Mission & Goals
The Learning Sciences Institute (LSI) is a Vanderbilt University-wide center dedicated to stimulating and supporting interdisciplinary research and development in the learning sciences. Through that work, the LSI seeks to improve education while developing a new generation of tomorrow's leaders.
With over $80 million in external support, the LSI's 100+ investigators are currently exploring a wide variety of topics such as conceptual and cultural change, the achievement gap, education leadership assessment, embodied mathematical cognition, teacher professional development, the role of culture in learning, and more.
In addition to fostering interdisciplinary research on assessment, learning, teaching, intervention, curriculum, and policy, the LSI works to build community and provide opportunities for scholarship in the learning sciences.
LSI Goals
- Stimulate and support interdisciplinary work in the learning sciences at Vanderbilt
- Connect the disparate pockets of work on the learning sciences into a coherent whole, making connections along the continuum from basic research in neuroscience and psychology to applied work in education
- Strengthen the ties between research and development at the university and practice in the field (e.g., preK-12 and higher education, commercial products)
- Invigorate graduate and postdoctoral programs in the learning sciences and educational psychology at Vanderbilt
- Shape the direction and character of the evolving field of learning sciences
What Are the Learning Sciences?
Learning science is an emerging and evolving field growing out of cognitive science. The Journal of the Learning Sciences (with LSI investigator Rogers Hall as associate editor and LSI investigator Paul Cobb on the editorial board) began in 1991 and is the official publication of the International Society of the Learning Sciences. As one might expect with such a young field of study, there are disagreements as to the definition and character of the field. Inspection of recent issues of the Journal of the Learning Sciences finds attention given to situated learning (the interaction between individual learning and the learing and evolving field growing out of cognitive science. The Journal of the Learning Sciences finds attention given to situated learning (the interaction between individual learning and the learner's environment), investigations of learning transfer, the meaning and assessment of learning, technology-enabled learning, and instructional approaches.
The LSI seeks to connect learning sciences research and development along the continuum from the applied to the very basic. The LSI's work focuses on the learning of disciplinary content including assessment, structure of disciplinary knowledge, pedagogical content knowledge, learning in formal and informal educational settings, and equitable access to learning; learning of strategies for synthesizing solutions to open-ended or ambiguous problems such as those that occur in engineering design; the motivational, emotional, and social context of learning, including the roles of developmental, social/cultural, economic, political, historical, and environmental factors and indigenous knowledge systems; learning technologies, including intelligent tutoring systems, visualization tools, computer-supported collaborative environments, digital libraries, and real-time assessment tools; machine learning, learning algorithms, knowledge representations, robotics, adaptive systems, and computational simulations of cognitive systems; mathematical, statistical, and computational modeling; and the development of new tools and technologies to support the learning sciences.
To help define the field of learning sciences, the LSI has produced a 16-minute documentary about learning sciences research. The film captures how people learn, how teaching can be more effective, how curriculum can support learning, and how policy can enable or obstruct the productivity of the learning/teaching environment.
Grant Submission
LSI services for investigators include assisting in identifying new research opportunities that connect directly to their substantive interests; creating and facilitating interdisciplinary teams to bid large projects; and providing substantive review of narrative drafts along with proposal budgeting, editing, and submission:
- The LSI director provides substantive feedback on draft proposals upon request.
- The LSI administrative officer works with PIs to create budgets and budget justifications.
- The editor provides editorial and technical oversight for manuscripts.
- The systems analyst advises applicants on appropriate and cost-effective technologies.
- The LSI media specialist offers direction on the most effective use of audio/video media.
Proposal Procedures and Timeline
|
|
Minimum Days in Advance |
Average Days to Complete |
A. |
Notify LSI Staff of intention to submit proposal |
30 |
|
B. |
Meet with LSI Administrative Officer to prepare draft budget* |
27 |
4 |
C. |
LSI personnel request compliance and other documents from faculty* |
27 |
4 |
D. |
Draft budget justification is sent to PI |
22 |
2 |
E. |
PI reviews budget justification, adds/edits as necessary and sends back to LSI* |
18 |
2 |
F. |
Drafts of narrative and proposal summaries are sent to LSI Editor for editing |
14 |
2 |
G. |
Budget is finalized and documentation from third parties is gathered |
14 |
5 |
H. |
Proposal is compiled as documents are gathered |
10 |
10 |
I. |
Proposal is submitted |
1 |
1 |
|
|
|
|
* |
Compliance documents, draft budget and budget justification are required to obtain internal approvals |
Research Support Services Provided by the LSI
The LSI is responsible for oversight to ensure the regulatory compliance and fiscal integrity of its sponsored projects. Funded projects are also provided guidance in human subjects protocols and IRB.
Generally, personnel who provide logistical support for travel, meetings, ordering supplies, and so forth should either be supported by the sponsored project (e.g., graduate students, project coordinators, etc.) or provided by the home department of the LSI investigator (faculty assistants, administrative assistants, etc.).
We have found that it is generally more convenient for investigators to coordinate these types of activities with personnel or students at the "local" level.
Once logistical arrangements have been worked out by the appropriate
personnel, the LSI will ensure the compliance and fiscal integrity aspects of the expense.
We recognize that there may be times when an LSI  investigator does
not have project or department support. In those instances, we will work with the investigator to determine how project needs can best be met.
Contact Paula Stephens for more information.
Graphics Resources
Please inquire with the specific vendor about pricing and turnaround time. Unless otherwise noted, services are available to all investigators.
Poster Design and Printing
Design
Printing
Design and Printing
Graphic Design and Photography
Major Project Design
(program brochures, etc.)
Professional Photography
Graphic Design
Graphic Design and Photography
Vanderbilt, Peabody and LSI Logos
For more information about graphics resources, contact Ashley Crownover.
Computer/Tech Support
Investigators' technical needs are met by the LSI computer systems administrator, who aids in ordering and configuring equipment from laptop and desktop computers to projectors and network printers. The computer systems administrator may also arrange installation of these items for your project.
Software installation, troubleshooting, server management, and technical training may also be arranged through LSI Tech Support. In addition to standard computer/tech support, LSI also offers web development for your project and guidance on web-related tools including email, Blackboard, and VUspace.
A new resource for LSI investigators called "LSIland" offers data storage on the new LSI server. Data storage, backups, and regular  maintenance are included with this service. Please contact April for a rate schedule.
Contact April Scott for more information.
Audiovisual
In addition to supplying audio/video documentation and media instruments for case presentation, testing, and analysis, the LSI multimedia specialist also provides documentation of the research process, including narrative audio/video programs describing research and its findings.
Media support is provided to funded projects in the way of planning, scripting, shooting, and editing digital recordings. Editing and finalization of digital video and audio content to a variety of formats (CD, DVD, and web distribution) are also available.
We are also available to perform photographic duties for funded projects  and events.
Contact Lyle Jackson for more information.
Video & Teleconferencing
As the number of LSI investigators and LSI projects expands, the need to communicate locally and globally also expands. The LSI provides assistance to investigators of funded projects in setting up video- and teleconferencing when needed.
To make arrangements or receive more information, contact
Diane Nelson (615-343-1473)
Cheryl Jackson (615-322-4333)
For videoconferencing, a contact name, phone number, and email address at the participating institution(s) is required.
Editorial Services
The LSI editor and Interim Director edit grant proposal narratives along with other documents as time permits. The editor also acts as a public information specialist, assisting in the dissemination of research and development findings via this website, and the University News Service.
Contact Gemma Bridges-Lyman for more information.
Investigator Tools
Institutional Review Board (IRB) Assistance
Investigators can find up-to-date IRB information and helpful hints at Vanderbilt's Institutional Review Board (IRB) website: www.mc.vanderbilt.edu/irb.
The site features a customized action plan for obtaining approvals, a list of IRB training opportunities and resources, and all required IRB forms and templates.
Capability Statements
The following descriptive paragraphs can be used in the "Facilities" or "Support" sections of grant proposals.
Topper Awards
The LSI Topper Awards program was established to attract top doctoral candidates who wish to pursue research careers in the learning sciences. Awards are presented annually to the most promising students in the field.
The Award: Each recipient is awarded up to an additional $6,000 per year for a maximum of five successive years.
The Application Procedure: The application consists of a letter of nomination from a member of the faculty and a copy of the candidate's graduate program application materials. The letter of nomination may be no more than two single-spaced pages and should a) make clear how the candidate fits the awards focus (support for scholars in the learning sciences), b) summarize the candidate's potential, and c) indicate why a topper off award is necessary. The student must be admitted to a Vanderbilt doctoral program. Email applications to Steve Elliott or mail to:
Learning Sciences Institute
ATTN: LSI "Topper" Awards
230 Appleton Place, Peabody #59
Nashville, TN 37203-5721
Timeline: Nominations are accepted and reviewed on an ongoing basis.
Number of Awards: We anticipate making three to four awards each year. Because we are in search of the very top potential students, we anticipate making offers to as many as six or seven candidates per year.
2007-2008 LSI Topper Award Recipients/LSI Fellows
2006-2007 LSI Topper Award Recipients/LSI Fellows
2005-2006 LSI Topper Award Recipients/LSI Fellows
Award for Excellence in Graduate Student Research
The LSI Award for Excellence in Graduate Student Research recognizes the research accomplishments of our most outstanding graduate students. The recipient will receive a plaque and a $250 award.
The Application Procedure: The nominee should be either (1) a current advanced graduate student working on his/her dissertation or (2) a recent graduate student who defended his/her dissertation within the past two years. Nominations must include a letter from an LSI investigator and the nominee's current vita. Self-nominations are not permitted. The letter of nomination may be no more than two single-spaced pages and should a) summarize the research accomplishments of the nominee, b) place these accomplishments in the context of other recent graduates in the nominee's program, and c) make clear how the nominee's research fits within the broad scope of the learning sciences. Email nominations to Steve Elliott or mail to:
Learning Sciences Institute
ATTN: LSI Award for Excellence in Graduate Student Research
230 Appleton Place, Peabody #59
Nashville, TN 37203-5721
Timeline: This year's deadline for nominations was May 1, 2007.
Number of Awards:
We anticipate making one award each year. However, there may be years when we make no awards and other years when we make multiple awards.
Postdoctoral Training Fellowship Program on Rigorous Methods in the Learning Sciences
The Learning Sciences Institute (LSI) at Vanderbilt University is pleased to announce a post-doctoral fellowship program supported by a grant from the Institute for Educational Sciences (IES) at the United States Department of Education. This multidisciplinary training program in-volves four faculty members: (1) Gautam Biswas (training director), Professor of Computer Science and Engineering, who will focus on computer-based learning environments in math and science education, (2) Paul Cobb, Professor of Mathematics Education and Peabody Chair in Teaching and Learning, who will focus on mathematics education in early elementary and mid-dle school, (3) Bethany Rittle-Johnson, Assistant Professor of Psychology, who will focus on teaching and learning of mathematical problem solving in middle school students, and (4) Thomas Smith, Assistant Professor of Public Policy and Education, who will focus on quantitative data analysis and the study of how policy influences teacher quality and student learning.
The Post Doctoral students will be provided with diverse training and research opportunities in the cognitive sciences, learning sciences, mathematics and science education, as well as in develop-ing instrumentation and procedures for evaluating the effects of educational interventions using randomized field trials. Each postdoctoral fellowship is for two years, with the possibility of an extension for a third year. Each fellow will be expected to engage in collaborative research on at least two of three IES-supported research projects: (1) evaluation of computer-based learning environments in science domains with an emphasis on assessment and developing measures of content and prepa-ration for future learning, (2) use of contrasting examples to support procedural flexibility and conceptual understanding in middle school mathematics, and (3) conducting randomized field trials to evaluate a fully-developed early mathematics program. The postdoctoral fellowship will involve a lateral cross training component where the fellows will receive research training and mentorship by working across multiple projects, and a vertical scaling up component where the fellows will gain substantial experience in proposal writing by working closely with the PIs to extend the existing development projects to efficacy and replication proposals. The program will also include an education component that is linked to the IES funded Experimental Education Research Training (ExpERT) pre-doctoral program at Peabody College.
