Centers and Institutes

Extramural Awards

Below is a list of FY 12-13 active grants awarded to HEHD faculty. The list is organized by departmental unit, and provides information on the project title, the grant's funding source, the Principal Investigator's name and  department, the funding period, the award amount, project collaborators and project description.

The links below are to a listing of grants and contracts active at some point during the given fiscal year.

Proposal Notification

Center for Research and Collaborative Activities Research Proposal Notification


FY 12-13

Unit: Office of the Dean

Rich Media Coordinator
SC Army National Guard
Havice, William L
8/23/10 - 8/30/12
Award: $3,500
William Havice, Clemson University; Pamela Havice, Clemson University, Co-PIs; and South Carolina National Guard
Project provides partial funding for managing Distributed Learning (DL) assets at National Guard's Joint Operations DL classroom and conference site located on the campus of Clemson University. In addition to project management, this funding provides for technical assistance to insure continued classroom operations and operational assistance during the conduct of training. Services include the export of distance education/training programs and the expansion of statewide training to military and state.

Rich Media Coordinator
SC Army National Guard
Havice, William L
9/16/08 - 8/30/12
Award: $21,000 
William Havice, Clemson University; Pamela Havice, Clemson University, Co-PIs; and South Carolina National Guard
Project provides partial funding for managing Distributed Learning (DL) assets at National Guard's Joint Operations DL classroom and conference site located on the campus of Clemson University. In addition to project management, this funding provides for technical assistance to insure continued classroom operations and operational assistance during the conduct of training. Services include the export of distance education/training programs and the expansion of statewide training to military and state.

School of Education 

Tigers Teach Noyce Scholarship
National Science Foundation
Padilla, Michael J
School of Education - Director’s Office 
8/15/11 - 7/31/16
Award: $1,199,887 
Partner(s): Eugene T. Moore School of Education, the College of Engineering and Science, the College of Agriculture, Forestry and Life Sciences at Clemson University and partner school districts in Anderson, Oconee, Pickens and Greenville Counties, SC 
The TigersTeach Scholarship Initiative is a collaborative initiative to recruit students presently majoring in engineering, the sciences, and mathematics at Clemson and graduates with these degrees to become Secondary Science and Secondary Mathematics Teachers. Students in their first or second year of a STEM major would receive scholarships to enter the dual-degree program in their junior or senior years. They would continue working in their majors, plus earn a degree in STEM education. Students in their junior or senior years would finish those degrees, and then enter the teaching in secondary science and mathematics master’s program. They would receive the scholarships during their senior undergraduate year and a stipend from the Noyce program for the year in the Master of Arts in Teaching program. Students in TigersTeach will learn from veteran scientists and teachers, participate in professional conferences, and work with local schools and agencies.

Investing in Innovation (i3): Reading Recovery: Scaling Up What Works

The Ohio State University
Bates, Celeste C
Teacher Education (0705)10/1/10 - 6/30/13
Award: $374,080
Partner(s): Emporia State University, Georgia State University, Lesley University, National-Louis University, New York University, Oakland University, Saint Mary's College, San Diego State University, Shippensburg University, Texas Woman's University, The Ohio State University, University of Arkansas, University of Connecticut, University of Kentucky, University of Maine, University of North Carolina at Wilmington, University of Northern Iowa, University of South Dakota, University of Pennsylvania 

Reading Recovery is a highly-effective, targeted approach to school reform focusing on first grade students experiencing difficulty learning to read and write, typically the lowest 20% of the class. The overarching goal of this grant is intensive, long-term professional development for teachers who will provide one-to-one, short-term (12-20 weeks), 30-minute lessons each day with first graders to accelerate their learning such that they catch up with their peers and close the achievement gap. 

South Carolina Department of Education: Reading Recovery Training Centers
SC Dept. of Education
Bates, Celeste C 
Teacher Education 
7/1/12 - 6/30/13
Award: $246,728
Partner(s): South Carolina Department of Education 

Reading Recovery (RR) is an Early Intervening Service (EIS) designed to provide students with assistance before a referral to special education is made. As a research-based EIS, RR is a targeted and intensive intervention for struggling first-grades readers that individualizes literacy instruction according to the students' needs. The resources from this grant are designated to provide support to South Carolina school districts implementing RR. Specific services provided by the Clemson University RR Training Center include initial and ongoing training of RR Teacher Leaders who in turn provide initial and ongoing training for the RR Teachers in their districts; site visits to school districts; review and approval of appropriate requests for variances or exceptions to standard RR protocol; oversight of data collection; and completion of the annual analyses of evaluation data including preparation of the annual technical report.

