Christine Massey - US grants
Affiliations: | University of Pennsylvania, Philadelphia, PA, United States |
Area:
EducationWebsite:
http://www.ircs.upenn.edu/pennlincs/html/index.htmlWe are testing a new system for linking grants to scientists.
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, Christine Massey is the likely recipient of the following grants.Years | Recipients | Code | Title / Keywords | Matching score |
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1992 — 1997 | Freyd, Pamela Joshi, Aravind [⬀] Massey, Christine (co-PI) |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Constructing Science: Materials and Activities For Kindergarten and First-Grade @ University of Pennsylvania Constructing Science: Materials and Activities for kindergarten and First grade will use a collaboration of classroom teachers, science educators, university psychology and education researchers, and university scientists to develop, implement, evaluate and disseminate on a national basis model sets of instructional methods and materials for the active engagement of kindergarten and first-grade children in science learning and exploration. This process for curriculum development has been successfully piloted through a colloquium series initiated by the Citizens' Committee for Public Education in Philadelphia and facilitated by directors of PENNlincs with funding from PATHS/PRISM, ARCO and the Institute for Research in Cognitive Science, U of P. The proposed program will improve the quality of science education and at the same time ensure that more time is spent on science education in kindergarten. This project will bring developmentally appropriate science content and science processes to primary grade children in such a way (a) that scientists, educators and parents will be assured that children are truly learning important science concepts and processes, (b) that the methods have applicability to the realities of classrooms, and (c) that children's initial school experiences in science are rich and that children gain positive attitudes, motivation and vocabulary that will serve as a strong foundation for more formal science study. The methods will enhance any science curriculum available or under development. |
1 |
1993 — 1998 | Massey, Christine (co-PI) Pierce, Virginia Wagner, Kathleen |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Zoological Society of Philaelphia The Philadelphia Zoo proposes a design and evaluate a series of carry-along kits for families to use during Zoo visits and at home afterwards. The materials and devices in the kits will help all members of the family strengthen their science process skills and upgrade their knowledge. Evaluation will be a key part of the design process as materials are mocked up and tested, with results feeding directly back into the design process. A design team will integrate scientists, educators, cognitive development researchers and designers who will work collaboratively to develop the kits, drawing on the resources of a diverse advisory committee. |
0.916 |
1999 — 2002 | Bierman, Paul Massey, Christine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Human-Induced Landscape Change -- a Digital Archive Created by Students @ University of Vermont & State Agricultural College 9907724 |
0.951 |
2000 — 2003 | Massey, Christine Ostrowski, James (co-PI) [⬀] Weaver, Gerald Amos, Thomasennia |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Pge/Lcp : Agents For Change: Robotics For Girls @ University of Pennsylvania This 3-year project involves a collaboration among the Institute for Research in Cognitive Science, including the GRASP robotics lab, at the University of Pennsylvania and two Clusters in the School District of Philadelphia. In response to current statistics documenting the extreme underrepresentation of girls and women in physical science and technology fields, the Agents for Change: Robotics for Girls Project undertakes to develop school-based and informal education projects and curriculum materials for middle school students designed to increase girls' participation rates, achievement, and motivation in these domains. Robotics is the organizing theme that provides a progressive sequence of hands-on learning experiences; has interesting and comprehensible applications; and integrates multiple areas of science, math, and technology in a seamless fashion. |
1 |
2001 — 2005 | Bierman, Paul Massey, Christine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Looking Forward -- Scaling Up the Digital Image Archive of Landscape Change @ University of Vermont & State Agricultural College ABSTRACT |
0.951 |
2003 — 2006 | Kellman, Philip [⬀] Massey, Christine (co-PI) |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Perceptual Learning in Mathematics and Science: Structure Discovery, Fluency, and Integration @ University of California-Los Angeles Perceptual learning is defined as experience-induced changes in the way information is extracted by these researchers who intend to investigate how perceptual learning occurs and whether it has implications for mathematics and science learning. It is the process by which learners differentiate relevant structure from irrelevant variation. The methods of research involve experimental investigations of conditions affecting perceptual learning, effects of structure discovery, and structure mapping variants of learning procedures on transfer. Experiments will employ objective measures of learning such as speed, accuracy, and transfer to novel problems. They will test and apply new learning technology such as automated sequencing algorithms that use a learner's speed and accuracy to assess learning and to sequence events for optimal efficiency. |
