We strive to enhance learning opportunities, equity, and justice. We focus on factors that serve as barriers or opportunities to enhance access to high quality learning opportunities starting in toddlerhood and extending through adulthood.
Building Pathways to Equity in College STEM: Ecological Belonging Intervention in High School Precollege STEM Programs
Leverages the STEM PUSH Network to adapt, refine, and test the ecological belonging intervention for precollege students. This Ecological Belonging Intervention will be tested in 7 urban areas, reaching up to 2,000 students, providing a range of contexts in which to learn about the intervention's efficacy and will yield a deeper understanding of what intervention features work, and for whom.
Kevin Binning
Assistant Professor, Department of Psychology
Research Scientist, LRDC
Dr. Binning's website
Jennifer Iriti
Associate Director for Applied Practice and Partnerships
Research Scientist, LRDC
Director, Evaluation for Learning Group
Dr. Iriti's website
Community Voices Study
The Community Voices Study (CVS) investigates whether or not greater proximity to disadvantage explains lesser returns to family socioeconomic status for underrepresented minority children when compared to their non-minority counterparts.
Elizabeth Votruba-Drzal
Professor, Department of Psychology
Director, LRDC
website
Daphne Henry
Assistant Professor, Department of Psychology
Research Scientist, LRDC
website
Developing a Dialogue System for a Culturally-Responsive Programmable Robot
Faculty who work on this project are designing a social programmable robot, that is, a robot that middle school students learn to program but also responds in socially intelligent ways. We are designing the robot to be culturally-responsive to populations traditionally underrepresented in STEM fields.
Erin Walker
Associate Professor, School of Computing and Information
Research Scientist, LRDC
website
Parent-EMBRACE+R: Incorporating Elaborative Reminiscing into A Dialogic Reading Technology for Latino Child Literacy
Dialogic Reading (DR) is a literacy program focused on helping families promote the development of children's literacy skills. Through DR, parents encourage children to learn new words, formulate sentences, and retell the story on their own. Teaching parents to reminisce in an elaborate manner with their children, also known as Elaborative Reminiscing (ER) have shown promising results. We examine the potential efficacy of a program that combines DR with ER within the context of an intelligent reading comprehension app for Latino parents.
Erin Walker
Associate Professor, School of Computing and Information
Research Scientist, LRDC
website
Diana Leyva
Professor, Department of Psychology
Research Scientist, LRDC
website
Builds racial and cultural competence within ourselves, our units, and our organization to support culturally and linguistically responsive, equitable practices and to have every member of LRDC accountable for this goal. Learn more about the Committee on Diversity, Equity, and Inclusion (CODIE).
Diversity in the Curriculum Award: LRDC Faculty member Kevin Binning was awarded a Provost's Diversity in the Curriculum Award. See the University Times Diversity Award article