Meeting the Need for Highly Qualified Mathematics Teachers - FY 2011-12
SC Commission on Higher Education
Che, Megan
Teacher Education 
7/1/11 - 9/1/12
Award: $70,994

GSE/RES: Impact of Single-Sex Public Educational Environments on Mathematics and Science Classroom Environment, Student Academic Performance, and Student Self-Concept
National Science Foundation
Che, Stacy Megan
Teacher Education 
9/15/11 - 8/31/14

This research project characterizes and analyzes single-sex public educational (SSPE) environments for middle grades mathematics and science students. In mathematics and science education over the past three decades, numerous studies have focused on girls’ and boys’ performance on national and international mathematics and science assessments; it is thus well known that significant gender gaps have persisted in science and are not fully eradicated in mathematics. Further, many studies have focused on gendered attitudes towards mathematics and science, as well as gendered identity constructs such as self-concept and self-efficacy. Though our understanding of gendered performance is detailed enough to be domain specific for mathematics, and our understanding of gendered attitudes is well-grounded, we know comparatively little about how to influence students’ performance and attitudes in ways that increase girls’ rates of participation in STEM-related career fields. Single-sex public mathematics and science classes in the U.S. have recently emerged as alternatives to coeducational classes. However, we do not know how the classroom environment of SSPE mathematics and science classes compares to coeducational (COED) mathematics and science classrooms in terms of academic rigor and classroom discourse. Additionally, we do not know how SSPE classes impact students’ academic achievement or their academic self-concept. With the increasing frequency of SSPE alternatives, especially in middle grades, lack of knowledge of such environments is an important problem because teachers, administrators, and parents do not have the information they need to make a reasoned decision about participating in SSPE mathematics and science classes.

Project RES: Reform-Based Environmental Science - FY 2012-13
SC Commission on Higher Education
Cook, Michelle P
Teacher Education (0705) 7/1/12 - 8/31/13
Award: $90,000
Partner(s): Clemson University (Michelle Cook, Cynthia Deaton, Renea Hardwick, and Ryan Visser), Orangeburg Soil and Water Conservation District, and Orangeburg Consolidated School District 5
Reform-Based Environmental Science (Project RES) serves elementary and middle grades teachers from Orangeburg Consolidated School District 5. The goals forming the framework of Project RES are to 1) improve teachers’ science content knowledge and application of environmental science data, 2) support teachers’ use of reform-based science teaching and development of pedagogical content knowledge, and 3) support and demonstrate the viability and impact of critical reflection on practice.

Project RES: Reform-Based Environmental Science - FY 2011-12
SC Commission on Higher Education
Cook, Michelle P
Teacher Education 
7/1/11 - 9/1/12
Award: $71,999

Clemson University MAT Noyce Scholarship Program for Middle Grades Education
National Science Foundation
Federico, Lienne C 
Teacher Education 
9/15/07 - 8/31/12
Award: $460,712

Southeastern Regional Noyce Conference
National Science Foundation
Federico, Lienne C 
Teacher Education 
11/1/10 - 10/31/13
Award: $575,025

International Leaders in Education Program (ILEP)

International Research & Exchanges Board

Fisk, William R 

Teacher Education  8/15/12 – 6/15/13

Award: $176,750 

The International Leaders in Education Program (ILEP) brings outstanding secondary school teachers from around the globe to attend Clemson University’s teacher education program to further develop expertise in their subject areas, enhance their teaching skills, and increase their knowledge about the United States.  Program participants will complete an on-campus academic program as well as an internship at Edwards Middle School, Seneca Middle School, or Seneca High School where they will work with a US partner teacher. They will also engage in many formal and informal cultural activities in which they will learn about U.S. culture and share about their own. ILEP is a program of the Bureau of Educational and Cultural Affairs of the US Department of State.

