Funded Projects

The Development and Assessment of Complex, Problem Solving in College Students

This study will investigate contextual influences that lead to the development of the ability to construct reasoned solutions for complex problems. The study will define an objective measure of complex problem solving that can be used to assess college student outcomes.

Contact:

Dr. Karen S. Kitchener College of Education University of Denver (Colorado Seminary) 2199 South University Blvd. Denver, CO 80208-2121 Phone: (303) 871-2480 Year 1 funding: $186,985 Project Period: 3 years

High School Courses, College Admissions, and Affirmative Action

This study will examine the effects of high school course-taking behavior on college admissions for minority youth and will estimate how increased course requirements might off-set recent affirmative action cut-backs.

Contact:

Dr. Duncan Chaplin The Urban Institute 2100 M Street, NW Washington, DC 20037 Phone: (202) 857-8771 Year 1 funding: $104,365 Project Period: 1 year

General Educational Development Certificates (GEDs) and Earnings: What are the Costs and Benefits?

This study will examine the costs and benefits of GED programs by reconciling the varied estimates of the earnings benefit of the GED for high school dropouts; estimating the degree to which the GED program encourages youth to drop out; and estimating the overall marginal benefits of changing GED program rules.

Contact:

Dr. Duncan Chaplin Dr. Stephen Cameron The Urban Institute 2100 M Street, NW Washington, DC 20037 Phone: (202) 857-8771 Award Amount: $95,162 Project Period: 1 year

Making the Transition: Work Experiences After High School

This study will examine the employment and schooling experiences young adults have after completing high school in order to determine the impact their work experiences are having on their future expectations, knowledge, and skills.

Contact:

Dr. Barbara Schnieder National Opinion Research Center 1155 East 60th Street Chicago, IL 60637 Phone: (773) 256-6361 Year 1 funding: $134,641 Project Period: 3 years

Assessment of Multicultural/Diversity Outcomes

This study will establish a formal assessment to evaluate the effectiveness of a program on multiculturalism and diversity at Emporia State University offered in both the general education program and the Teacher Education Program. The instruments developed by this research could be useful to other universities.

Contact:

Dr. Jerry Long Teachers College Emporia State University 1200 Commercial Street Emporia, KS 66801 Phone: (316) 341-5367 Year 1 funding: $105,745 Project Period: 3 years

Welfare Reform, Immigration Reform and the Changing Workplace: The Impact on Adult Students' Learning and Achievement

This study will determine the impact of welfare reform, immigration reform and the changing workplace on adult students' achievement. This project is a collaboration between five literacy programs and a community college. The study creates a unique partnership between research faculty, program staff and adult learners.

Contact:

Ms. Alexandra C Risley Schroeder Holyoke Community College 303 Homestead Avenue Holyoke, MA 01040 Phone: (413) 538-7000 Year 1 funding: $222,349 Project Period: 2 years

Improving Performance Based Assessment Strategies in Post-Secondary Education: Pathways from the Classroom to Credentials via Competency Based Standards and Effective Strategies

This study will develop interactive, multi-media assessments linked to national standards and compare the efficacy of these assessment instruments in predicting effective work performance. The researchers will conduct pilot assessments and plan certification frameworks useful to the human service industry.

Contact:

Ms. Marianne Taylor and Ms. Amy Hewitt (located at the Univ. of Minn.) Human Services Research Institute 2336 Massachusetts, Avenue Cambridge, MA 02140 Phone: (617) 876-0426 Year 1 funding: $224,957 Project Period: 3 years

This page last modified March 30, 2000 (tca)