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The Role of External Funding in
Educational Research and Building Collaborations
With HBCUs

Dr. Caesar Jackson, North Carolina Central University

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Monday, February 10, 2020 (12 noon to 1 p.m.)
DeWeese Auditorium (LG101A) in the McKnight Brain Institute
on the University of Florida campus

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The expectation of garnering external funding is weaved-in, ingrained, and integral part of the teaching, research, and service expectations for faculty. Scholarship in research includes the generation of research proposals, research protocols, working papers, journal articles, research reports, book chapters, and books. However, the expectations is publication without external funding is not acceptable; and external funding without publication is not acceptable. Therefore, let’s explore funding opportunities available to support educational research,  specifically STEM education research. In addition, we will identify value and opportunities in building research collaborations with historically black colleges and universities especially in STEM education research.

Dr. Caesar Jackson is professor of physics at North Carolina Central University (NCCU). He previously served as dean for School of Graduate Studies, College of Science & Technology, and College of Arts & Sciences. He served 3 years at National Science Foundation in program director and division director roles. His degrees are Bachelor of Engineering Technology in Electrical Engineering (Florida Agricultural and Mechanical University), Master of Engineering in Electrical Engineering (University of Florida), and Doctor of Philosophy in Physics (North Carolina State University). Over the years, he has been engaged in nuclear physics research at Triangle Universities Nuclear Laboratory in Durham, NC and at Thomas Jefferson National Laboratory in Newport News, VA. Currently, he conducts science education research on issues associated with increasing the number of minorities pursuing degrees and careers in science, technology, engineering, and mathematics (STEM). His current work investigates cognitive and non-cognitive factors that influence student’s academic performance in STEM at historically black colleges and universities (HBCUs). Specific studies include: (a) investigating the relationship between self-regulated learning (SRL) and academic achievement of African American undergraduate students in STEM courses at an HBCU; (b) investigating the relationship between science identity and academic achievement of African American undergraduate students in STEM degree program at an HBCU; (c) investigating the impact of active-learning instructional approaches on student learning in STEM courses at an HBCU.

Questions? Email Dr. Talline Martins, Director of the UF Graduate School’s Office of Graduate Professional Development, at [log in to unmask].