School District Reading Recovery Project
Various Sponsors
Fisk, William R 
Teacher Education 
7/1/06 - 6/30/12
Award: $41,872

GoalPOST I Goal-Oriented Performance in Out of School Time - 21st Century Community Learning Centers Grant (Spearman Elementary School and Pelzer Elementary School)
SC Dept. of Education
Fleming, David S 
Teacher Education 
8/1/10 - 7/31/11
Award: $149,977

GoalPOST II Goal-oriented Performance in Out of School Time - 21st Century Community Learning Centers Grant (LaFrance, Pendleton, Townville, Palmetto and Cedar Grove Elementary 
SC Dept. of Education
Fleming, David S 
Teacher Education  8/1/12 - 7/31/13
Award: $281,250  

 

GoalPOST III (Goal-Oriented Performance in Out of School Time)
SC Dept. of Education
Fleming, David S
Teacher Education (0705) 8/1/12 - 7/31/13
Award: $159,999

The GoalPOST III program, which stands for Goal–oriented Performance in Out of School Time, is an afterschool intervention provided by Clemson University. This project includes five participating schools which will serve at least 250 students and families in Anderson County.

The schools include one elementary school, two middle schools and two high schools in Anderson School Districts #1 and #4. The programs will operate 5 days per week for most of the academic year with a before and after school component. The goals of the GoalPOST III program are to 1) provide a safe, positive environment for students conducive for personal development during out-of-school-time with specific attention on attendance and behavior, 2) assist students in meeting or exceeding state standards in core academic subjects, 3) increase parental involvement in their children’s education particularly in the area of literacy, and 4) establish strong ties with university programs and resources for sustainability while fostering community connections from a Complementary Learning perspective. GoalPOST III students, which will be selected from each site, receive academic and homework assistance from certified teachers as well as participate in technology activities, physical recreation, complete goal-setting exercises, and participate in family engagement activities.

GoalPOST I (Goal-Oriented Performance in Out of School Time)
SC Dept. of Education
Fleming, David S 
Teacher Education
8/1/11 - 7/31/12

GoalPOST II (Goal-Oriented Performance in Out of School Time)
SC Dept. of Education
Fleming, David S 
Teacher Education 
8/1/11 - 7/31/12

Upstate Writing Project Teacher Leadership Development SEED Grant
National Writing Project Corp.
Kaminski, Rebecca A 
Teacher Education 
7/1/12 – 6/30/13
Award: $20,000

The mission of the Upstate Writing Project (UWP) is to enhance the professional role of teachers in order to improve student writing. UWP programs improve teaching practices and student writing ability by: engaging teachers in an intense invitational summer institute; delivering customized in-service programs for area schools; and providing continuing educational and research opportunities for teachers.

Upstate Writing Project Teacher Leadership Development SEED Grant

National Writing Project Corp.

Kaminski, Rebecca A

Teacher Education (0705) 7/1/12 – 6/30/13

Award: $80,000

The mission of the Upstate Writing Project (UWP) is to enhance the professional role of teachers in order to improve student writing. UWP programs improve teaching practices and student writing ability by: engaging teachers in an intense invitational summer institute; delivering customized in-service programs for area schools; and providing continuing educational and research opportunities for teachers.

Special Education-Personnel Preparation to Improve Services and Results for Children with Disabilities.
US Dept. of Education
Katsiyannis, Antonis 
Teacher Education 
1/1/09 - 12/31/12
Award: $199,999

Assessing the Landscape of Early Childhood Professional Development in South Carolina: A Collaboration Between Two Universities
SC First Steps
Linder, Sandra M
Teacher Education 
10/13/11 - 12/31/12
Partner(s): Sandra Linder (PI), Kellye Rembert (Co-PI) 

This workforce project will assess the current needs, strengths, and barriers within the state’s early childhood professional development system by focusing on both the providers and recipients of professional development to make connections between the development, implementation, and evaluation of professional development to its resulting impact in early childhood settings. To accomplish these goals, the project Partner(s) will conduct two concurrent phases of research beginning in October of 2011 and ending in December of 2012. Specifically, phase one activities will focus on the providers of early childhood professional development in South Carolina (including initiatives from two and four year institutions), while the second phase of this research will focus on the recipients of professional development in early care settings throughout South Carolina.

