Ontario, CA, United States
Ontario, CA, United States

Claremont Graduate University is a private, all-graduate research university located in Claremont, California, a city 35 miles east of downtown Los Angeles. Founded in 1925, CGU is a member of the Claremont Colleges which includes five undergraduate and two graduate institutions of higher education. Adjoining and within walking distance of one another , design was based on that of Oxford University and Cambridge University.CGU is the oldest all-graduate institution in the United States, with many notable alumni in different fields all over the world. The university is organized into five separate schools: the School of Arts & Humanities; School of Community & Global Health; Drucker School of Management; School of Educational Studies; and the School of Social Science, Policy, & Evaluation. Deborah Freund took office as University President in fall 2010. Wikipedia.


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News Article | May 16, 2017
Site: www.prweb.com

The Drucker Institute at Claremont Graduate University announced today the launch of a new arm: the KH Moon Center for a Functioning Society. The KH Moon Center—named for a Korean-based leader who has long exemplified Peter Drucker’s ideas and ideals through his work in the corporate, NGO and public sectors—will examine and seek to impact larger societal issues that cut across our organizations and communities. Among them: shaping the future of employment in an era when automation is accelerating and more and more traditional jobs are fracturing into independent “gig work”; developing systems of lifelong learning in a knowledge age; and shifting corporate executives’ focus from short-term financial metrics to long-term sustainability. To affect these and other areas, the KH Moon Center will use the Drucker Institute’s uniquely effective facilitation process to convene the right leaders in a safe, nonpartisan space so that they can work together on some of our greatest challenges—and then plan out concrete steps to test and pilot their ideas. It will also develop tools and frameworks—such as the Drucker Index, a measure of corporate effectiveness—to help leaders make real strides on major social issues. “Most of our programs address the first half of our mission: strengthening organizations,” said Zach First, the Drucker Institute’s executive director. “The KH Moon Center addresses the second half—to strengthen society—by bringing to life Peter Drucker’s insight that no organization exists for long unless it contributes its unique melody to the overarching symphony of society.” Rick Wartzman, who was the Drucker Institute’s executive director from 2007 until early 2016, will lead the KH Moon Center. For the past year and a half, he has been a senior advisor to the Drucker Institute. Wartzman also writes about the world of work for Fortune online, and his latest book, The End of Loyalty: The Rise and Fall of Good Jobs in America, will be published later this month. “In my more than 40 years with various enterprises, profit and nonprofit, Peter Drucker’s core principles have worked so well in helping these organizations be effective and high-performing—economically, environmentally and socially,” said KH Moon. “Having the Center for a Functioning Society named for me is my great honor.” Curt Pullen, the Drucker Institute’s chairman, added: “Peter Drucker’s conviction in the importance of a functioning society is illustrated throughout his work. With the launch of the KH Moon Center for Functioning Society, we are bringing additional resources to organizations of all types and helping them learn how their efforts can contribute toward creating a society that benefits us all.” For more on the KH Moon Center for a Functioning Society, please visit http://www.drucker.institute/society/. About the Drucker Institute  The Drucker Institute is a social enterprise based at Claremont Graduate University. Our mission is strengthening organizations to strengthen society. Our programming—for the corporate, nonprofit and public sectors—is built on a foundation of YESTERDAY/TODAY/MONDAY*. "Yesterday" refers to the fact that our work is grounded in Peter Drucker's timeless wisdom. "Today" speaks to the urgency that we know organizational leaders feel to successfully meet their greatest challenges and opportunities. And "Monday" points to our proven ability to help executives move quickly from ideas to action to results, just as Drucker urged his own consulting clients: "Don't tell me you had a wonderful meeting with me. Tell me what you're going to do on Monday that's different." For more, visit http://www.drucker.institute. About Claremont Graduate University  Founded in 1925, Claremont Graduate University is the graduate university of the Claremont Colleges. Our five academic schools conduct leading-edge research and award masters and doctoral degrees in 24 disciplines. Because the world’s problems are not simple nor easily defined, diverse faculty and students research and study across the traditional discipline boundaries to create new and practical solutions for the major problems plaguing our world. A Southern California based graduate school devoted entirely to graduate research and study, CGU boasts a low student-to-faculty ratio.


