innovative computer games with practical applications across early science curricula. Contact Eva L. Baker, Gregory Chung, Alan Koenig, or Noelle Griffin.
Improving Teacher Quality with PLAS Schools (ITQ-PLAS)
With a focus on social studies and science departments, this grant supports teachers at Robert Louis Stevenson Middle School and Samuel Gompers Middle School to engage in collaborative lesson planning and lesson study in an effort to close the achievement gap with regards to English Language Learners, Students with Exceptional Needs, and Latina/o and African American students. Center X Professional Learning Partners, the UCLA History/Geography Project, and UCLA Science Project play an integral part in collaborating with the teachers to develop professional development that supports building deep content knowledge, creating backwards designed units of study, and a learning community focused on student learning, peer observation and peer coaching. Additionally, leadership teams at both schools will engage in leadership institutes to build capacity at the school sites to create sustainability with this work. Contact Carrie Usui Johnson.
Inspiring Minds Through a Professional Alliance of Community Teachers (IMPACT) – Mathematics/Science teacher preparation from US DOE
This 18-month teacher education program provides not only a $10,000 stipend for all students through a U.S. Department of Education Teacher Quality Partnership grant, but it also provides field support for the first two years of teaching. During year one of the IMPACT program, students, called apprentices, engage in summer foundational coursework followed by a year-long residency with a mentor teacher in LAUSD Local District 4. At the end of year one, students have earned their California Preliminary Teaching Credential and are ready to become full-time teachers. In the fall of year two, teachers are supported by UCLA faculty in their own classrooms and work to develop a master's inquiry project before their graduation in December. Field support from UCLA faculty continues for the rest of the school year. Contact Karen Hunter Quartz.
Into the Loop
Our NSF Into the Loop grant has enabled us to create and revise the Exploring Computer Science curriculum and support its implementation and expansion. Into the Loop has also supported teacher training and the purchase of classroom resources, particularly robots. Contact Jane Margolis.
Mobilize builds upon teenagers' enchantment, fascination, and engagement with mobile technology. At the heart of Mobilize is the CENS Participatory Sensing system – an innovative method of data collection and analysis in which individuals use mobile phones to systematically collect and interpret data about issues important to them and their communities. Mobilize will create Participatory Sensing hands-on, inquiry-based curricular units and teacher professional development for computer science, mathematics, and science high school classes. Mobilize projects bring together STEM and computational thinking with students' sense of civic involvement in their own communities. CRESST is conducting the formative and summative evaluation. Contact Jane Margolis.
National Center for Advanced Technology in Schools
Funded by the U.S. Department of Education¹s Institute of Education Sciences, CRESST and the UCLA Department of Psychology created the National Center for Advanced Technology in Schools (CATS). The center combines research on cognitive psychology, instruction, assessment, and new technologies including gaming to improve the understanding of fundamental math concepts of underperforming middle school students. The CATS study includes partners from the University of Southern California, UC Santa Barbara, Arizona State University, and ETS, in addition to a national advisory faculty including several dozen technology and game experts, cognitive psychologists, and noted researchers in mathematics, science teaching, and learning. Contact Eva Baker, Greg Chung, or Noelle Griffin.
Post-Baccalaureate Experiences, Success, and Transitions
This study seeks to address the unique college and graduate school experiences of underrepresented racial minority (URM) students with the ultimate goal of assisting institutions in reducing racial/ethnic disparities in college faculty, research scientists and engineers, and health career professionals engaged in research. Contact Mitchell Chang or Sylvia Hurtado.
CRESST recently completed work on a major R&D center grant to investigate the effectiveness of a formative assessment system in middle school mathematics called POWERSOURCE©. The authors found that a short targeted POWERSOURCE© intervention on key mathematical principles had a positive student performance and that POWERSOURCE© professional development helped teachers become more expert-like in the way they think about math problems in relation to mathematical concepts. Contact Eva Baker, Julia Phelan, or Noelle Griffin.
Sonosimulator Efficacy Study
Part of the Combat Casualty Care Training Program and funded by Pelagique, LLC, CRESST recently completed an analysis of the value of simulations for medical training purposes. CRESST assisted Pelagique in the study design, task development, data collection, analysis, and reporting. CRESST also assisted Pelagique with the validation of the measures and the effectiveness of the medical training intervention. Contact Greg Chung.
Teachers Are Key
The goal is to design and implement an intensive program that will offer continuous in-classroom teacher development supported by district-wide computer science coaching and a peer-to-peer monitoring system. Part of the initial launch of the program includes a new pre-AP computer science college preparatory course, "Exploring Computer Science," which will be piloted in more than 20 Los Angeles schools during the 2009–10 academic year. Educational coaches will help teachers develop successful strategies, assist with student recruitment, ensure that the curriculum is aligned with national standards and provide on-line and in-person support. Peer-to-peer teacher support teams will work together to help improve teaching methods. Contact Jane Margolis.
Training Models and Tools for Adaptive Learning
With an emphasis on the development of technical skills, CRESST is leveraging previous research on instructional design and assessment to strengthen military and civilian learning. More specifically, CRESST researchers have developed assessments of Navy learners' knowledge on the topics of maritime warfare, engineering, seamanship, and ship handling; Navy Tactical Action Officers' critical thinking skills in a simulated Combat Information Center; and United States Marine Corps marksmanship coaches' ability to identify and correct performance errors. Contact Bill Bewley.