0.951 |
2005 — 2006 | Keenan, John (co-PI) [⬀] Koditschek, Daniel [⬀] Massey, Christine (co-PI) |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Contextualized, Social, Self-Paced Engineering Education For Life-Long Learners @ University of Pennsylvania This planning grant is to redesign the Electrical and Systems Engineering (ESE) instructional programs at the University of Pennsylvania. Conceived as a "tree of learning," the new program unifies the diverse degree pathways through a common, stable, narrow "trunk" of newly conceived, required courses in the freshman and sophomore years - the focus of proposed effort. "Branching" out into specialties inherited from the various legacy programs in junior and senior years (and beyond), the new curriculum adds continuing attention to the "roots" in the form of a service-based learning component incorporated into key required courses throughout the four years. The dual concerns of this re-invention are to articulate the new intellectual foundations of a 21st Century undergraduate ESE degree and, simultaneously, to coordinate throughout the entire program the careful attention to human resource development (recruitment at the "roots" and retention through the "trunk" of the tree) now widely acknowledged as vital to the national interest. |
1 |
2005 — 2007 | Bierman, Paul Massey, Christine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Vermont & State Agricultural College To increase student interest in Earth Science, this project is developing four learning modules that teach fundamental concepts in Geology by demonstrating their relevance to society. The catalyst for this work is a 10,000+ image collection of current and historical photographs contained in the NSF-supported Landscape Change Program digital archive. The project objective is to demonstrate that student interest and learning increase when Earth Science is taught and learned visually in the context of the human experience. The outcome of this work will be students who recognize the relevance of Earth Science as a discipline and its ability to inform debate on a variety of pertinent societal issues. |
0.951 |
2005 — 2007 | Bierman, Paul Massey, Christine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Landscape Change Imagery: Preparing a Dlese-Ready and Easily Searchable Resource @ University of Vermont & State Agricultural College Landscape images are a powerful tool for doing and teaching Earth surface science because they provide a personal and human-scale linkage to geologic processes and the geography of place and time. However, in order for such imagery to be useful, it must be easily findable by those who wish to use it both in and out of the classroom. this proposal provides support targeted directly toward increasing the ability of scientists and educators to find landscape imagery for use in both formal and informal science education as well as scientific research. The work builds directly on the education, research, and outreach success of the Landscape Change Program (uvm.edu/perkins/landscape), a 10,000+ image web-based archive that has been developed over the past 6 years with NSF support The work will prepare the existing image archive for inclusion in the Digital Library for Earth System Education (DLESE) as a collection as well as to create, test, and refine finding aids for the Landscape Change Program archive itself. This project builds on work done with imagery over the past six years that has catalyzed both formal and informal science education from K-12, to college, graduate school, and beyond. Specifically, this work will support the standardization of metadata and image descriptions in the database so that the information can be harvested for inclusion as a collection in DLESE. The work will improve the ability of users to find any one of the 10,000+ images within the Landscape Change Program archive by redesigning the current search page and by annotating images in such a way that Goggle-type web crawlers, and thus image and text searches, are more likely to find individual images. |
0.951 |
2005 — 2010 | Gelman, Rochel [⬀] Brenneman, Kimberly Massey, Christine (co-PI) |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Cognitive Development and Beyond @ Rutgers University New Brunswick The overarching goals of the proposed project are to characterize the nature of early cognition as well as to continue the development of curricular and assessment tools. It will yield knowledge about how to design learning environments to nurture young learners in science and how to diffuse innovative science programs in early childhood settings. It will also provide the field with diagnostic research-based assessments that will enable us to understand starting points of different groups of learners, to track individual children's progress, and to assess the cumulative impact of high-quality science programs over time. |