Smith D.G.,Claremont Graduate University
Academic Medicine | Year: 2012

Today, most agree that the health care system in the United States is in need of reform and that existing health disparities have huge implications for both that system and society as a whole. As a result, academic medicine has come to play a central role in addressing health disparities in a pluralistic society. Today, diversity is no longer a projection; it is a reality. Yet, most diversity efforts continue to run parallel to core institutional processes, rather than as part of the mission of the institution. Researchers agree that, to promote a healthy and vital society, leaders in academic medicine must create institutions that can serve diverse populations. To do so, they must first increase their institutional capacity for diversity. This article outlines the next generation of work on diversity and inclusion, drawing on a broad body of research and practice to identify some of the key elements for building the kind of institutional capacity necessary for sustained change in academic medicine, including a deeper engagement of mission, one that considers diversity as core to excellence; an inclusive and differentiated understanding of diversity institutionally; alignment and intentionality with respect to key institutional elements; key metrics associated with success and a serious process to monitor progress; and the identification of diverse talent for leadership at all levels.


Trinidad D.R.,Claremont Graduate University
American journal of public health | Year: 2011

We used nationally representative data to examine racial/ethnic disparities in smoking behaviors, smoking cessation, and factors associated with cessation among US adults. We analyzed data on adults aged 20 to 64 years from the 2003 Tobacco Use Supplement to the Current Population Survey, and we examined associations by fitting adjusted logistic regression models to the data. Compared with non-Hispanic Whites, smaller proportions of African Americans, Asian Americans/Pacific Islanders, and Hispanics/Latinos had ever smoked. Significantly fewer African Americans reported long-term quitting. Racial/ethnic minorities were more likely to be light and intermittent smokers and less likely to smoke within 30 minutes of waking. Adjusted models revealed that racial/ethnic minorities were not less likely to receive advice from health professionals to quit smoking, but they were less likely to use nicotine replacement therapy. Specific needs and ideal program focuses for cessation may vary across racial/ethnic groups, such that approaches tailored by race/ethnicity might be optimal. Traditional conceptualizations of cigarette addiction and the quitting process may need to be revised for racial/ethnic minority smokers.


Stacy A.W.,Claremont Graduate University | Wiers R.W.,University of Amsterdam
Annual Review of Clinical Psychology | Year: 2010

Research on implicit cognition and addiction has expanded greatly during the past decade. This research area provides new ways to understand why people engage in behaviors that they know are harmful or counterproductive in the long run. Implicit cognition takes a different view from traditional cognitive approaches to addiction by assuming that behavior is often not a result of a reflective decision that takes into account the pros and cons known by the individual. Instead of a cognitive algebra integrating many cognitions relevant to choice, implicit cognition assumes that the influential cognitions are the ones that are spontaneously activated during critical decision points. This selective review highlights many of the consistent findings supporting predictive effects of implicit cognition on substance use and abuse in adolescents and adults; reveals a recent integration with dual-process models; outlines the rapid evolution of different measurement tools; and introduces new routes for intervention. Copyright © 2010 by Annual Reviews. All rights reserved.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.89M | Year: 2014