Assessing the Landscape of Early Childhood Professional Development in South Carolina: A Collaboration Between Two Universities
SC First Steps
Linder, Sandra M
Teacher Education 
8/1/11 - 12/31/12

Supporting Expertise for Leaders in Early Childhood Teaching (SELECT) 
US Dept. of Education
Mackiewicz, Sara M 
Teacher Education 
8/1/07 - 7/31/12
Award: $199,999

This project uses and expands the infrastructure of the current special education and early childhood programs at Clemson University to create a new Master of Education emphasis in early childhood special education (ECSE). Practitioners trained in the program will develop competencies in teaching, supporting, and collaborating with the young child (age 0-5) with disabilities and their family. At the end of the project, 32 students will graduate with a Master of Education with an emphasis in early childhood special education.

Center of Excellence for Inquiry in Mathematics and Science
SC Commission on Higher Education
Marshall, Jeff C 
Teacher Education 
7/1/12 – 7/31/13
Award: $112,500 
Partner(s): Jeff C. Marshall, Mike Padilla, Bob Horton, and Andy Tyminski / Greenville, Oconee, Anderson 5, and Anderson 4 School Districts; Casio/CEIMS has two primary goals: A) to increase the number of highly qualified middle school mathematics and science teachers and B) to increase competence and confidence of in-service middle school mathematics and science teachers through the use of content-embedded inquiry

NSF CAREER Grant: Creating Effective, Sustainable Inquiry-Based Instruction in Middle School Science Classrooms
National Science Foundation
Marshall, Jeff C 
Teacher Education 
2/15/10 - 1/31/15
Award: $124,497 
Partner(s): Jeff C. Marshall—PI / NWEA Collaborator / Anderson 5, Anderson 4, and Oconee School Districts are partners.

The grant specifically addresses the following global research and educational question: How can we effectively transform and then sustain high-quality inquiry-based instruction and thus learning in middle school science classrooms? Three research questions frame this project include: (1) What are the effects of the professional development experiences upon the quantity and quality of inquiry-based instruction in middle school science classrooms for participants in the first and second year PD experiences? (2) Does the second year PD experience help sustain and continue to improve inquiry-based instructional practice within the participants’ respective schools?.(3) Do students whose teachers participate in the program demonstrate greater academic growth in the science content and process knowledge? Is the growth different between students of first year and second year participants?

Professional Development for Algebra Progress Monitoring
Iowa State Univ.
Stecker, Pamela M 
Teacher Education 
8/1/09 - 7/31/12
Partner(s): Anne Foegen, PhD, Iowa State University; graduate students at Clemson and Iowa State; local school teachers in SC and IA

This development grant (Goal 2 in IES structure) focuses on the development of an online system for instruction in progress monitoring for algebra teachers. Both general education and special education teachers learn about several research-based measures to monitor student progress in algebra and how to manage student data in the web-based system. Teachers provide feedback on the content, design, and usability of the web-based system, which is used in ongoing refinements of the instructional modules and data management system. In the last year of the project, a pilot study focuses on teachers’ use of the online system (a) to enhance their knowledge about progress monitoring in beginning algebra; (b) to monitor their students’ algebra progress, including students with learning disabilities; and (c) to manage and display student progress data, including graphed performance as well as skills and error analyses.    

Ideal Systems-Ready Community Gap Analysis for the Institute for Child Success

Institute for Child Success

Stegelin, Dolores A

Teacher Education (0705) 8/1/12 – 12/31/12

Award: $40,000

Partner(s): Khoa Truong, Kelleye Rembert

This study aims to identify what is the ideal systems/ready community that provides optimal support for healthy child development and school readiness based on a thorough review of the research literature using multiple sources; and what are the existent community-based resources in Greenville County, South Carolina, with an emphasis on high –risk neighborhoods, that are linked to healthy child development and school readiness using existing information sources. The project also seeks to determine how the existing Greenville County system and services compare to the ideal one or benchmark system, identifying existing gaps and recommended steps to close those gaps. Make specific recommendations for strategies and policies at the countywide and state levels that would facilitate closing the gaps in services. We will develop a preliminary template  for use by ICS to assist other counties and locales in assessing their own community resources that support healthy child development and school readiness.  