We seek highly qualified applicants who have earned a doctorate degree in learning sciences, computer and cognitive science, instructional technology, psychology, mathematics and science education, teaching and learning, policy and leadership, and related areas. The positions carry a stipend of $50,000 per year plus health insurance coverage and support for professional travel. Review of applications will begin on March 15, 2008 and will continue until the positions are filled. The starting date is negotiable between June 1, 2008 and September 1, 2008. Please send a letter of interest, curriculum vitae, and at most two publications (or manuscripts in progress), by electronic mail to amanda.vandoorn@vanderbilt.edu (Direct phone: 615-322-8100). Please arrange for three letters of reference to be sent directly to the same email address.
If you have questions or require further information, please do not hesitate to contact one or more of the PI’s:
Vanderbilt University is an Affirmative Action/Equal Opportunity Employer
Become an LSI Investigator
The LSI is in its formative years, but off to a strong start. The primary goal of the LSI is to engage, in unique and productive ways, all of the faculty and graduate students actively pursuing research, development, and instructional programs in the learning sciences at Vanderbilt University. The designation LSI investigator has been created with that goal in mind.
An LSI investigator is a faculty member at Vanderbilt University pursuing research and providing instruction in the learning sciences. LSI investigators join the emerging community of learning sciences research and scholarship at Vanderbilt University - they participate in LSI programs; have access to LSI services; nominate visiting scholars, doctoral candidates for topper awards, and postdoctoral fellows; and more generally make suggestions for how the LSI might pursue its mission in new and powerful ways.
LSI strategies include:
- Building a community of scholarship on the learning sciences.
- Assembling interdisciplinary teams of faculty and students to pursue research and development in the learning sciences.
- Sponsoring seminars, colloquia, and visiting scholars to facilitate the exchange of ideas.
- Supporting predoctoral and postdoctoral fellows to bring the best and brightest emerging young scholars to campus to join the learning sciences community.
Faculty who wish to explore this opportunity are encouraged to contact the director of the Learning Sciences Institute, Steve Elliott (615-322-2538).
Publications
VU STEM Education Research and Outreach
A report by an Ad Hoc Committee of the Learning Sciences Institute
Media Awards
Learn more about LSI's award-winning media and publications!
Eye on the LSI (No longer in publication)
The LSI's award-winning quarterly publication, Eye on the LSI, focuses on ongoing research and news events at the Learning Sciences Institute
Graduate Student Bulletin (no longer in publication)
The LSI's Graduate Student Bulletin provides biannual information for students interested in learning more about LSI programs and the field of learning sciences
Paul Cobb
Professor of Mathematics Education
Department of Teaching and Learning
Ellen B. Goldring
Professor of Education Policy and Leadership
Department of Leadership, Policy, and Organizations
Thomas R. Harris
Professor and Chair
Department of Biomedical Engineering
School of Engineering
Timothy P. McNamara
Professor and Associate Provost
Department of Psychology
College of Arts and Sciences
Allison Pingree
Director, Center for Teaching
Steve Elliott
Interim Director, Learning Sciences Institute
Dunn Family Professor of Educations and Psychological Assessment Department of Special Education
Janos Sztipanovits
E. Bronson Ingram Distinguished Professor of Engineering
Department of Electical Engineering and Computer Science
School of Engineering
LSI Project List
