Funded Research Projects

Project iCan

The “Interdisciplinary Coaching As a Nexus for Transforming how Institutions Support Undergraduates in STEM (iCAN)” is an exploratory project that will occur over two years. iCAN relies on coaching and mobile technologies (e.g., tablets & smartphones) to help undergraduates with disabilities achieve success in science, technology, engineering, and mathematics (STEM). The project team is systematically investigating how a successful model for enhancing undergraduate STEM learning and persistence at Landmark, a small rural college in Vermont, can be migrated to the University of Central Florida. The project benefits both the graduate students who are pursuing a Master’s degree in Exceptional Education and undergraduate STEM majors. It provides practicing teachers with insights regarding how to better prepare students to be college and career ready.

If this program proves effective as expected, it will enhance STEM learning, persistence, and entry into the STEM workforce for all undergraduate students. Please contact Dr. Matthew Marino if you are an undergraduate STEM major with a disability who would like to participate in the study.

The investigators would like to thank the National Science Foundation for the support of this project.

RET Site: Collaborative Multidisciplinary Engineering Design Experiences for Teachers (CoMET)

Our RET site program at UCF will expose middle school to high school science and math teachers to various aspects of IoT technologies from design to manufacturing in an effort for them to experience the complete lifecycle of hardware and software, i.e., building blocks of IoT. The teacher participants will gain a new insight into this cutting-edge engineering research through the application of scientific knowledge, hands-on experiments, and development of their teaching modules, which will enrich their classroom teaching.

Project ACCESS

Project Adapting College Classrooms to Equally Support Science Students (Project ACCESSS) will take an important and significant step towards increasing the impact of improved instruction in active learning courses, particularly for students with executive function disorders such as attention deficit/hyperactivity disorder or autism spectrum disorder.