Grants

Professional Education Program - Administration

SUNY Teacher Education Program Assessment (TEPA), 2003-2007 -A US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) grant. The project creates a sustainable assessment system to document beginning teacher competency and performance and provide feedback for program improvement for each of 15 teacher education institutions collaborating within the State University of New York (SUNY) system. Guided by an innovative and robust model of program assessment goals that applies to the full range of teacher education institutions in SUNY, it will systematically report and analyze aggregated teacher performance data and use the results to guide program changes designed to improve candidate performance at major checkpoints (admission, candidacy for student teaching, graduation, and post-graduation in the schools). A major outcome will be the creation of a database to support individual assessment by combining teacher certification examination results with other student data and eventually to include data on in-service teachers from the New York State Education Department (NYSED). Such an approach will serve to create a holistic resource for assessing program effectiveness using replicable, systematic approaches to teacher program assessments based on standard, reliable data. Replication will be enhanced by producing a handbook of the processes and procedures followed during the implementation plan and making the information available on the university website.

Web-based curriculum and resources for multicultural diversity, 2003-2004 -A presidential mini-grant for departmental diversity initiatives is a collaboration among PEP, the Library, and the former Center for Excellence in Learning and Teaching.

Environmental Education Summer Camp - This program is funded by a NYS Department of Environmental Conservation Environment Benefit Fund (EBF) grant. ($840,000 for 1995-2001 and $2,225,000 for 2002-2016.) A one-week, residential environmental education summer camp for boys and girls ages 10-15 that is held at Peconic Dunes in Southold on the North Fork of Long Island. Every summer there are three one-week sessions which are scheduled for the first three weeks of August. The curriculum centers on the environment of Long Island, with special emphasis on the marine coastal environment. Unique components of the curriculum are the stewardship projects, which are hands-on, field oriented projects undertaken by the campers.

Chautauqua Short Courses for College Teachers - A program supported by the National Science Foundation. These forums provide an opportunity for invited scholars to communicate new knowledge, concepts, and techniques to college teachers in ways that are immediately beneficial to their teaching. The primary aim is to enable undergraduate teachers in the sciences to keep their teaching current with respect to both content and pedagogy. Some of the courses are held at the Stony Brook campus, while others are held in New York City, the Adirondack Mountains, Virginia, Washington, DC, Beijing, China, Costa Rica and Pakistan.

Liberty Partnership Program - This program, funded annually by a NYS Department of Education grant, recruits and provides academic year support services (tutoring, counseling, cultural activities, mentoring) and a summer residential academic program for junior and senior high school "at-risk" students in the Brentwood, Central Islip, Middle Country, and Wyandanch School Districts. This program is designed to increase the academic competence of the participating students, encourage post secondary education, and provide parents information and involvement. Candidates interested in field work opportunities and tutoring “at-risk” students click hereto complete and send in this application. Note: Tutors are appointed on the basis of requirements and credentials.

Teacher Opportunity Corps Program (TOC) - This program, funded annually by a NYS Department of Education grant, works with the Brentwood, Longwood, Patchogue-Medford and Wyandanch School Districts to encourage under-represented students and those from low-income families to enter the teaching profession and assists students who are interested in teaching in schools that contain measurable numbers of low-income and “at-risk” students to become teachers. Candidates from low-income families interested in entering the teaching profession or currently under-represented students click here to complete and send in this application. Note: Applications may be reviewed for eligibility purposes.

English

Recent grants awarded to Dr. Kenneth Lindblom include:

Cross Small Grant for Scholarship of Teaching and Learning. $4000 (May 2003). Funds supported a teaching/research project entitled Supporting Grass Roots Response to Change in Teacher Education: Engaging Cooperating Teachers in the Improvement of Student-Teaching Experiences of English Education Majors at Illinois State University with Becca Chase and Susan Bloome.

Illinois State University College of Arts & Sciences Small Grant for Research $1,000 (Summer 2000). Funds supported research assistance and support for graduate student co-writers on a project entitled An Archival History of Writing Instruction at Illinois State Normal University 1857-1957.

Recent grants awarded to Lecturer Michael LoMonico include:

For his work with the Folger Shakespeare Library, a $69,023 grant from the National Endownment for the Humanities, supporting a summer 2007 Folger's series of three, week-long "Teaching Shakespeare" institues of English, humanities, or drama. Directed by Mr. LoMonico, one of their Master Teachers, in three locations: UCLA, the University of Tulsa, and the Brooklyn Academy of Music.

