School of Education Research and Engagement Learn More
Inside the Black Box: Selective College Admission, Holistic Review, and Affirmative Action
- PI: Dr. OiYan Poon
- Grant amount: $49,987.01
- Funded by: Spencer Foundation
- Grant time period: October 2018-January 2021
This study is examining how race-conscious holistic review works within current affirmative action legal parameters, according to admissions officers across the U.S.
Past studies seeking to answer the key question in current affirmative action debates – whether selective admissions processes produce discriminatory effects by race – have been limited by a lack of understanding of how admissions offices construct and conduct holistic review and selection. Previous research testing socioeconomic differences in admission outcomes have not accounted for contemporary organizational contexts, structures, and processes of race-conscious holistic review. Moreover, little research has attempted to understand how holistic review works, leaving admissions a poorly understood ‘black box’ – a mysterious system in higher education.
Dr. Poon is conducting and analyzing data from anonymous semi-structured individual interviews with 50-60 admission professionals familiar with race-conscious holistic review systems at highly selective colleges and universities. She will work to identity commonalities and differences in admission practices, and develop theoretical models of race-conscious holistic review. The results and analysis will contribute toward organizational studies and policy research in higher education, and enhance public debate and future inquiries seeking to understand whether and how selective admissions systems produce disparate outcomes.
Addressing Teacher Shortages
- PI: Dr. Ann Sebald
- Grant amount: $125,000
- Funded by: Colorado Department of Higher Education
- Grant time period:
The purpose of this grant is to support IHE/PK-12 partners in learning how best to support teacher recruitment and retention, especially in rural areas. These funds were provided through legislation based upon the statewide study, Teacher Shortages Across the Nation and Colorado: Similar Issues, Varying Magnitudes.
Faculty from the Center for Educator Preparation are working in collaboration with leadership and faculty from RE -1 Valley School District (Sterling, CO). Faculty from the CSU Office of Engagement are also collaborating in this work.
Informal Science Learning at Biological Field Stations
- PI: Dr. Jill Zarestky
- Grant amount: $117,749
- Funded by: National Science Foundation (AISL; DRL #1713351)
- Grant time period: Aug. 1, 2017-July 31, 2019
Field stations are important environments for informal science, technology, engineering, and mathematics learning. At field stations, learners have opportunities to engage with nature, exposed to ongoing (usually long-term) scientific research with associated STEM professionals.
This project catalogues outreach programs hosted by field stations across the U.S. By exploring the educational underpinnings of these programs and connecting them to desired science-learning outcomes for participants, this research establishes field stations as centers for informal STEM learning.
Race and Intersectional Studies for Educational Equity Center
RISE is a research center bringing together researchers, practitioners, community members, and other educational stakeholders interested in advancing community-engaged research to transform practices, pedagogies, policies, and leadership for racial justice and equity in K-12 and postsecondary educational institutions.
Using an intersectional lens, the center understands racism as a system that is intertwined with other structures of oppression (e.g., sexism, classism, homophobia, transphobia, etc.) that functions to (re)produce social injustices.
The center will work collaboratively to identify, analyze, disrupt, and redress the effects of structural and systemic racism on individuals and communities in schools and universities, as well as educational practices and policies.
Scenario Planning Institute
The purpose of the Scenario Planning Institute is to advance scenario planning practices through research. We work with a variety of leaders and decision makers in organizations to support long-term planning and understanding of uncertain problems, and to explore sets of potential solutions in complex environments.
Founded on a philosophy of engaged scholarship, we engage with local, national, and international communities and organizations to deliver scenario planning and help decision makers manage uncertainty. While delivering scenario planning services, we collect data to further scenario planning research.
The Scenario Planning Institute is entirely funded through client contracts.
Caminos Program: Pathways to Education
PI: Dr. Antonette Aragon
A partnership between Fort Collins High School, and Colorado State University’s El Centro Cultural Center and School of Education, the goal of the Caminos Program is to address specific academic needs among Latina/o and Indigenous students, and to provide access to and understanding of higher education opportunities while affirming cultural and racial identity, assets, and funds of knowledge.
Learn more about Caminos: