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Projects and Clients

Specific past and current projects are outlined on this page. Our evaluation and organizational consultation services can be used by:

  • Colleges and universities (institutions, departments, and individual programs)
  • Pre-K through 12 schools (districts as well as individual schools)
  • Educational non-profits, local governments, and community organizations

California State University, Long Beach - Bridges to the Baccalaureate (2016-Current)

Overview

The CSULB Bridges to the Baccalaureate Project (Bridges) is funded by the National Institutes of Health with the goal of supporting the interests of traditionally underrepresented students in biomedical sciences. Working with 2 partners (Cerritos College and Long Beach City College), CSULB conducts outreach on the community college campuses and engages 16 students per summer in a 9-week research program on the CSULB campus.

The Role of CEEE

  • Develop and refine data collection instruments.
  • Conducted selected observations of program activities.
  • Draft annual evaluation report to support project efforts.

California State University, Long Beach - Project Hispanic Opportunities for Graduate Access and Retention (Project HOGAR) (2014-Current)

Overview

Project Hispanic Opportunities for Graduate Access and Retention (Project HOGAR), a five-year project funded by the Department of Education, aims to enhance graduate school outreach efforts to Hispanic and other underserved undergraduate groups, improve the experiences of these students in graduate school, expand faculty capacity to mentor and engage in research with these students, and strengthen the institution’s overall support of graduate education.

The Role of CEEE

  • Participate in leadership team meetings.
  • Develop and refine quantitative and qualitative data collection instruments.
  • Provide formative and summative evaluation reports to support project efforts.

Los Angeles City College - iCAPs Research Project (2015-2016)

Overview

The Los Angeles City College (LACC) developed the Institute for Integrated Career and Academic Pathways (iCAPs), a professional development academy for educators and industry experts in the Information and Communication Technologies (ITC) and Small Business Industries. The purpose of iCAPs is to engage stakeholders in a discourse about skills mapping and the alignment of career pathway training to ICT occupations.

The Role of CEEE

  • Conduct data collection through observations of the academy meetings.
  • Provide a formative evaluation report for each of the three academy meetings.
  • Provide a summative evaluation report on the iCAPs program.

University of Redlands - MSP+C Research Project (2015-Current)

Funded by: National Science Foundation

Overview

The purpose of the MSP+C project developed by the University of Redlands and funded by the National Science Foundation and the Bechtel Foundation is to create instructional Spatial STEM-C interventions that will promote the development of cognitive abilities that underlie key computational thinking abilities: decomposition, pattern recognition, pattern generalization to define abstractions or models, algorithm design, and data analysis and visualization in elementary-aged children. Over a two-year span curriculum will be developed and evaluated to be formatted into formal instruction that can be utilized by educators supporting and strengthening student STEM success.

The Role of CEEE

  • Develop data collection instruments and conduct data analysis.
  • Consult on a plan to develop and validate an instrument to assess computational thinking skills.
  • Provide reports with ongoing feedback on the implementation and effectiveness of the project.

MARC Project Evaluation: CSULB MARC U-STAR (2016-Current)

Overview

The purpose of the CSULB MARC-USTAR program is to increase the number of underrepresented students entering and earning doctoral degrees in biomedical sciences. This is accomplished through the annual training of highly selective undergraduate MARC student scholars, in coordination with faculty research mentors, as well as through efforts to increase the awareness of faculty at CSULB regarding the setbacks encountered by students from underrepresented groups.

The Role of CEEE

  • Provide data analysis of the surveys completed by MARC students and faculty mentors.
  • Provide an executive summary on year activities, achievements, and future goals.
  • Provide an annual summary report on program outcomes.

California State University, Long Beach - Transformative Clinical Practice for Developmental Educator Preparation Project Evaluation (2014-2016)

Funded by: Bechtel Foundation

Overview

The Transformative Clinical Practice for Developmental Educator Preparation Initiative is an effort funded by the Bechtel Foundation and developed by CSULB College of Education in partnership with the Long Beach Unified School District (LBUSD). The goal is to transform teacher preparation through the development of pedagogical content knowledge; select motivated master teachers; create a clinical network of teachers who receive training and support in mentoring, co-teaching, and standards implementation; provide a structured, coherent, and integrated system of clinical settings for candidates to learn; and develop innovative metrics to evaluate teacher impact on student outcomes.

The Role of CEEE

  • Provide interim and final evaluation reports on the progress and effectiveness of program activities.
  • Collaborate with project leaders to conceptualize and pilot the use of a set of metrics to assess candidate impact on student learning.