Eleven Student RIGs Awarded

student-RIGs

Eleven doctoral students received Student Dissertation Research Initiation Grants this academic year. These grants are funded through the Dean’s Office to help fund research for student dissertations.

Student RIGs are given in amounts up to $600.

Fall 2012 Student Recipients:

  • Jessica Effrig, who is a student in the counseling psychology program in the Department of Educational Psychology, Counseling, and Special Education, was awarded a grant for her proposal, “The Development of Attachment to the Therapist and Changes in Client Depressive Symptomology and Interpersonal Functioning: A Case-Based, Time-Series Approach.”
  • Rachel Frick Cardelle, who is a student in the higher education program in the Department of Education Policy Studies, received a grant for her proposal, “Community College Students and the Financial Aid Environment: How Can Community Colleges Improve Rates of Financial Aid Applications?”
  • Carmen Gass, who is a student in the adult education program in the Department of Learning & Performance Systems, was awarded a grant for her proposal, “Structure Strategy and Biblical Text."
  • Edith Gnanadass, who is a student in the adult education program in the Department of Learning & Performance Systems, received a grant for her proposal, “The racial and cultural experience of South Americans in the United States of America.”
    Emily Hodge, who is a student in the educational theory and policy program in the Department of Education Policy Studies, received a grant for her proposal, “College and Career Headiness for All? How Teachers Make Sense of the Common Core State Standards Across Tracks.”
  • Dana Naughton, who is a student in the adult education program in the Department of Learning & Performance Systems, was awarded a grant for her proposal, “Learning Through Adoption: The Intercountry Adoption Experiences of Canadian and Dutch Adopters of US Children.”
  • Patrick Sullivan, who is a student in the mathematics education program in the Department of Curriculum and Instruction, was awarded a grant for his proposal, “Characterizing Understanding of Symbolic Feature-Noticing Across Different Levels of Algebra Experience.”

Spring 2013 Student Recipients:

  • Michael Hannon, who is a student in the counselor education program in the Department of Educational Psychology, Counseling, & Special Education, was awarded a grant for his proposal, “Fatherhood Under (Re)Construction: An Analysis of Narratives of African-American Fathers of Children with Autism Spectrum Disorders.”
  • Allison Lockard, who is a student in the counseling psychology program in the Department of Educational Psychology, Counseling, & Special Education, was awarded a grant for her proposal, “Helping Those Who Help Themselves: Does Counseling Enhance Retention?”
  • Peter Mhando, who is a student in the educational leadership program in the Department of Education Policy Studies, received a grant for his proposal, “Gaps in Opportunity: Intra-District Non-Monetary Resource Allocation Differentials in Pennsylvania.”
    Samuel Sennott, who is a student in the special education program in the Department of Educational Psychology, Counseling, & Special Education, received a grant for his proposal, “The Effects of Empowering Children with Autism Use the iPad to Communicate During Shared Storybook Reading.”

-- by Andy Elder (March 2013)