Clemson AnnualReport 2021 - Flipbook - Page 9
High-Impact Grant Success >>>
More than 100% increase
Approximately $9.2 million
FY21 compared to FY20
Data Science in Rural Schools >>>
digital tools to enhance professional development for reading
interventionists and K-2 classroom teachers.
Researchers from our college are using a more-than-$950,000
award from the National Science Foundation (NSF) to partner
with rural schools in South Carolina to make computer science
fun and accessible to middle school students and those with
learning disabilities and emotional/behavioral disorders.
Bates and the center have received $10 million in external
funding. She developed the Record of Reading app for
oral reading assessment, which received InnoVision’s 2015
Innovation in Education Award and has been downloaded over
Associate Professor Danielle Herro serves as principal
investigator on the project. She said the research is helping
students hone computer science skills that will likely be useful
in their everyday lives.
The project is helping to move data science into mainstream
education, particularly in rural elementary schools. The
research is helping teachers highlight the issues, strengths and
interests of their community in the curriculum, thus avoiding
the pitfalls of applying a one-size-fits-all approach.
“Data science knowledge can help students make good
decisions about banking, better understand how to protect the
environment or understand statistics about how a virus can
spread,” Herro said. “We are working with teachers who know
their students’ and their communities’ interests and needs,
which creates meaningful, fun learning experiences for them.”
Reading Recovery >>>
The Clemson Reading Recovery and Early Literacy Training
Center (CUTC) for South Carolina serves the state by
providing training and professional development for Reading
Recovery and primary grade classroom teachers in the areas of
early literacy assessment and instructional strategies and the
teaching of struggling readers and writers.
In the last three years, the CUTC has provided coursework
for over 450 educators. In 2019-2020, teachers working with
the center were located in 141 schools in 25 school systems and
taught over 8,000 students in one-on-one and small group
C.C. Bates serves as professor of literacy education and
CUTC director. Bates’ research agenda focuses on the use of
The GoalPOST program (Goal-oriented Performance in Out
of School Time) is a before- and after-school intervention
led by Professor David Fleming, who is serving as principal
investigator. Continually funded externally since 2010, the
program supports undergraduate education majors and local
teachers in Title I schools. The program has served thousands
of students and families through academic and homework
assistance, physical recreation and technology activities, goalsetting exercises, and family-engagement activities.
The program has been awarded more than $6 million in
funding to date, and is distinguished by employing a unique
university/school partnership model.
The benefits to this approach are shared by all involved.
Participating schools receive a high-quality intervention
for participating students and their families. Pre-service
teachers engage in supplemental, immersive field experiences
and interact with experienced teachers and administrators.
University faculty and doctoral students benefit by engaging
with teachers and students in an authentic setting that allows
for flexible research designs.
The project has supported over 100 undergraduate teacher
education majors and has provided full assistantship support
to over 10 doctoral students. Graduate students and faculty
have presented work emanating from the project at top peerreviewed venues for impact in the field. Project leaders have
also published work in the primary peer-reviewed journal
devoted to out-of-school time programming, Afterschool
Matters. The project received the College Award for
Excellence in Innovation in 2012.
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