Edward J. Balleisen of SSRI - History has received an award from the National Endowment for the Humanities for a project entitled “Doctoral Training for the Versatile Humanist.” Total funding will be $350,001 over 36 months.
Wesley M. Cohen of SSRI - Fuqua School has received an award from the National Science Foundation for a project entitled “Collaborative Research: How Innovative are Innovations?: Refining survey-based measures of innovation.” Total funding will be $33,070 over 12 months.
Michael D. Frakes of SSRI - Law School has received an award from the National Bureau of Economic Research for a project entitled “The Impact of Exempting Medical Providers from Malpractice Protection.” Total funding will be $61,008 over 12 months.
Jen'nan G. Read of DuPRI - Sociology has received an award from the Arab Community Center for Economic and Social Services for a project entitled “ACCESS Arab American Research Initiative.” Total funding will be $37,603 over 13 months.
Noah Snyder-Mackler of DuPRI - Evolutionary Anthropology has received an award from the National Institutes of Health for a project entitled “Gene regulatory analysis of social integration and resilience during aging.” Total funding will be $127,683 over 21 months.
In collaboration with Linda Burton’s research group, SSRI is launching a new initiative aimed at expanding support for social science research using ethnographic and mixed methods – and integrating such methods into cross-disciplinary research that also employs other methods. This initiative is a complement to SSRI’s already existing initiative on survey methods (Duke Initiative on Survey Methods), its center on network methods (Duke Network Analysis Center), its collaboration on big data with the Initiative in Information at Duke (iiD) and SSRI’s data core.
REDY consists of three major components: research, public engagement, and training. Our mission is to produce cutting-edge research on matters related to the education of children and young adults. Topics range from an examination of the factors that determine academic outcomes to the implications of education for life-chance outcomes. To narrow the gap between research and praxis, REDY contains a public engagement component to both promote the research generated from REDY and to implement interventions within educational settings that are rooted in empiricism. Finally, REDY contains a training component that would allow both undergraduate and graduate students at Duke University to engage in research related to education.
Early identification and treatment of young children with ASD represents a significant public health and clinical care challenge. There is strong evidence that young children with ASD receiving early behavioral intervention services demonstrate substantial gains in functioning. However, current assessment methods provide information that is difficult to interpret and yield a large number of false positives.
Parental marriage correlates with children’s academic success, but isolating causal effects of marriage on academic achievement is difficult. Parents who marry differ from parents who remain single; these differences could affect achievement through pathways other than marriage.
This Bass Connections team project is a partnership with Voices Together (http://voicestogether.net), a non-profit venture that has pioneered an anecdotally highly successful music therapy intervention for children and adults with autism. The project will take this intervention into local primary schools and conduct the first rigorous analysis of its impact on younger children, particularly as it relates to their communication and verbal skill development.
Geri Dawson, DUMC Department of Child Psychiatry