National Dropout Prevention Center

Bethesda Home for Boys Program Evaluation and Technical Assistance Project 
Bethesda Home for Boys
Cash, M Terry 
National Dropout Prevention Center 
3/1/11 - 4/30/13
Award: $94,953

A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative
Univ. of Louisville
Drew, Samuel F 
National Dropout Prevention Center 
8/1/12- 9/30/12
Award: $9,945.00

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD)
US Dept. of Education
Drew, Samuel F 
National Dropout Prevention Center 
1/1/09 - 12/31/13
Award: $699,884
Partner(s): The Education Development Center, Inc. (EDC) of Newton, MA. Collaborators: NDPC-SD has access to a broad range of expertise and experience through its national partners and other collaborators. Our major Collaborators include: the Urban Special Education Leadership Collaborative, the National Post-School Outcomes Center (NPSO) at the University of Oregon, the National Secondary Transition Technical Assistance Center (NSTTAC) at UNC- Charlotte, and other members of OSEP's Technical Assistance and Dissemination Network. Partner(s) Members: Dr. Loujeania Williams Bost, Director and Co-Principal Investigator; Dr. Sandra Covington Smith, Coordinator of Technical Assistance Activities; Dr. Matthew Klare, Coordinator of Analysis and Evaluation and Dr. Julia Wilkins.

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was initially funded in 2004 by the Office of Special Education Programs (OSEP) and refunded again for another five year period in 2009 to assist in building states' capacity to increase school completion rates for students with disabilities. The goal of this center is to provide high quality evidence-based technical assistance to help states build and implement sustainable programs and best practices that will yield positive results in dropout prevention, reentry and school completion for students with disabilities. The Center, located at Clemson University, is part of OSEP's Technical Assistance and Dissemination (TA&D) Network that provides information and technical assistance to states, local schools, educational professionals, policymakers, and families.

New York Liberty Partnerships Program
State Univ. of NY - SUNY
Smink, Jay 
National Dropout Prevention Center 
4/1/10 - 8/31/12
Award: $43,482

Parks, Recreation and Tourism Management

Tourism as a Tool for Conservation of Mountain Gorillas in the Albertine Rift: The Case of Volcanos National Park, Rwanda

US Fish & Wildlife Services

Parks, Recreation & Tourism Management

Backman, Kenneth 9/13/2012 - 9/13/2013

Award: $30,648

The Albertine Rift ecoregion in East Africa is recognized globally for wildlife conservation importance primarily because its protected areas inhabit some of the most rare and critically endangered animal species in the world. Locally, protected areas in this ecoregion are highly valued for their watershed functions, which provide neighboring local communities with regular flow of water as well as opportunity for tourism revenue. In this region, tourism has evolved successfully and its fiscal value is believed to have potential for promoting long-term benefits for wildlife conservation. The argument is that if tourism is planned and developed effectively, it can economically empower local residents and provide them with alternative livelihoods rather than depend on forest resources, while at the same time serving as an incentive for conservation support. This research project will investigate sustainability issues connected to tourism benefits, local residents’ livelihoods and community needs; and threat to biodiversity.

Reconciling Biodiversity, Public Perception, and Timber Yield in Managed Forest

USDA – Forest Service

Baldwin, Elizabeth D 

Parks, Recreation & Tourism Management

8/2/12 – 3/14/17

Award: $10,470

Application of the Visitor Experience and Resource Protection (VERP) Program in Pinnacles National Monument
National Park Service
Hallo, Jeffrey C 
Parks, Recreation & Tourism Management
12/17/10 - 11/30/13
Award: $43,517

Evaluation and Research of Environmental Education at Everglades National Park
South Florida National Parks Trust
Powell, Robert B
Parks, Recreation & Tourism Management 
9/1/11 - 5/1/13
Partner(s): R. B. Powell, G. Ramshaw (Clemson), & M.J. Stern (Virginia Tech). 

This project will evaluate the effectiveness of Everglades National Park curriculum-based education programs in enhancing students’ academic performance and stewardship and to determine which programs and program elements are most beneficial.