| Learning Teaching Curriculum Policy Other Past Projects Quick links |
| Learning |
| |
A Learning Progression to Support the Development of Model-Based Reasoning |
| |
Leona Schauble, Rich Lehrer, Kefyn Catley, Deb Lucas |
| |
Assessing Data Modeling and Statistical Reasoning |
| |
Richard Lehrer, Leona Schauble |
| |
Beliefs About the Visual Capabilities of Humanoid Robots |
| |
Daniel Levin |
| |
Constructing Data, Modeling Worlds: Collaborative Investigation of Statistical Reasoning |
| |
Richard Lehrer |
| |
DHB - Understanding Conceptual and Cultural Change: The Role of Expertise and Flexibility in Folk Medicine |
| |
Norbert Ross, David Noelle, Tom Palmeri |
| |
Perceptual Expertise Network (PEN): Bridging Brain, Mind, and Behavior Program |
| |
Isabel Gauthier |
| |
Program Evaluation of the Math and Science Projects Program |
| |
Rogers Hall |
| |
Response-to-Intervention as an Approach to Preventing and Identifying Learning Disabilities in Reading |
| |
Donald Compton, Doug Fuchs, Lynn Fuchs |
| |
SLC Catalyst: Research on Embodied Mathematical Cognition, Technology, and Learning |
| |
Rogers Hall |
| |
Temporal Dynamics of Learning Center |
| |
Tom Palmeri, Isabel Gauthier |
| |
Using Contrasting Examples to Support Procedural Flexibility and Conceptual Understanding in Mathematics |
| |
Bethany Rittle-Johnson |
| |
|
| Teaching |
| |
Center for the Integration of Research, Teaching and Learning |
| |
Virginia Shepherd |
| |
Designing Learning Organizations for Instructional Improvement in Mathematics |
| |
Paul Cobb, Thomas Smith, Laura Desimone, Ellen Goldring, Andrew Van Schaack |
| |
Evaluating a Multicomponent Reading Program Designed to Address the Diverse Needs of Struggling Readers in Late Elementary School |
| |
Don Compton, Lynn Fuchs |
| |
Linking Teacher Preparation to Student Learning in Mathematics and Science |
| |
Marcy Singer-Gabella,Molly Bolger, Ann Kindfield, Richard Lehrer,Amy Palmeri, Leona Schauble, Paul Weinberg |
| |
Summer Science Academy to Improve Highly Qualified Status of Middle School Science Teachers |
| |
Virginia Shepherd, Alene Harris, Stacy Klein |
| |
| Curriculum |
| |
Alliance for Enhancement of Science Education and Technology |
| |
Virginia Shepherd |
| |
The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE) |
| |
Kathleen Lane |
| |
Improving Language and Literacy Outcomes for Preschool Children at Highest Risk for Reading Problems |
| |
Ann Kaiser, David Dickinson, Terry Hancock, Mark Lipsey |
| |
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) |
| |
Mary Louise Hammeter, Pat Snyder |
| |
Examining the Potential Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenge Behavior in Preschool Children With and Without Disabilities |
| |
Mary Louise Hemmeter, Pat Snyder |
| |
Coordination, Consultation, and Evaluation Center for Implementing K-3 Behavior Reading Intervention Models |
| |
Stephen Elliott |
| |
METRO PBS: A Three-Tiered Prevention Model to Better Serve All Students |
| |
Kathleen Lane |
| |
Model Chance: A Technology-Rich Environment for Learning Probability |
| |
Richard Lehrer, Kefyn Catley, Deb Lucas, Leona Schauble, Pat Thompson |
| |
Project PBS: A Three-Tiered Prevention Model to Better Serve All Students |
| |
Kathleen Lane, Joseph Wehby |
| |
Project Prevent: Screening and Intervening to Prevent the Development of Learning and Behavior Problems |
| |
Kathleen Lane, Joseph Wehby |
| |
System-Wide Change for All Learners and Educators (SCALE) |
| |
Andrew Porter |
| |
Tennessee Academic Civic Engagement Program (TACEP) |
| |
Deborah Miller, Carolyn Hughes, Sharon Shields |
| |
|
| Policy |
| |
Achievement Trade-Offs and No Child Left Behind |
| |
Dale Ballou, Matthew Springer |
| |
Assessing Intervention Fidelity in Randomized Field Trials |
| |
David Cordray, Mark Lipsey, Dale Farran |
| |
Center for Educator Compensation Reform |
| |
James Guthrie, Matthew Springer |
