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Funded Research
Behavior Alliance of South Carolina (BASC)
Researchers from Clemson University and the University of South Carolina are using an award from the South Carolina Department of Education Office of Special Education Services to develop the Behavior Alliance of South Carolina, which works directly with the state to help districts and schools across South Carolina build capacity for supporting students with social, emotional and behavioral needs.
CAREER: VECTORS in Engineering Valuing Education and Career Transition Opportunities Raising Student Success
This NSF CAREER project uses a mixed method study to create new knowledge to more broadly increase engineering transfer numbers and preparedness through investigating the geographic and cultural assets of transfer intending two-year college students. The project also integrates research findings into digital educational interventions aimed at improving transfer student capital and to test the efficacy of those interventions.
English Learner Instruction: Building Capacity Through Design
Faculty are using an award from the U.S. Department of Education to research the best approach for teachers working with English learners. The five-year project will see researchers working with school districts in the South Carolina Midlands to discover effective approaches that K-12 educators studying literacy and English for Speakers of Other Languages (ESOL) can use to improve their teaching practices, student outcomes and parent/caregiver involvement in student learning.
Examining the Role of Science Coordinators in Supporting and Retaining Teachers
This research funded by the National Science Foundation seeks to better understand the relationship between the professional development of science leaders in school districts and those districts’ retention of science teachers. The three-year research study will center on the impact of district science coordinators across the country, recruiting both district science coordinators and teachers, each with varying levels of professional development.
Preparing for Academic and Social-emotional Success: Support to Enter Postsecondary Undergraduate Programs (PASS: STEP UP)
PASS: STEP UP provides support to entering first-year, first-time college students disproportionately impacted by learning and opportunity loss resultant from the COVID-19 pandemic. The project aims to support students’ successful matriculation to Clemson University by offering foundational academic support and other programming to ensure success in their first Fall semester.
ContactEffective Teacher Training to Address Student Learning Loss due to COVID
To address student learning loss resulting from the impact of the COVID-19 pandemic, the goal of this research is to imrpove secondary students’ achievement in both ELA and science in identified underserved, high-need school districts. Secondary ELA and science teachers receive sustained professional development based on the successful evidence-based programs already underway by the National Writing Project site at Clemson University.
S.C. Department of Education Engagement Agreement
The purpose and use of the additional ESSER III funding is to supplement the existing Call Me MISTER programs by supporting up to an additional 60 MISTERs matriculating for three years among 18 four-year partner colleges and nine two-year colleges in South Carolina. The program expects to achieve this goal by increasing the number of inquiries and pool of potential applicants among partner colleges and providing student participants with tuition assistance, mentorship and a co-curricular academic support system.
EIR Mid-Phase Grant: Validating HEROES
A project that assists in developing an instructional format for training special education teachers in one-to-one intervention for beginning readers in special education settings. The project recruits and trains at least 48 special education teachers over a four-year period.
Developing a Sentence Writing Intervention for Young Struggling Writers
Abby Allen is using this early career award from the Institute of Education Sciences to research and design a sentence writing intervention for students with learning disabilities. The intervention fills both a research and practice gap related to writing assessments and interventions for young, struggling writers.
Science Coordinators Advancing a Framework For Outstanding Leadership Development (SCAFFOLD)
SCAFFOLD is a DRK-12-Teaching Strand, Design and Development – Exploratory Study, Level 2 project that develops and studies a professional development program for District Science Coordinators. This project has the goal of determining the impact of coordinators on teachers, and if they are in need of professional development programming to enhance their work with teachers, which can improve student learning.
Clemson University’s Teacher Learning Progression (CU-TLP)
Teacher Learning Progression uses Personalized Advanced Credentials for Teachers to improve STEM teacher effectiveness and retention while positively affecting student achievement in South Carolina’s high-needs middle schools. Researchers have developed an AI-powered recommender system to improve teacher effectiveness and retention while increasing student achievement.
CTPop-ups4All: A Data Science Curriculum for Rural Elementary Students
This project funded by the National Science Foundation partners with rural schools in South Carolina to make computer science fun and accessible to middle school students and those with learning disabilities and emotional and behavioral disorders. The research aims to help students hone computer science skills that will likely be useful in many facets of their everyday lives.
In the News ContactEarly Literacy Center
The Early Literacy Center provides initial and ongoing professional learning for reading interventionists and primary-grade teachers in the area of early literacy assessment and instructional strategies.
