Projects

The KUCRL is involved with many projects throughout the state and nation.  Our researchers and project teams collaborate with a variety of funding agencies. Their expertise reflects depth of knowledge and skills across many different content areas.  Below is a sample of KUCRL projects:

Current Projects

Adaptation and Validation of a Nutrition Literacy Assessment Instrument
Funded by: University of Kansas Medical Center Research Institute
PI: Susan Harvey

Arizona Secondary Transition Mentoring Project (STMP)
Funded by: Arizona State Department of Education
PI: Patricia Noonan  

Center on Online Learning and Students with Disabilities
Funded by: US Department of Education
PI: Daryl Mellard 

CORGI-US: Building Knowledge and Skills in 21st Century Schools
Funded by: U.S. Department of Education, Office of Special Education Programs
PI: Jan Bulgren

Designing and Supporting Innovative Educational Practices for Struggling Readers
Funded by: Oak Foundation USA
PI: Don Deshler

Development and Validation of Online Adaptive Reading Motivation Measures
Funded by: US Department of Education
PI: Michael Hock  

Enhancing Teaching and Learning with Social Media: Supporting Teacher Professional Learning and Student Scientific Argumentation
Funded by: National Science Foundation
PI: James Ellis  

Enhancing the Adoption, Use and Sustainability of Evidence-based Practices to Improve Outcomes for Students with Learning Disabilities
Funded by: The Poses Family Foundation
PI: Michael Hock    

Missouri Post-Secondary Success Project
Funded by: MO Department of Elementary & Secondary Education
PI: Amy Gaumer Erickson   

Oklahoma Striving Readers Comprehensive Literacy Grant - Oklahoma City Public Schools - 2018-present, KUCRL is working with the Oklahoma City Public Schools to implement a targeted professional development program designed to support implementation of the district's Comprehensive Literacy Plan.
Funded by: Oklahoma Department of Education
PI: Irma Brasseur-Hock

Principles of Cyberlearning to Redesign Secondary Courses to Improve Academic Outcomes Related to Higher Standards for Students with Disabilities and Other Underperforming Students
Funded by: SRI International
PI: Janis Bulgren  

Scaling-Up TASN Evaluation
Funded by: Kansas Department of Education
PI: Amy Gaumer Erickson

Stepping Up: Sustainable Implementation of Innovations for Student Achievement (SIISA)
Funded by: US Department of Education
PI: Sean Smith  

Strategic Instruction Model Support for the Adolescent Literacy component of the Comprehensive Literacy State Development Grant in Las Cruces, NM 2020-2024
Funded by: New Mexico State Development Grant
PI: Jocelyn Washburn, Co-PI: Nanette Fritschmann

Sustaining a SIM Initiative in Montana to Improve Student Outcomes, July 2020- June 2023
Funded by: Educational Promise Foundation
PI: Jocelyn Washburn

Vermont Secondary MTSS and Transition Professional Development
Funded by: Vermont Department of Education
PI: Amy Gaumer Erickson

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Virtual Reality Opportunities to Implement Social Skills (VOISS)
Funded by: Office of Special Education Programs (OSEP)
PI: Sean Smith
Co-PI: Amber Rowland

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Writing stRategies for Instructional Technology in Education (WRITE)
Funded by: Office of Special Education Programs (OSEP)
PI: Sean Smith
Co-PI: Amber Rowland


Content Literacy Continuum (CLC) Development Plan-North Carolina Schools - 2013-2017, Provided professional development and associated resources for the Strategic Instruction Model (SIM™) and Content Literacy Continuum (CLC™).
Funded by: Cabarrus County, Johnson County and Swain County School Districts
PI: Patricia Graner 

State Personnel Development Grant Evaluation 2 (SPDG) - 2015
Funded by: MO Department of Elementary & Secondary Education
PI: Patricia Noonan

Virginia Tiered System of Support (SPDG): Building Capacity in Evidence-Based Practice - 2012-2018, OSEP Final Performance Report, CFDA #84.323A, PR/Award # H323A120026 - Provided professional development and associated resources for the Strategic Instruction Model (SIM™) and Content Literacy Continuum (CLC™).
Funded by: University of Kansas (Virginia Department of Education)    
PI: Patricia Graner 


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