While there is widespread agreement regarding the importance of having Master STEM Educators, there is limited know-how regarding how to cultivate them. With support from the Robert Noyce Teacher Scholarship program, the Claremont Colleges STEM Initiative (CCSI) to Improve STEM Pedagogy Through Transferable STEM Skills will research this issue while preparing 24 Master STEM Educators to address the nations need for effective STEM teachers. In partnership with 6 local school districts, STEM industry professionals, and the Woodrow Wilson National Foundation, Education faculty from Claremont Graduate University and STEM faculty from the Claremont Colleges will recruit 9 exemplary math and science teachers (Master Teacher Fellows or MTFs) and provide them with professional development specific to STEM Education. Additionally, the project will recruit 15 high-performing college graduates with an undergraduate degree in a STEM discipline (Teaching Fellows or TFs) to first obtain the skillsets of a math or science teacher and then to receive added support and professional development to become a Master STEM Educator. The outcome will be teachers who have a solid foundation in their discipline and who enable students to develop transferable skills that cut across the STEM disciplines. With a focus on transferable skills, the proposal would offer a professional development program consisting of a series of courses that teach transferrable STEM skills in four STEM areas: Applied Mathematics, Life Sciences, Computer Science and Engineering. In addition, the Fellows will participate in Professional Learning Communities and receive support for attaining National Board Certification.

The CCSI project will implement, refine and evaluate its research-based Professional Development program that draws on the knowledge-base of effective STEM teacher preparation and effective STEM pedagogical practices. In doing so, the project will yield insights regarding how to best prepare and develop Master STEM educators. The CCSI will refine an observational protocol used to measure a teachers STEM pedagogical practices and transferable STEM skills. The CCSI Observation Tool will build upon the Reform Teaching Observation Protocol (Sawada et al, 2002) and reflect state adopted standards for science education (Next Generation Science Standards) and math education (Common Core State Standards). Along with other data collected through interviews, portfolio analysis, and Teacher Performance Assessment, this protocol will be used to evaluate whether CCSIs STEM PD Program had a value-added impact on the funded MTFs and TFs and their K-12 students. CCSI Fellows will be mentored in how to make contributions to the field which will include leading professional development in their districts for other math/science teachers interested in how they too can bring STEM concepts into their classrooms. The CCSI Project thus will help to create teacher leaders, instructional change agents who can have a profoundly positive impact on students and schools. The CCSI Master Teacher Fellows (MTFs) will also receive mentorship training and it is expected that the CCSI MTFs will continue to serve as mentors to emerging STEM educators. Furthermore, the four-course STEM series that is at the heart of CCSIs STEM PD Program will be evaluated as a cornerstone of STEM Induction Programs for math and science teachers wanting to develop as STEM Educators thereby serving as a model for a STEM Induction program in California. Collectively, the 24 CCSI Fellows will impact approximately 3,120 K-12 students annually. While the number of students who will be taught by the CCSI Fellows is notable, even more significant is the impact the project will have on their instruction in the classroom. The CCSI Fellows will compel their students to think of math and science in terms of applied situations and the transferable STEM skills needed to meet the demands of 21st Century colleges and careers.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 174.96K | Year: 2016

Delays in the construction of energy infrastructure can raise energy costs, reduce electricity reliability, and cause supply disruptions. A systematic empirical understanding of the social sustainability of energy infrastructure is needed. This project develops and tests new theories about siting of electricity, oil, and gas infrastructure using a variety of data and extensive computer simulations. The Citizens and the Social Sustainability of Energy Infrastructure Siting project will provide theories, empirics, and tools to improve social welfare by shortening energy facility permitting times. The broader impacts of the project include a methodology to engage communities earlier in the siting process, help project proponents identify key concessions to impacted communities to increase acceptance, as well as reduce legal and political costs. The research will serve as the core material for a new Social Sustainability of Energy course for the Claremont Colleges. Other project outreach includes the development of the SEI project website that will host a document repository as well as interactive maps of all the energy projects for dissemination to siting practitioners and stakeholders.