National Visitor Use Monitoring

US Department of Agriculture – Forest Services

Bixler, Robert D

Parks, Recreation & Tourism Management (0735) 9/1/12 - 10/30/12

Award: $10,000

Student Intern Support for Great Smoky Mountains National Park
National Park Service
Bixler, Robert D 
Parks, Recreation & Tourism Management 
5/29/08 - 9/22/12
Award: $8,695

Assessing Quality Indicators for Interpretive Programs in the National Park Service
Virginia Polytechnic Institute
Powell, Robert B
Parks, Recreation & Tourism Management 
8/1/10 - 8/31/12
Award: $41,828 
Partner(s): M.J. Stern (Virginia Tech) and R. B. Powell.

We will evaluate the effectiveness of a range of interpretation programs in NPS units.  We will also explore which program attributes tend to most consistently lead to desired outcomes across a wide range of programs in varying contexts.

Assessing the Health of Environmental Interpretation and Education in the National Park Service.
Virginia Polytechnic Institute
Powell, Robert B
Parks, Recreation & Tourism Management 
9/25/09 - 12/31/12
Award: $100,980 
Partner(s): M.J. Stern (Virginia Tech) and R. B. Powell

The purpose of this project is to develop an assessment tool that can be applied at the individual park level that will assess the condition of interpretation and education products and services. Results of assessments will be used to inform field decisions for creating and sustaining quality I&E programs by providing measurable indicators of success and to inform investment decisions to address deficiencies and sustain excellence. Data collected at the park-level through the assessment tool will also be used to evaluate the health of the overall Interpretation and Education Program service-wide.

Evaluating TogetherGreen: An Initiative of Audubon and the Toyota Foundation
National Audubon Society
Powell, Robert B
Parks, Recreation & Tourism Management 
7/15/08 - 12/31/12
Award: $390,000 
Partner(s): R.B. Powell, M.J. Stern (Virginia Tech), & N. Ardoin, (Stanford Univ.).

This research investigates the activities of TogetherGreen, an initiative of the National Audubon Society, with support from Toyota North America. Through two national programs—a fellowship-training program and a conservation grants program—TogetherGreen aims to build leadership for the future by training 200 emerging conservation professionals and to engage people in innovative conservation action by funding over 425 conservation initiatives (85 conservation projects each year for 5 years). Over 5 years this research evaluates the outcomes of the training program and investigates the activities of the grants program to assess not only to what extent each project is effective, but also to explore why conservation outcomes are occurring.

Development of Health Parks- Healthy People Strategic Action Plan for Hot Springs National Park
Virginia Polytechnic Institute
Schmalz, Dorothy
Parks, Recreation & Tourism Management 
9/6/12 -9/30/13
Award: $57,540 

The goal of this project is to develop a strategic plan to implement the seven guiding principles of Healthy Parks-Healthy People (HPHP) programs and initiatives at Hot Springs National Park (HOSP), while protecting natural and cultural resources and the experience of more traditional National Park Service visitors. The objectives of the proposed project are presented as a three phase effort: (1) a review of literature on HPHP topics as they relate to HOSP and an inventory of HOSP assets, (2) a HPHP Strategic Planning workshop for HOSP, and (3) development of a HPHP Strategic Plan for HOSP.

Needs Assessment for Visitor and Resource Protection and Three Specialty Career Fields in Collaboration with the CESU Network

National Park Service

Wright, Brett A

Parks, Recreation & Tourism Management (0735) 8/22/12 - 2/1/15

Award: $92,000

The purpose of this project is to develop a needs assessment for four population groups: Visitor and Resource, Legislative and Congressional Affairs, International Affairs, and Public Affairs. This project is a comprehensive survey of National Park Service employees to determine employee development or training needs within the four population groups (career fields).

The Open Parks Grid Project (CESU)
National Park Service
Wright, Brett A 
Parks, Recreation & Tourism Management 
10/1/10 - 9/30/12
Award: $136,620

USDA Forest Service Recreation, Heritage and Volunteer Resources
US Dept. of Agriculture
Wright, Brett A 
Parks, Recreation & Tourism Management 
6/9/08 - 9/30/13
Award: $45,000

School of Nursing

Rehydration Therapy
US Dept. of Health and Human Services
Amerson, Roxanne
School of Nursing 
9/1/12 – 8/31/14
Award: $76,445

Disseminating knowledge about oral rehydration therapy (ORT) and zinc supplementation (ZS) in low-income countries is effective in preventing deaths due to diarrhea in children under 5 years of age; unfortunately there has been a decrease in ORT use in some Latin American countries. It is unknown why the number of children treated with ORT during episodes of diarrhea has declined in recent years. The long-term goal of this research program is to design a culturally-appropriate promotora de salud curriculum to address conditions associated with high mortality rates in children under 5 years old for use in low-income countries in Latin America.

