Natalia Caporale - US grants
Affiliations: | 2016- | Neurobiology, Physiology and Behavior | University of California, Davis, Davis, CA |
Area:
STEM Education, Learning Analytics, QualCritWebsite:
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The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Natalia Caporale is the likely recipient of the following grants.| Years | Recipients | Code | Title / Keywords | Matching score |
|---|---|---|---|---|
| 2019 — 2021 | Caporale, Natalia | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of California-Davis The project combines a research project aimed at broadening participation in STEM with a detailed professional development plan focused on facilitating the principal investigator's transition from a subject-specific focus on the cellular and network mechanisms of experience-dependent plasticity to a focus on STEM education research. The research project and professional development plan will launch a long-term research program focused on combining quantitative and qualitative approaches to increase recruitment and retention of underrepresented minorities in STEM. This will be achieved through the development of interventions rooted in robust multivariate statistical methods and a deep understanding of the challenges and barriers these students face, examined through a theoretical lens that combines student-asset models, neurobiology pf learning and memory and critical race theory. The professional development plan includes developing research design skills through focused collaborations, attending quantitative and qualitative research methods summer workshops, auditing/taking courses on qualitative research methods and Critical Race Theory frameworks, and attending conferences that focus on these last two areas as they apply to STEM education research. The outcome of the professional development plan is to enable the principal investigator to complete an innovative research study and develop expertise that will allow her to make significant contributions to the field of STEM education |
0.984 |
| 2020 — 2021 | Caporale, Natalia Erdmann, Robert Weigel, Emily (co-PI) [⬀] Ahuja, Abha (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Rcn-Ube Incubator: Real (R in Education and Assessment of Learning) @ University of Minnesota-Twin Cities Knowing how to use math and computing skills effectively has become essential to working in science, particularly for biologists in recent years. However, because of the rapid pace of change in biological and computing technologies, many faculty members find themselves teaching skills which are also new to them or that they had to learn independently. In this project, the research team seeks to develop a network of researchers and educators who will collaborate to increase their own computing and statistical skills, while also developing "best practices" of how to teach these skills to students. Using the programming language R, a free and open source coding language that is increasingly used in the biological sciences, the R in Education and Assessment of Learning (REAL) network will establish an inclusive, sustainable community of biology educators and biology education researchers who will both teach and use R for the betterment of biology research and education nationwide. |
0.936 |
| 2020 — 2023 | Caporale, Natalia Deeb-Sossa, Natalia (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Improving Outcomes For Stem Students On Academic Probation @ University of California-Davis This project aims to serve the national interest in a diverse, well-prepared STEM workforce. Toward this goal, it will study a large population of students who are on academic probation and at high risk of leaving STEM majors. Academic probation is a designation given to students who are underperforming academically and at risk of being dismissed from the university. Data shows that around a quarter of all U.S. college students will find themselves on academic probation at least once in their college career. As a result, the findings of this study will be relevant to over 5 million college students in any given year. The limited information available suggests that a significant percentage of students who are placed on academic probation will eventually leave the university. However, little is known about the factors, attitudes, and practices that distinguish the students who recover from academic probation and go on to graduate from those students who do not recover. This research study will be designed to provide a better understanding of what factors affect the likelihood that students on academic probation will return to good academic standing and become active members of the STEM workforce. The findings from this study will be used to develop data-driven, targeted interventions that focus on the needs of different student populations, including those who are first generation college students and/or are from low income families or races/ethnicities thus far underrepresented in the sciences. |
0.984 |