Groups & Centers
CEDER is a University of Michigan School of Education center devoted exclusively to offering high-quality designs, evaluations, and research on teaching, learning, leadership, and policy at multiple levels of education. Specifically, CEDER supports the design and development of education curricula, programs, technology tools, and software for other units on campus and for K-12 and informal learning settings in surrounding communities.
Develops and evaluates educational materials for students in grades 4 through 12 that focus on environmental issues.
Dedicated to educational reform through inquiry-based curricula, learner-centered technologies, comprehensive professional development, and administrative and organizational models.
Improving the reading achievement of America's youth by generating and disseminating theoretical, empirical, and practical solutions to the learning and teaching of beginning reading.
A program of comprehensive research that seeks to understand the impact of school improvement programs on instruction and student performance in elementary schools.
Research dedicated to the study and improvement of the teaching of high school geometry.
Provides support for a dynamic assortment of innovative web-based programs harnessing the power of simulation gaming, activism and service learning, and social networking for educational purposes.
The Rounds Project integrates literacy teaching and learning into history/social science instruction, helps deepen prospective teachers’ knowledge of disciplinary literacy teaching and assessment practices, and reduces the fragmentation pre-service teachers typically face in a professional program situated in multiple sites.
Investigates the mathematical knowledge, sensibilities, and skills entailed by the work of teaching.
A partnership between the Michigan Department of Education, Michigan State University, and the University of Michigan that provides research-based evidence to policymakers and administrators in Michigan and informs national policy initiatives for improving education.
Michigan Project on Oral-Language, Writing, and Reading (M-POWR)
ToggleTalk® is a research based program that equips teachers with the tools needed to teach conventional forms of Standard American English to students who speak African American English. Developed with a three year U.S. Department of Education research grant, ToggleTalk® was licensed by educational publisher Ventris Learning. A summary of the program can be found here: http://soe.umich.edu/files/2014-summary-of-toggletalk.pdf
Supports continuous opportunities for student learning driven by high academic standards and innovations in curriculum, instructional practices, professional learning, and community involvement, all on a unified K-8 campus in Ann Arbor.
A materials development project funded by the National Science Foundation's Teacher Professional Continuum program to produce educational materials for preservice and inservice teacher development that focus on helping teachers learn mathematical knowledge and skills for teaching elementary mathematics.
Following the creation of a common agenda of current activities and shared goals to promote higher education as a vehicle for public good, the forum and a group of constituent delegates are now working to synthesize the agenda.
Supports education practice by offering the education community classroom video records, accompanying classroom artifacts, and the tools necessary to work with these videos for teaching and learning.
A national organization based at the University of Michigan School of Education dedicated to improving professional training for teaching.
“Sustaining the Boost: Longitudinal Impacts of the Boston Prekindergarten Program and Variation in Impacts,” is a IES-funded project that performs a retrospective efficacy study of the short- and medium-term impacts of the Boston public prekindergarten program on key child academic and school progress outcomes. We also examine cross-school variation in the persistence of child-level impacts and predictors of variation in these impacts using new and innovative methodology that has not yet been applied to public prekindergarten programs. Key outcomes in the proposed study are children’s kindergarten, first grade, and third grade literacy skills, children’s third-grade mathematics skills, children’s third-grade grade retention, and children’s third grade-special education receipt. Study data come from the Boston Public Schools (BPS) prekindergarten program - a school readiness program in a large urban school district diverse in student race/ethnicity, socio- economic status, and language.
A seminar to engage students and faculty from across the university in conversations around education research using quantitative research methods.
An interdisciplinary center bringing together researchers interested in different facets of human development.
Conducts, supports, and fosters applied academic research that informs local, state, and urban policy issues.
Committed to advancing research in the emerging field of positive organizational scholarship.
As part of the U-M Provost's Office, the center works with faculty, graduate student instructors (GSIs), and academic administrators in all nineteen schools and colleges at the university to support and enhance learning and teaching.
The Center for Russian and Eastern European Studies (CREES) is dedicated to advancing and disseminating interdisciplinary knowledge about the peoples, nations, and cultures of Russia, Central and Eastern Europe, and Eurasia, past and present. Through its own academic programs and its support of area-focused training and scholarship across U-M's schools and colleges, CREES helps meet the nation's ongoing need for experts with deep contextual knowledge who are proficient in the region's languages. Through its outreach programs, CREES serves as a local, state, Midwest, and national resource on the region, providing instructional and informational services to the public, K-12 and postsecondary educators, media, government, business, and other constituencies.