| |
Evaluation of Texas Governor's Educator Excellence Award Pilot Program |
| |
James Guthrie, Matthew Springer |
| |
How Does Induction and Continuing Professional Development Affect Beginning Middle School Math Teachers' Instruction and Student Achievement? |
| |
Laura Desimone,Thomas Smith, Andrew Porter, Paul Cobb |
| |
Making the Connection: Improving Student Completion Through Improved State and Institutional Policies |
| |
William Doyle, John Braxton, Michael McLendon |
| |
National Center of Performance Incentives |
| |
James Guthrie, Dale Ballou, Matthew Springer |
| |
National Study of Schools of Choice in NWEA |
| |
Mark Berends, Dale Ballou, Ellen Goldring |
| |
National Center on School Choice |
| |
Mark Berends |
| |
Public School Choice: Magnet Schools, Peer Effects, and Student Achievement |
| |
Ellen Goldring, Dale Ballou |
| |
Teacher Professional Development in Mathematics: Do the Policies Add Up? |
| |
Thomas Smith, Laura Desimone |
| |
Vanderbilt Assessment of Leadership in Education (VAL-Ed) |
| |
Andrew Porter, Joseph Murphy, Ellen Goldring, Stephen N. Elliott |
| |
|
| Other |
| |
Center for Assessment and Intervention Research (CAIR) |
| |
Stephen N. Elliott |
| |
Consortium for Alternate Assessment Validity and Experimental Studies (CAAVES) |
| |
Steven N. Elliott |
| |
Experimental Education Research Training (ExpERT) |
| |
David Cordray |
| |
Fisk-Vanderbilt Masters-to-PhD Bridge Program: Developing a Framwork for Enhancing Minority Participation in Science and math Disciplines |
| |
Keivan Stassun |
| |
|
| Past Projects |
LSI Investigators
A-I J-Q R-Z |
Quick links to alphabetical listings |
Kathryn Anderson |
Associate Professor of Economics
College of Arts and Sciences |
| |
|
| Jo Anne Bachorowski |
Associate Professor of Psychology
College of Arts and Science |
| |
|
| Dale Ballou |
Associate Professor of Public Policy & Education Peabody College |
| |
|
| Mark Berends |
Associate Professor of Public Policy & Education,
Director, National Center on School Choice
Peabody College |
| |
|
| Len Bickman |
Professor and Associate Dean for Research,
Director, Center for Evaluation and Program Improvement
Peabody College |
| |
|
| Gautam Biswas |
Professor of Electrical Engineering and Computer Science, Computer Engineering, and Management of Technology
Associate Director, Center for Intelligent Systems
School of Engineering |
| |
|
| Randolph Blake |
Department Chair,
Centennial Professor
College of Arts and Science |
| |
|
| John Braxton |
Professor of Higher Education
Peabody College |
| |
|
| Timothy Caboni |
Lecturer in Public Policy and Higher Education
Assistant Dean for External Relations
Peabody College |
| |
|
| Kenneth Catania |
Assistant Professor
College of Arts and Science |
| |
|
| Kefyn Catley |
Associate Professor of Science Education
Peabody College |
| |
|
| Paul Cobb |
Professor of Mathematics Education
Peabody College |
| |
|
| Donald Compton |
Assistant Professor of Special Education
Peabody College |
| |
|
| David Cordray |
Professor of Psychology
Peabody College |
| |
|
| Philip Crooke |
Professor of Mathematics,
Professor of Education
College of Arts and Science |
| |
|
| Robert Crowson |
Professor of Education
Peabody College |
| |
|
| Laura Desimone |
Assistant Professor of Public Policy and Education
Peabody College |
| |
|
| David Dickinson |
Professor of Education
Peabody College |
| |
|
| William Doyle |
Assistant Professor of Higher Education
Peabody College |
| |
|
| Marshall Eakin |
Professor of History
College of Arts and Science |
| |
|
| Stephen Elliott |
Professor of Special Education
Dunn Family Chair of Educational and Psychological Assessment
Peabody College |
| |
|
| Dale Farran |
Professor of Education, Professor of Psychology
Peabody College |
| |
|
| Donna Ford |
Professor of Special Education
Betts Chair of Education and Human Development
Peabody College |
| 