The project objective is to understand and predict complex citizen opposition to energy infrastructure projects. The comparative case-study design examines citizens perceptions of risks and associated place-protective actions across energy technologies, integrating public acceptance surveys with case-specific data about the type of energy technology and citizen proximities. The sample frame comprises natural gas and oil pipelines, high voltage power lines, natural gas electricity generation, and wind generation projects in the western US. Seven to nine historical siting cases will be selected for which publicly-available citizen and stakeholder contact information is available. Participants will be asked to complete online surveys about risk attitudes along with behavioral, demographic, and spatial data. Infrastructure Siting (In-Site)© software will be used. This software integrates an agent-based model of stakeholder dynamics with a Geographical Information System model that structures the agents- interactions based on demographic, engineering, and spatial data. The In-Site model simulates the emergence of community-based oppositional organizations, which have been surprisingly effective in delaying or blocking energy facilities projects. Spatial statistics and econometrics will complement the agent-based modeling and allow a comparative analysis of the underlying drivers of opposition across energy sectors and siting issues.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: SCIENCE OF SCIENCE POLICY | Award Amount: 214.47K | Year: 2013

Finding solutions for many of societys most challenging problems requires the collaboration and integration of teams of individuals from diverse fields of science. Millions of dollars are spent in the public and private sectors to support research collaborations among scientists who possess the breadth and depth of expertise to address these complex problems. An increasingly prevalent approach to integrating diverse expertise is the use of interdisciplinary science teams. Although interdisciplinary scientific collaboration has many success stories, it is also true that in many cases these teams fail to successfully integrating the knowledge needed to address a problem. The goal of knowledge integration among diverse scientists is often elusive due to the make-up of the teams, lack of understanding about best practices for managing collaborations, and team leaders who are scientific experts but have not been trained to lead diverse teams of professionals. The consequence can be a costly investment in scientific endeavors that do not reap the expected benefits. It is critical that interdisciplinary science teams have the capability to collaborate and integrate their knowledge. A teams integrative capacity is a core competence necessary for these teams to perform successfully. Integrative capacity is a capability that is sustained through an interactive system linking social, psychological, and cognitive processes and emergent states in the team that can provide them with the resources needed to succeed. This research investigates how the development of a teams integrative capacity and subsequent knowledge outcomes are impacted by: (1) boundary-spanning leadership behaviors and (2) communication structuring interventions. Exposure to these interventions can nurture team members trans-disciplinary intellectual orientation, the enduring values, beliefs, skills, and behaviors that support collaboration with teammates who have diverse disciplinary backgrounds, which in turn fosters the development of integrative capacity.

Broader Impact. Given the reliance of society on interdisciplinary science teams for advancement in key areas such as medicine, education, security, and technology, the development of theoretical and practical knowledge about how to build and maintain integrative capacity in these teams is imperative. This research directly supports the aims of the SciSIP program and the NSF by investigating the structures, processes, and interventions that facilitate the development of usable knowledge by interdisciplinary science teams. First, this study sheds light on how leader and communication interventions can enhance a teams integrative capacity and team members trans-disciplinary intellectual orientation, both of which can support teams working across boundaries to generate new solutions to complex problems. Second, training material and digital metrics developed in this research can be leveraged to foster improved scientific collaboration in teams beyond those included in this study. The insights gained from this research can foster improved scientific collaboration and the resulting scientific breakthroughs that are the promise of interdisciplinary science teams.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: SPECIAL PROJECTS - CISE | Award Amount: 299.89K | Year: 2016

Claremont Graduate University is building a Networked Improvement Community (NIC) of evaluators, education researchers, and principal investigators working to develop a common framework for measuring the effectiveness of high school teacher professional development (PD) within the CS for All Initiative. The work focuses on the measurement and reporting of two critical, yet elusive, data points within the computer science education community: classroom implementation and student success. The effort will work with a community of investigators from CS10K, STEM+C, and CS for All projects in order to articulate national targets for and supporting evaluations of their classroom implementations and student outcomes. The effort addresses a gap between the information that evaluators and educational researchers typically provide and the information required to determine the merit and worth of teacher professional learning innovations, to provide critical formative feedback to funded programs, and to achieve generalizable research results.