Foreign Languages

Recent grant awarded to Sarah Jourdain and Monique Watts (lecturer in French):

On October 30, 2003, the Department of European Languages, Literatures and Cultures launched French Week festivities by hosting Consul Général Harry Fouché, of the République d’Haïti, Nicole McKinnon, Director of Governmental Relations, and Dr. Maryalice Mazzara, Attachée aux affaires éducatives, the latter two of the Gouvernement du Québec, for a day of events on the Stony Brook campus. These events included an informative presentation by Consul Général Fouché on the history of Haiti and its ties to the French-speaking world. Director McKinnon then presented valuable information on “Living, Studying, and Working in Québec.” These presentations honored the 2004 AATF/FIPF conference theme “Diversity in the French-speaking world” by exposing students to some of the diversity of French found in such close proximity to our borders. These presentations were then followed by performances of French musical selections by students from Stony Brook’s Music Department and by local French artists.

We are pleased to report that these events were very well attended. Approximately 250 Stony Brook students and faculty, regional high school students and teachers, as well as community members participated. Our celebration concluded with a reception for all of the students, faculty, and guests.

Our promotion of National French Week was made possible by a generous $500 grant from AATF which allowed us to cover expenses related to the reception. Additional funding for posters and flyers was provided by the Office of the Provost of Stony Brook University. The Department of European Languages, Literatures, and Cultures of Stony Brook University funded mailing information about our event to all local French teachers and hosted a luncheon for our guests and for representatives of the faculty and student groups.

One of the unanticipated results of this event was a commitment on the part of Consul Général Fouché to return to the Stony Brook campus this spring semester to host an event in honor of Haiti’s bicentennial. We have a large population of Haitian and Haitian-American students here on the Stony Brook campus, so we are particularly interested in serving their needs.

Another unanticipated benefit of this event was an agreement to develop an exchange partnership through the Gouvernement du Québec to promote French study opportunities for our students and faculty. We have not, in the past, had a formal “study abroad” agreement with Québec. This exchange partnership will allow us to offer unique opportunities to our students to study in a Francophone context without leaving the North American continent. We believe that this will be especially appealing to students whose budgets do not permit travel to France. It will also facilitate French study by non-traditional students with families since possibilities exist for summer study in Québec including family housing and activities.

We believe that the event we were able to host has contributed in the broadest possible way to the promotion of the learning and teaching of French in our region. This event would not have been possible without the financial support of AATF nor could it have occurred without the determination and dedication of Monique Watts who sought out presenters, secured their participation, and made all necessary arrangements for the event.

We would like to thank AATF for helping us to promote National French Week, and we would like to encourage all AATF members to seek out ways to promote French during National French Week and throughout the year.

Mathematics

Professor Thomas Liao, of the Department of Technology and Society and former director of PEP, is a co-project director, and Professors Scott Sutherland, of the Department of Mathematics, and Robert Scheidet, of the Educational Leadership Program, are affiliated with the following grant:

Mathematics Science and Technology Partnership (MSTP)
The project is a 5-year NSF-funded collaborative project with Hofstra University, ten local high-needs school districts, the New York State Department of Education, the Long Island Regional Support Services Center, Nassau and Suffolk BOCES, and 31 school districts. The project addresses middle-school math and makes connections to science and technology units taught in middle schools. It aims to improve math, science and technology teachers' understanding of math content and pedagogy, and to improve curriculum alignment in these three subject areas. When completed, the project will have impacted 750 teachers in 31 low-performing middle schools in New York State and provide professional development in peer-coaching techniques as well as in math content and pedagogy. Another aspect of the project involves increased recruitment of under-represented and disadvantaged students into math/science/technology teaching careers.

Dr. Neil Portnoy, former Director of the Mathematics Teacher Education Program, is co-PI on two NSF-funded curriculum development projects that also have associated research components; "Knot theory for preservice and practicing secondary mathematics teachers" with Thomas Mattman, CSU, Chico; and "Seeing the connections: Promoting profound understanding of secondary mathematics" with Steve Benson, Education Development Center, and Karen Graham, University of New Hampshire.

Knot Theory for Preservice and Practicing Secondary Mathematics Teachers
PIs: Neil Portnoy, Stony Brook University
Thomas Mattman, California State University, Chico
Funded by the National Science Foundation, Division of Undergraduate Education, CCLI-EMD Award DUE-0126685 Content Focus of the Module: This two-week curriculum module focuses on the problem of classification of knots with particular attention to the knot invariant, the Jones polynomial. A mathlet, based on the state-sum, or lake and island picture of knots proposed by Kauffman (1988), illustrates the Jones polynomial in a dynamic, visual context. Use of the Module Since knot theory draws on connections with diverse types of mathematics, this module will integrate well into undergraduate courses such as geometry, topology, combinatorics, discrete mathematics, or graph theory. Goals of the Module Preservice and practicing teachers will learn mathematics in a coherent fashion that emphasizes the interconnections among theory, procedures and applications, experience mathematics as a (product of) human endeavor instead of as a fixed body of knowledge understandable (or creatable) only by a few experts, develop the habits of mind of a mathematical thinker by having opportunities to generate and explore conjectures.
http://www.csuchico.edu/math/mattman/NSF.html