Assessing the Frequency and Costs Associated with Emergency

Dept. Transfers Among SC Nursing Home Residents

MUSC

Craig, Janet B

School of Nursing (0743) 8/23/11 - 9/23/12

Award: $10,882

PhD Nurse Researcher
Bon Secours St Francis Health System
Fasolino, Tracy K
School of Nursing 
8/20/12 - 5/10/13
Award: $21,756

A collaborative relationship between Bon Secours St. Francis Health System Magnet Coordinator and Dr. Fasolino for the promotion and coordination of research and knowledge transfer activity within the Health System. In addition, the project will include establishing the Health System as a facility utilizing evidence based practice and interdisciplinary collaboration guided by the core values. 

Enhancing Patient Safety for Nurses Through Virtual Pediatric Patient Interaction
US Dept. of Health & Human Services
Johnson, Arlene E
School of Nursing 
9/30/11 - 9/29/12
Partner(s): Drs. Arlene Johnson and Nancy Meehan (School of Nursing) and Dr. Larry Hodges (School of Computing) 

The Pediatric Virtual Patient System is a collaborative, interdisciplinary project focusing on the development of an innovative instructional tool that has the ability to transform the clinical education of nursing students. An interdisciplinary research Partner(s), including faculty from the School of Nursing and School of Computing have combined the unique knowledge and experience of nursing and technology experts to create the Pediatric Virtual Patient System. The overall goal of the research project is to use a combination of emerging computing and virtual reality technologies to build and test a pediatric virtual patient system (mother/child) designed to enhance nurse interviewing skills and clinical decision making abilities.

LPN to Professor - "Addressing Nursing Needs for the Future" 
Anderson Area Medical Center
Pruitt, Rosanne H
School of Nursing 
1/1/05 - 12/20/20
Award: $390,083

Public Health Sciences

Expanded Health Coaches for Hypertension Control

US Dept. of Agriculture – CREES

Dye, Cheryl J

Institute for Engaged Aging 

9/1/12 - 8/31/13

Award: $196,487 

Expanded Health Coaches for Hypertension Control (EHCHC) extends the efforts of the Health Coaches for Hypertension Control (HCHC) project (which serves individuals diagnosed with hypertension over age 60) by adding  the hypertensive participants 45-59 years of age in Oconee County, South Carolina. At the end of year one, plans will be developed for replication of activities in Abbeville and McCormick Counties in South Carolina. The project will use community health workers called Health Coaches (HCs) to deliver small group classes and facilitate support groups. Based on promising results from the HCHC project with the participants over age 60 year, we anticipate seeing reduced systolic blood pressure, reduced BMI and waist circumference and reduced triglycerides accompanied by behavioral changes of increased physical activity, increased intake of fruits and vegetables, reduced sodium consumption, increased use of stress management strategies, and integration of daily blood pressure monitoring.   

SC Cancer Disparities Community Network II (Community Core-Year 2)
Univ. of South Carolina
Mayo, Rachel M
Public Health Sciences  
9/1/11 - 8/31/12

Epidemiology of Sexual Violence: A Trajectory-Based Approach
National Institutes of Health
Thompson, Martie P.
Public Health Sciences  
7/19/10 - 6/30/13
Award: $438,454 
Partner(s): Martie Thompson, PI; Kip Kingree, Co-investigator; Consultants: Mary Koss (University of Arizona), Michael Foster (University of Alabama at Birmingham), Kevin Swartout, Georgia State University

The objectives of this prospective investigation are to use latent growth mixture modeling to determine the longitudinal trajectories of sexually aggressive behaviors during college and to determine the relative importance of intrapersonal, social, and cultural factors in predicting the different trajectories. This research involves a sample of 800 male students who were surveyed at the end of each of their four years in college. The findings will advance the field by increasing understanding of how sexually aggressive behaviors change over time, what predicts trajectory class membership, and ultimately, to the design of preventive interventions for sexual aggression.

