The purpose of the ACCESS Culturally Responsive Resources Repository is to create an interactive, collaborative exchange resource. For the past three years of this K12 school-university partnership, ACCESS has built a wealth of foundational and current resources. This repository will: -Curate community centric resources based on emerging needs, interests, and goals -Plug into and align with other university resources, such as the Institute of Urban Education’s growing archive -Host a workshop to introduce and explore the resources -Provide opportunities to link resources pages with outside sources -Organize and catalog any hard copy books, materials, etc. -Identify tags for items to make them searchable. The methodology of this research involves organizing and cataloguing (qualitative coding) the library materials for student and instructor use.
In collaboration with the Institute for Urban Education (IUE), the student will help the IUE prepare for a professional development academy to be held in Summer 2021 that supports reading instruction for teachers in Wisconsin who teach students with reading delays. The summer PDA will be a 7-week, immersive summer experience that introduces research-based reading instructional methods to 30 elementary teachers. This project will use a mixed methods approach that includes repeated measures of reading decoding and comprehension responses for children; direct observation of teachers' implementation fidelity; and qualitative measures of program acceptability.
We aim to improve fluorescence imaging by combining Fourier-Transform Spectroscopy (FTS) and deep learning.