Research support mini-grants available

The Office of Scholarship & Innovation has expanded the internal grants program to include research support mini-grants. The mini-grant program is a recurring monthly opportunity for faculty to receive funds to cover small costs that may arise during ongoing research projects. Funds are not available in June or July.

All full-time MLFTC faculty can apply for these funds to be used for purchasing items such as software, renewing site licenses, acquiring audio or video recorders, microphones, transcription service, etc., for use in existing research projects. There are limited funds available for this and our goal is to support as many such research projects as possible. Click here for application instructions.

Mini-grants were awarded to Katie Farrand and Melanie Bertrand in September; Katie Farrand received mini-grant support to purchase materials for a research project examining the impact of wellness activities on MLFTC students' perceived wellbeing as measured via pre and post surveys. Farrand will be offering wellness resources and strategies for online students who participate in a weekly, face-to-face study hall. Michele Gaines, wellness coach at MLFTC, will partner with Farrand at least once a month which will also provide an opportunity to promote the college's existing supports for student wellbeing and emotional health. Melanie Bertrand was awarded mini-grant support to cover transcription costs associated with a research project she and Dawn Demps, Ph.D. candidate, are working on. Bertrand and Demps are analyzing data from participatory art sessions and focus groups with African American youth who have disproportionately experienced exclusionary practices as compared to their non-Black peers in a midwestern high school. The students in the focus group were asked to create artwork in response to two prompts, "How do you view yourself?" and "How do you believe your school/teachers view you?"

The August mini grants were awarded to support faculty working on two different projects. Lauren Harris and Leanna Archambault received mini grant support for research they are conducting with LLT alum and now assistant professor at CSU Stanislaus, Catharyn Crane Shelton. Given the growing popularity of P-12 teachers creating and selling academic resources to other teachers online, the trio is interested in examining the quality of such resources. Archambault and Harris will use mini-grant funding to purchase and then analyze educational resources within one content area (11th grade U.S. history) from The second mini-grant was awarded to Mildred Boveda and Andrea Weinberg, who are researching teacher educators’ and preservice teachers’ understanding and perception of a coteaching and collaboration protocol they developed which expands upon existing models using intersectional competence and sociocultural frameworks to establish and maintain collaborative collegial relationships. Boveda and Weinberg will use the mini-grant funds to incentivize participants for two focus groups with teacher educators.

Spring 2019 Mini Grant Recipients

The final mini grant of the semester was awarded to Leigh Wolf. In May, Wolf received funding support for a qualitative analysis software that she will be using to research the use and effects of Open Educational Resources in the Educational Leadership and Innovation EdD program. For this research, she is collaborating with ASU Libraries and will be analyzing data from student interviews, course syllabi, and social media analytics. As a bonus, Wolf is also able to use the qualitative software for teaching advanced qualitative methods in the EdD program with free licenses provided to the students in her course.

April was a busy month for faculty receiving mini-grants. Katie Bernstein and Kate Anderson are researching how pre-service and in-service teachers’ attitudes toward linguistic diversity vary when they are asked to think about multilingualism for different learners—in particular, Spanish-speakers learning English and English-speakers learning Spanish. Also MLFTC internal research grant recipients, Bernstein and Anderson applied for mini-grant funding to cover additional incentive pay for participants to complete their survey as they had a stronger participation response than originally anticipated. Eileen Merritt is researching the benefits that participating in school garden programs, particularly journaling in gardens, has on children. Merritt and a graduate student have interviewed teachers and students about their experiences with nature journals, and whether or not these activities fostered creativity, connection to nature and self-reflection. Merritt received funding for transcription support and a student license for a qualitative data analysis tool.Molly Ott and co-PI Joshua Beaumont (PhD student in ASU’s College of Health Solutions and Sun Devil Sports Associate Athletics Trainer) are researching the careers of mid-level administrators in intercollegiate athletics. In particular, their mixed methods project is considering how the backgrounds and professional experiences of mid-level employees in intercollegiate athletic departments converge with and diverge from their colleagues holding similar positions in other areas of the university. Ott received transcription support for interviews with mid-level athletics department staff, which focused on their job experiences, relationships with colleagues, executives, and student athletes, and opportunities for professional advancement.

Mi Yeon Lee was awarded research mini-grant support in March to support transcriptions costs. Lee is researching preservice teachers’ understanding of distributive reasoning which is emphasized in the Common Core State Standards for Mathematics. Distributive reasoning is required to understand important mathematical concepts such as numerical operations (e.g., multiplication/division of whole number/fractions), distributive law, and unit ratio. Lee has conducted surveys and interviews with MFLTC preservice teachers, with the aims of better understanding the types of distributive reasoning training needed in teacher education programs.

