Funded Projects


The potential of distributed information search: Testing the effect of a new information search tool on college students’ critical thinking

  • Team Members: Shantanu Tilak, Yvonne Allsop, Logan Pelfrey, Ziye Wen, Marvin Evans, Latif Kadir, Yin, Chia-Hsin
  • Faculty Mentor: Michael Glassman

Parental and adolescent perceptions towards social media and video games in China and the United States: A cross-cultural comparison study

  • Team Members: Ziye Wen, Yue Sheng, Yilun Huang, Fan Xu, Mike Frazier, Simon Murdock
  • Faculty Mentor: Michael Glassman

Multiracial Identity Connection: Belongingness, Exploration, Regard, Complexity, and Importance of an Individual’s Multiracial Group Identity

  • Team Members: Kimiko Ching, Lisa Delacruz Combs, Rebecca Cepeda, Fuyi Feng, Rumbidzai Mushunje, Krisann Stephany, Ionell Jay Terogo
  • Faculty Mentor: Marc Johnston Guerrero

Video Club as Professional Development for Emerging STEM Teachers: An Equity-Based Investigation on Teacher Noticing

  • Team Members: Mutiara Syifa, Skye O’Beollain, Ionell Jay Terogo, Adriana I. Martinez Calvit, Lanoke Paradita, Tyler Young, Maretha Dellarosa, Alexander G. Pittman
  • Faculty Mentor: Sophia Jeong


Designing, Implementing and Sustaining a STEM Teacher Education Learning Community on a Social Media Platform

  • Team Members: Marvin “M-Anthony” Evans, Elizabeth Trolli, Fuyi Feng, Veronica Jolley, Chia-Hsin Yin, Irenee Niyongombwa, Menglin Xu, Shantanu Tilak, Lixiang Gao
  • Faculty Mentor: Ashlyn Pierson

The Use of Drama-Based Learning in Teaching Socio-Scientific Issues: The Case of Solar Energy

  • Team Members: Mutiara Syifa, Fuyi Feng, Adriana I. Martinez Calvit, Chia-Hsin Yin
  • Faculty Mentors: Lin Ding and Patricia Enciso


The Influence of Student Evaluations of Teaching on Perceived Teacher Quality in U.S. Higher Education

  • Team Members: Bethany Martens, Shantanu Tilak, Irina Kuznetcova, Mitchell Shortt, Logan Pelfrey
  • Faculty Mentor: Michael Glassman

Fighting Oppression with Unity: Building a Coalition of Solidarity and Community Among Women of Color Graduate Students in EHE in the Time of COVID-19

  • Team Members: Jessica Rivera, Ruth Lu, Lisa Combs, Noor Khalayleh, Tori Rehr, Jasmine Abukar, Susan Talley, Neal McKinney, LaVada Washington
  • Faculty Mentor: Marc Guerrero

Evaluation of the Graduate Student Interdisciplinary Research Initiative in the OSU College of Education and Human Ecology

  • Team Members: Busra Ceviren, Julie Fitz, Xinyue Lu, Eric T. McChesney, Barbara Sanchez
  • Faculty Mentor: Kimberly Lightle


(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.