Seeing the Connections: Promoting Profound Understanding of Secondary Mathematics is a collaboration of the University of New Hampshire, Stony Brook University, and Education Development Center. It is funded by NSF award DUE-0231342. The Seeing the Connections staff will produce, pilot, and disseminate curriculum modules for use in mathematics courses that help pre-service teachers develop a knowledge of mathematics for teaching. Building on successful NSF-funded proof-of-concept projects, the Seeing the Connections curriculum will help secondary teachers develop important mathematical knowledge and skills required in their future careers---designing effective lessons, emphasizing certain ideas over others, connecting ideas across the grades, understanding germs of insight in students' questions, and placing topics in the pre-college curriculum in the broader mathematical landscape. The project staff, combining extensive expertise in curriculum development, undergraduate and secondary teaching, teacher preparation and professional development, and education research, will create and make widely available (in paper and electronic formats) a library of materials that can be used in a wide range of pre-service and in-service environments.

Sciences

The Center for Science and Mathematics Education, directed by Dr. David Bynum, creates educational and research opportunities that link together science and math students and teachers at every level from kindergarten to college. The Center, located in the Department of Biochemistry and Cell Biology at Stony Brook, is the recipient of a number of major grants from the Howard Hughes Medical Institute (HHMI), the National Institute of Health (NIH), and the National Science Foundation (NSF), for providing research fellowships to students and for furthering Stony Brook's outreach efforts in the community and schools. The Center has greatly enriched the science teacher education program, provided workshops, courses and resources for pre-service and in-service K-12 science teachers, attracted underrepresented minorities, and provided fellowships.
URL: http://www.stonybrook.edu/cesame

Current grant funding of the Center includes:

2007-2012 National Institutes of Health $1,098,883
BioPREP: Biology Partnership in Research and Education Program
PI: Daniel Moloney

2006-2008 National Science Foundation $1,000,000
Cyberinfrastructure via MARIACHI
PI: Helio Takai; Co-PI: David Bynum

2006-2010 Howard Hughes Medical Institute $1,800,000
Undergraduate Science Education
PI: David Bynum

2006-2009 National Science Foundation $ 497,946
Robert Noyce Scholarship Program
PI: Keith Sheppard; Co-PIs: David Bynum, Lisa Berger, Linda Padwa

2007 Tensor-SUMMA Foundation $ 6,000
Summer Mathematics Camp
PI: Nadia Kennedy; Co-PI: Linda Padwa

2007-2008 Ride-For-Life Foundation $ 10,000
Protein Modeling Competition for Middle School Students
PI: Joan Kiely

2008-2009 OSI Pharmaceuticals Foundation $ 10,000
Protein Modeling Competition for High School Students
PI: Joan Kiely

Dr. David Bynum, Department of Biochemistry and Cell Biology is the Founder and Director of The Long Island Group Advancing Science Education (LIGASE) - LIGASE, an enzyme that acts as a catalyst to link together DNA segments, was selected as an acronym to reflect the role of the university as a catalyst in creating research opportunities that link together students and science teachers at every level from kindergarten to college. The project, located in the department of Biochemistry and Cell Biology at Stony Brook, is the recipient of a number of major grants from the Howard Hughes Medical Institute (HHMI), the National Institute of Health (NIH), and the National Science Foundation (NSF), for providing research fellowships to students and for furthering Stony Brook's outreach efforts in the community and schools. The project has greatly enriched the science teacher education program, provided workshops, courses and resources for pre-service and in-service K-12 science teachers, attracted underrepresented minorities, and provided fellowships.

URL: http://ws.cc.stonybrook.edu/ligase/

Grant funding awarded to Dr. Bynum includes:

• 2004 - 2007 National Institutes of Health Partnership for Excellence in Biomedical Sciences $ 601,616
• 2003 - 2004 National Science Foundation Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring $10,000
• 2002 - 2007 National Institutes of Health Minority Access to Research Careers Supplement $ 328,528
• 2002 - 2006 Howard Hughes Medical Institute Undergraduate Biological Science Education $1,900,000
• 2002 - 2007 National Institutes of Health Minority Access to Research Careers $1,237,760

NSF and the University also provided fellowships to science teacher candidates in 2003-2004.

Distinguished Teaching Professor Robert Kerber, Department of Chemistry, was awarded the following Grants in Chemical Education:

1. DIRECTED INQUIRY IN A LARGE GENERAL CHEMISTRY LABORATORY; National Science Foundation Instrumentation and Laboratory Instruction program; $35,272; July 1, 1995-June 30, 1997.
2. SUMMER RESEARCH EXPERIENCE IN CHEMISTRY FOR UNDER-GRADUATES AT SUNY STONY BROOK; National Science Foundation REU program; $118,000; Feb. 1, 1997-Jan. 31, 2000.
3. REU SITE IN CHEMISTRY AT SUNY STONY BROOK; National Science Foundation REU program; $197,916; May 1, 2002-April 30, 2005.
4. REU SITE IN CHEMISTRY AT SUNY STONY BROOK; National Science Foundation REU program; $203,289; May 1, 2005-April 30, 2008.