The Center for the Study of Black Youth in Context (CSBYC) at the University of Michigan focuses on research and action related to the social, psychological, and educational development of African-American children and youth.
A primary mission of the CSBYC is to better understand the many assets and resources of Black youth: the strengths they possess, as well as those they draw on from family, school, and communities to support their positive development and protect them against risks and challenges they may experience. A related CSBYC mission is cultivating authentic relationships and partnerships with local communities. This is critical to get a true sense of how communities themselves define issues, strengths, problems, and challenges. Our goal is that these relationships lead to collaborations that help inform, improve, and create practice and intervention approaches for promoting youths' positive social and educational outcomes.
The Community College Interdisciplinary Research Forum (CCIRF) is a graduate student-run Rackham Interdisciplinary Workshop dedicated to the expanding field of community college research. Our membership includes both masters and doctoral students from a range of disciplines who are interested in community college research and practice; many of us have attended, worked, or taught in community colleges, as well.
CCIRF's mission is fourfold:
- To create a supportive interdisciplinary space in which faculty and graduate students engaged in community college research can meet colleagues, share their work, and access the group's collective knowledge and resources.
- To provide opportunities for community college researchers and future practitioners to learn from each others interests and experiences.
- To facilitate interdisciplinary educational events and exchanges that increase awareness of and appreciation for community college research, including book discussions, guest speakers, and conferences.
- To create opportunities for researchers and future practitioners to connect and collaborate with instructors, institutional researchers, and administrative leaders at community colleges across the region.
The Institute for Research on Women and Gender provides stimulation, coordination and support for research on women and gender at the University of Michigan. The institute encourages and facilitates activities that link research in women's studies, disciplinary departments, interdisciplinary programs, and the professional schools. This research explores differences and commonalities among and between women and men in the multicultural United States and internationally. The institute coordinates existing research activities by bringing together faculty who have related interests from different units of the university.
The National Center for Institutional Diversity (NCID) catalyzes innovative approaches to diversity challenges and opportunities within the university, other major social institutions, the nation, and the world. Addressing diversity in its richest, broadest sense, the NCID promotes, launches, and advances national exemplars that foster concrete, lasting social change.
The National Poverty Center (NPC) promotes multidisciplinary research on poverty and policy, trains the next generation of poverty researchers, and informs the policy and research communities. It also promotes multi-disciplinary research on poverty designed to enhance our understanding of the causes and consequences of poverty, be collaborative and cross-disciplinary in nature, encourage interaction among researchers from different locations and different areas of expertise. The center addresses pressing policy questions at the federal and state levels, foster expertise and interest among younger scholars—the next generation of poverty researchers.
The University of Michigan's Population Studies Center (PSC) was established in 1961, originally as a unit within the Department of Sociology. In 1966 the center established close connections to the Department of Economics, and since that time has become increasingly interdisciplinary, currently drawing faculty from more than a dozen academic disciplines.
Center affiliates are population researchers who pursue independent research with the support of center staff. PSC supports a large portfolio of both domestic and international research in several key areas of demographic research: 1) Family Formation, Fertility, and Children; 2) Human Capital, Labor and Wealth; 3) Health, Disability, and Mortality; 4) Population Dynamics; 5) Aging; 6) Methodology; and 7) Regional Studies.
The Research Center for Group Dynamics's (RCGD) goal is to advance the understanding of human behavior in a societal context. Research currently under way within RCGD includes studies concerned with group decision-making and social judgment, conformity and independence, violence and aggression, scholastic achievement, delinquency, and alternative schools; social relationships and social support within African-American communities, the study of aging in a variety of social contexts, studies focusing on the effects of educational television, computers, and other novel technology in classrooms.
The Ronald and Eileen Weiser Center for Europe and Eurasia works in common association with the Center for European Studies; Center for Russian, East European, and Eurasian Studies; and Weiser Center for Emerging Democracies at the University of Michigan International Institute. Inaugurated in 2008 thanks to the generosity of Ambassador Ronald Weiser and Eileen Weiser, WCEE is dedicated to enhancing interdisciplinary knowledge about, and public engagement with, the institutions, cultures, and histories of Europe and Eurasia.
Created in 1985, the Consortium for Policy Research in Education unites researchers from five of the nation’s leading research institutions—the University of Pennsylvania, Harvard University, Stanford University, the University of Michigan, and the University of Wisconsin-Madison—in an effort to improve elementary and secondary education through practical research.