Funded Projects


GSIRI Awardee Celebration Program was held on November 20, 2019 at the EHE College Commons from 4:30-5:30pm.  Click here for the program.

Six proposals were awarded through the 2019 GSIRI grant.

(Where and) Why Scripted Curriculum? Probing the Geographic Distribution and Rationale for Adoption of Scripted Curricula in Franklin County Schools

  • Team Members: Julie A. Fitz, Alexandros C. Nikolaidis, Chris Yaluma, Joshua Peri, Amy Keyser
  • Faculty Mentor: Bryan Warnick

This study intends to identify elementary and middle schools within Franklin County that utilize ‘scripted’ curricula and explore factors related to their adoption, particularly student demographics, teacher experience and retention, and school charter or district status. We also intend to engage in in-depth interviewing to determine the rationale for adoption.

Documenting the Intersectionality of Students with Disabilities from Low-Socioeconomic Status Backgrounds in Higher Education

  • Team Members: Paul Gregor, Tyler Hallmark, Gretchen Turner, Ishtiaq Ahmed
  • Faculty Mentor: Laurie Katz

The objective of this project is to better understand the lives of ​students from low-socioeconomic status (SES) backgrounds with disabilities in higher education. Specifically, this study aims to document the barriers that students from this demographic have experienced during the transition to college and during their academic studies. Interviews will be conducted with qualifying students at OSU to understand these stories.

An Interdisciplinary Approach to Mapping Linguistic Landscapes in Education

  • Team Members: Bethany Martens, Xinyue Lu, Mario Martinez Garcia, Joshua Peri, Zac Patterson,

Julie Parrott

  • Faculty Mentor: Peter M. Sayer

This project will implement innovative mapping technology to provide a visual representation of multilingual signage in Columbus, Ohio. This map will be used to create an interdisciplinary pedagogical unit that engages communication among teachers, students, and the community in an effort to foster higher-order thinking skills across the curriculum.

 Enhancing the Functionality of an Effect Size Calculator to account for More Statistical Analyses

  • Team Members: James Ohisei Uanhoro, Johana Chaparro Moreno, Micah Gerhardt, Chris B. Yaluma
  • Faculty Mentor: Ann A. O’Connell

Quantitative methodologists recommend that researchers report effect sizes to quantify the direction and magnitude of the relations under study. However, popular statistical packages do not return several commonplace effect sizes. This study aims to improve an existing effect size calculator to make it more relevant to the work of researchers.

Academic Socialization and Support of Black Graduate Womxn in EHE

  • Team Members: e alexander, Kristyn Goodwin, Jessica Jorge, Tiffany Steele, Kristen J. Mills, Rhodesia McMillian
  • Faculty Mentor: Lori Patton Davis

More research is needed to explore the challenges in navigating predominately white institutions (PWIs) for Black graduate womxn (BGW). The research team is interested in the holistic support of BGW. Through preliminary fact finding, this study aims to investigate the navigation, socialization, and needs of BGW in EHE.

Estimating the Impact of Expulsions, Suspensions, and Arrests on School Proficiency Rates in Ohio

  • Team Members: Christopher Yaluma, Michael B. Leonard, Alexis Patrice Little, Racquel L. Armstrong
  • Faculty Mentor: Karen Stansberry Beard

Student removal became a popular form of discipline since the implementation of zero-tolerance policies during the 1990s. Most cases are for minor and non-violent offenses. Teachers’ biases and cultural misreadings widen racial disparities in school discipline and academic performance. This study utilizes a mixed methods approach to analyze the effects of school discipline policies on proficiency outcomes.