TESOL

Marianne Catalano and Barbara Brownworth received a Stony Brook Presidential Mini-Grant Award for Departmental Diversity Initiatives in the amount of $9000 in 2002.

Margo DelliCarpini, former Director of Field Experience and Clinical Practice for the TESOL Teacher Education Program,has been awarded the following recent grants:

• English Literacy/ Civics Education (EL/Civics), Funding Level: $293,176 per year. Funding Period: January 1, 2002 “December 31, 2004: (renewable)
• Even Start Family Literacy Program for Incarcerated Parents, Funding level: $ 270,000 per year Funding Period: 9/2002-12/2006 (renewable).
  

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics is project director of the following ESOL related grants:

Recruitment, Selection, and Retention of ESOL Pre-service Teachers. New York State Education Department and the Intensive Teacher Institute in Bilingual Education and English as a Second Language. 2005-2006.

Recruitment, Selection, and Retention of ESOL Pre-service Teachers. Grant to support 24 ESOL teacher candidates. New York State Education Department and the Intensive Teacher Institute in Bilingual Education and English as a Second Language. 2004-2005.

Funding from New York State Education Department and the Undergraduate Institute in Bilingual Education/ESL Technical Assistance Center (BETAC) to increase recruitment of English as a Second Language (ESL) teachers provided tuition scholarships to a total of 29 TESOL teacher candidates in 2001-2003 and 21 additional TESOL teacher candidates in 2003-2004.

Developing web-based activities to raise cross-cultural awareness was funded by a grant for Diversity and Internationalization Dialogues Across Differences project. The goal of this grant is to promote deeper understandings of the academic and linguistic challenges of English Language Learners (ELL), 2002-2003.

Developing web-based partnerships among alumni and teacher candidates. New York State Education Department and the Undergraduate Institute in Bilingual Education/ESL Technical Assistance Center (BETAC), 2002.

Integrating Teacher Education, Curriculum Design, and International Teaching Assistants professional development. Center for Excellence in Learning and Teaching (CELT), Spring 2001.

A World of Opportunities: Literacy through Research. A 3-year Breakaways Partnership Program, New York City Board of Education (with 3 co-PIs from Science Education Program, School of Health Technology and Management and Presidents Office), 2000-2003.

Presidential Mini-Grant for Innovative Teaching Projects: Raising Cross-Cultural Awareness Web-Based Instructional Modules for Teacher Education, 2000-2001.

University Affiliates

National Science Foundation funding was awarded to Principal Investigator Janice A. Grackin, Ph.D. in 2003 to support the three-year project Girl Power 21st Century: Growing Strong, Moving On. The project continues and greatly expands the highly successful four-year project, Girl Power: Growing Strong with Technology which targets enhancement of computer interest and technology skills in low income and minority girls in grades 2-8. The goal of the project is to increase diversity in the information technology workforce.

Janice A. Grackin, Ph.D., co-investigator for the Web-Based Curriculum Resource Center for Multicultural Diversity Project, coordinated development of a web-based curriculum resource center and a companion library resource to enhance the educational experiences of pre-service and graduate teachers in the Professional Education Program. This project was funded by a 2003 Stony Brook University Presidential Mini-Grant Award for the Departmental Diversity Initiatives.

The WATER (Women Ambassadors to Enhance Respect) Project, was funded by a grant to Janice A. Grackin, Ph.D. through the 2003 Dialogues Across Differences program, a Stony Brook University Presidential funding initiative. The project provided workshops built around the video, The Way Home, to help students develop the skills needed to address issues of tolerance and respect in an increasingly diverse campus and world. The project is currently being continued and expanded to encompass staff development through the University’s Office for Diversity and Affirmative Action.

National Science Foundation funding was awarded to Principal Investigator Janice A. Grackin, Ph.D. in 2002 for Think Again…Girls Can! This project created a public education video campaign and accompanying website (www.girlscan.org) to disseminate information around women in science, technology, engineering and math. The goal of the project is to increase the participation of girls and young women in science, technology, engineering and math education and careers.

Janice A. Grackin, Ph.D., is co-investigator for assessment for the Innovative Approaches to Computer-Human Interfaces Project. The five-year project is a collaboration with Brooklyn College and was funded by the National Science Foundation. The project’s goal is to work with K-16 educators to develop tools that enhance learning through creative use of computer-human interfaces.