Yalda Kaveh was the first mini-grant recipient in 2019, awarded in February. Kaveh is researching language policies within bilingual immigrant families by examining the participants’ perspectives from the intersection of home, school, and society. Kaveh has collected data from parent surveys, language logs filled out by children, and interviews with both parents and children. The participating families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. With support from the mini grant funds, Kaveh will purchase qualitative data analysis software to use in analyzing the data.

The final research mini-grant recipients of 2018 were Michelle Jordan and Carrie Sampson. Jordan and her team, including doctoral student, Wendy Wakefield, and local teacher, Mia DeLaRosa, are investigating the design of a high school student summer solar energy engineering research experience. Jordan was awarded mini-grant funding to purchase a 360 recording device to capture within-group interactions among the students, and also their interactions with materials from the engineering research experience. Sampson, along with a small research team, is exploring the role of different modalities on graduate students’ ability to engage in critical dialogue in an online course. The course aims, in part, to engage students in critical dialogue that will expand their understanding of contemporary, and sometimes controversial, issues related to educational inequities. Sampson was awarded mini grant support for transcription expenses and to purchase qualitative analysis software.

Hyejin Park received research mini-grant funding in October. Park is researching the impact of shared reading including characters with disabilities on parents’ and their children’s attitudes towards disabilities. Also a MLFTC internal research grant recipient, Park applied for mini-grant funding to cover the purchase of additional audio recorders as she had more parent-child dyads sign up to participate in her study than originally anticipated.

September mini grant recipients were Carrie Sampson and Melanie Bertrand, and Katie Farrand. Sampson and Bertrand are examining strategies used by a grassroots organization advocating for a school district to address injustices experienced by Black children in the district, as well as how the district leaders responded to these strategies. Sampson and Bertrand received funds to support video transcription services for series of discussions that took place during school board meetings. Farrand and Tim Wells, an academic associate on the course and Learning, Literacies and Technologies doctoral student, are researching how future educators utilize resources and strategies to be successful in their online coursework, as well as assessing students’ perceived beliefs about their ability to be successful in an online course. Farrand received funding to purchase incentive gift cards for students to participate in the study and provide feedback about the online course.

The August mini-grant recipient was Amanda Vickery. Vickery is interested in reimagining civics education so that students are inspired to take action towards creating a more equitable and just society. Vickery will analyze the transcribed interview data, as supported by the mini-grant, to better understand teachers’ views on civics education and how they teach notions of citizenship in their classrooms.

Spring 2018 Mini Grant Recipients

Leanna Archambault and Ying-Chih Chen received mini grant funds in May, and both will be applying funds towards transcription expenses. Archambault is researching technology integration among international teachers from developing nations who have participated in technology professional development at an U.S. university. Data from this project includes interviews with the international teachers to understand factors that influence technology use in instructional planning. Chen is researching how both middle school students and science teachers react and respond to uncertainty, which is a critical function of how scientific knowledge is generated. Chen has collected observation and interview data from fifth-grade science teachers.

April recipients were Lindsey Moses and Yi-Chun Hong. Moses received funds to publish comics written by 4th grade students in a Title 1 school as part of a writing workshop and research that focuses on the importance of audience and publication of children’s writing to cultivate authentic writing experiences. Hong is researching the collaborative interactions of 5th grade students with a curriculum that uses robots to engage them in computational problem solving that requires integration of STEM knowledge. Hong applied for funds to support video transcription services of the students engaging in the curriculum.

The March recipients were Katie Farrand and Wendy Oakes, who applied for videotaping and editing service to develop footage for their model of using dramatic inquiry to increase students’ engagement in learning activities and positive peer social interactions for MLFTC early childhood special education graduates as they start their teaching careers. Farrand and Oakes will also use the videos as part of their proposal materials with an external funder.

The first recipients in the month of February were Steve Zuiker and Michelle Jordan, who both applied for transcription services to help them analyze data related to their research. Zuiker is working with education staff from the Phoenix Zoo, K-12 and graduate students on a design challenge and research project focused on the Zoo’s Night Camp events. Jordan is investigating how engineering faculty, K-16 teachers, high school and graduate students learn and manage uncertainty collectively as a community processing complex photovoltaics engineering.

Mini-grant requests are due the 5th of each month via email to Clarin Collins.