0.934 |
2008 — 2014 | Bierman, Paul Massey, Christine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Research: the Textbook Reconsidered - Creating the Shortbook of Geomorphology @ University of Vermont & State Agricultural College Geology (42) This project is creating and assessing a new style of textbook - an economical, succinct, and focused guide to the most important tenets of Geomorphology, the study of Earth's dynamic surface. This "Shortbook" is made up of 15 chapters, each 15 to 18 pages long, and each focused specifically on core concepts identified though a process of community consensus building. The goal of this book, and its accompanying public-domain e-media, is to organize and present the most important knowledge about Earth's surface in a concise fashion relevant to the way in which todays students deal with information. This project addresses a dynamic discipline of the geosciences and serves as a model for textbook creation in the STEM disciplines. The textbook is being designed, printed, and distributed by a commercial publisher and is linked to a public-domain website that hosts a suite of e-media, referred to as "Vignettes". These are short (<1000 word) case studies that supplement the text and allow customization of the learning environment. Some vignettes are place-based examples; some are quantitative treatments of significant equations or problems in geomorphology; and others feature videos or animations that clarify difficult concepts. The vignettes are being created by experts, vetted by others, linked to the textbook, searchable on line, and available free, both on line and as PDF versions. The "Shortbook" concept comes from the recommendations of a 2006 NSF/National Academy of Sciences workshop, "Reconsidering the Textbook", which suggested that textbooks of the future would be short, economical, reflect community consensus, be student-centered, and be well and purposefully integrated with e-media. This project is testing the workshop recommendations by creating a new textbook in the growing discipline of geomorphology for which the existing texts were first published between 12 and 30 years ago. The assessment plan, which is integral to this proposal and the textbook development process is designed to improve the quality of the final product and determine whether the project has met its goal of creating a book that is widely accepted and useful for both students and faculty. |
0.951 |
2011 — 2015 | Kellman, Philip [⬀] Massey, Christine (co-PI) |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Adaptive Sequencing and Perceptual Learning Technologies in Mathematics and Science @ University of California-Los Angeles The purpose of this project is to increase our understanding of how to optimize the features of learning technology systems, which have the potential to be applied widely across domains, settings, and age groups. The team of researchers from the University of California, Los Angeles, and the University of Pennsylvania focuses on learning technology that integrates (1) principles of perceptual learning that accelerate learners' abilities to recognize key structures and relations in science and math domains, and (2) adaptive learning algorithms that use a constant stream of performance data to adapt the learning process to each individual. The collaborating partners include two K-12 schools serving diverse populations and two community colleges. |
0.951 |
2017 — 2020 | Kellman, Philip [⬀] Massey, Christine Garrigan, Patrick Kenehan, Garrett |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of California-Los Angeles Developmental mathematics remains a critical obstacle to college readiness, involving large majorities of community college students and disproportionately impacting groups of students who are underrepresented in STEM - minority, low-income, and first generation college students. This project aims to improve our understanding of important instructional principles emanating from cognitive science that are related to success in community college mathematics. The studies in this project aim both to advance our understanding of learning and to apply learning innovations to known challenges in authentic learning settings, thus testing and extending the generalizability of laboratory findings to consequential mathematics learning with diverse learners. The team will focus on two areas of research in the cognitive science of learning that have that have important implications for learning complex domains like mathematics and science. The first is perceptual learning, which accelerates learners' abilities to quickly and accurately recognize key structures, patterns, and relationships. The second area is the development of adaptive learning algorithms that utilize real-time performance data in conjunction with principles of learning to improve the effectiveness and efficiency of learning by tailoring the learning process to each individual student. This project is designed both to advance the scientific understanding of perceptual and adaptive learning and to assess their potential to improve learning in community college mathematics. |
0.951 |