Charles Houston Center

Examining the Impact of Online Distance Education on Student Learning and Student Engagement in STEM Disciplines at Historically Black Colleges and Universities
Fayetteville State Univ.
Flowers, Lamont A
Houston Center 
12/15/08 - 8/31/12

Examining the Impact of Online Distance Education on Student Learning and Student Engagement in STEM Disciplines at Historically Black Colleges and Universities 
Fayetteville State Univ.
Flowers, Lamont A
Houston Center 
9/15/09 - 8/31/12 

Mixed Methods Study of the Factors Influencing Recruitment, Retention, and Academic Achievement of African American Undergraduate Females and Males in Math, Science, and 
Winston Salem State Univ.
Flowers, Lamont A
Houston Center 
10/15/09 - 8/31/12
Award: $181,723

Institute on Family and Neighborhood Life

Consultation with PCA America to Develop Bullying Center

Prevent Child Abuse
Limber, Susan
Institute on Family & Neighborhood Life 7/15/2012 - 12/31/2012
Award: $15,000

PCA America invited Clemson University faculty to assist in the development of a bullying center. Clemson’s University’s role includes: (1) conducting a national environmental scan of bullying prevention programs, models, and resources and drafting a summary of these resources for PCA-America; and (2) phone consultation with PCA America and other consulting faculty members at Butler University and John Hopkins University.

Phase V Option Year HRSA's Bullying Prevention Campaign
Widmeyer Communications
Limber, Susan
Institute on Family & Neighborhood Life 9/23/2012 - 9/22/2013
Award: $70,000

Faculty at Clemson University will provide consultation to Widmeyer Communications for Phase V Option Year of the Bullying Prevention Campaign sponsored by the health resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services. Consultation will involve providing content for online training modules to be developed for Town Hall meetings on bullying; providing feedback on materials prepared by others for the stopbullying.gov website, periodic presentations to national audiences, and bi-monthly phone consultation to project staff

A Multi-Level, Cohort-Sequential Study of Rural Adolescent Dating Violence Victimization and Perpetration

US Dept. of Health & Human Services
McDonell, James R
Institute on Family & Neighborhood Life 9/1/2011 - 8/31/2015
Award: $ 447,857

A multi-year cohort-sequential study of rural adolescent dating violence victimization and perpetration is proposed. The project’s goal is to define an ecological, multilevel model of dating violence victimization and perpetration among adolescents in the rural south as a prelude to developing a comprehensive, community-based prevention and intervention initiative and generating specific policy and program recommendations for the prevention of adolescent dating violence. Data will be collected across a four-year study period from a random sample of females and males in grades 6 through 12 (approximate age range of 12 to 19), a parent or caregiver, and school and youth serving organization personnel. Data will also be collected through an observational study of the adolescents’ neighborhoods, through third party sources of neighborhood-level data and through an observational study of adolescent couples who have been dating for a minimum of three months. Finally, data will be collected on factors characterizing the organizational setting where youth spend substantial amounts of time, including schools and youth serving organizations. Latent growth curve analysis will be used to model the data.

Center for Adolescent Research in Schools (CARS)
USC
McDonell, James R
Institute on Family & Neighborhood Life 7/1/2011 - 6/30/2013
Award: $74,584

CARS will develop and evaluate programs and services to improve the educational outcomes for students with emotional and behavioral problems. The intervention package will be tested with a large number of students (over 500) across seven sites during the final two years. Employees funded by this grant will serve as consultants to school employed mental health professionals as well as teachers. Individuals will assess students, families and teachers, recommend interventions, train school employees how to implement indicated interventions and assess integrity of implementation.

Leadership of the Golden Strip Family & Child Development Center
Center for Community Services
McDonell, James R
Institute on Family & Neighborhood Life 10/1/2008 - 6/30/2013
Award:  $19,215

Leadership of the Golden Strip Family & Child Development Center
Center for Community Services
McDonell, James R
Institute on Family & Neighborhood Life
7/1/12 - 6/30/13
Award: $19,684