The community-based approach will incorporate the tenets of Bryks Networked Improvement Communities (NICs) (Bryk, Gomez, and Grunow, 2011) and Kania and Kramers Collective Impact (Kania & Kramer, 2011). In keeping with the Collective Impact approach, the project will conduct an initial needs analysis of practicing evaluators, build a central infrastructure, employ experienced and dedicated Staff, and strive towards establishing common targets, shared tools and approaches to measurement, continuous communication, and mutually reinforcing activities within the community. Various communication structures and resources (e.g., webinars, conference-based face-to-face meetings, an online community meeting site, an instrument repository), as well as encouragement and acknowledgement of the contributions of community members (e.g., their discourse, shared resources, shared successes) will support community norms. These norms include adopting classroom implementation and student success as outcomes of evaluation work, sharing resources, sharing concerns and successes, and paying it forward (i.e., contributing to newer community members). The community interactions will create the conditions that challenge and extend current ways of doing evaluation, and encourage new ways of thinking about and conducting classroom implementation and student success evaluations


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 798.75K | Year: 2012

In this Phase II project the PI team is recruiting forty new Noyce Scholars into its current program. As with its Phase I effort, this follow-on program is drawing from the pool of recent STEM graduates. Successful Scholars earn both a teaching credential and an MA in Education or Mathematics. To meet its recruitment goals the project is expanding its recruiting base throughout the Claremont Colleges by increasing STEM faculty participation in the Claremont College Collaborative for Mathematics and Science Education (C3MSE) and increasing fellowship support. A partnership with Texas Southern University has been established to help recruit African-American students to the program. This would complement the already strong record the project has demonstrated in attracting Latino students to the program. Programmatically, the Phase II effort is introducing a Lesson Study professional development component for the Noyce Scholars. At the same time revisions to the existing teacher education curriculum are also bringing in Lesson Study practices and new strategies to strengthen the development of pedagogical content knowledge. The project retains its interest in producing new teachers for both middle and secondary schools in mathematics, biology, chemistry, and physics. Finally, the investigating team is conducting a longitudinal study to examine the following questions regarding the earlier Phase I and new Phase II cohorts: 1) What factors contribute to attracting high quality STEM graduates into teaching? 2) What factors contribute to retaining high quality STEM graduates in teaching? and 3) What factors contribute to the teaching success of fellows, as measured through career success and supervisor evaluation? Institutions collaborating with Claremont Graduate University are the five Claremont Colleges: Harvey Mudd College, Claremont McKenna College, Pitzer College, Scripps College, and Pomona College.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 69.85K | Year: 2015

This Improving Undergraduate STEM Education (IUSE) project will develop a framework for establishing an undergraduate, pre-professional, Bachelor of Arts degree program called Liberal Studies in Engineering. This program intends to establish an alternative pathway into engineering and attract the interest of a different group of students than existing approaches. The program will utilize the substantive content of the traditional undergraduate engineering program - the engineering sciences, the laboratory activities, and design projects - and subject this to study from the perspectives of the humanities, arts, and social sciences as well as engineering. Traditionally engineering education emphasizes mathematics and science prerequisite topics for beginning students and addresses the broader social, economic, cultural and ethical aspects much later in the curriculum and often in an indirect manner. The planned liberal studies in engineering degree envisions reversing the process, offering students an approach to the discipline from a humanistic, artistic, and social perspective. It is expected that the Liberal Studies in Engineering approach will attract the interest of a segment of undergraduates that do not find their goals and concerns represented in the current mathematics-first prerequisite structure of the discipline. Additionally the attention to context and emphasis on analytical thinking, multiple framing, critical reflection and practical reasoning, key dimensions of learning in the liberal arts, may better prepare students for the realities of current and future engineering practice.

This project represents an initial phase in the development of a Liberal Studies in Engineering degree. A feasibility study will be carried out to identify the institutional policies and procedures that must be in place, the resources needed, and prerequisites students should have for a Liberal Studies in Engineering degree program. As part of this, efforts will be made to promote and support the development by project participants of leaning units that illustrate the approach of teaching exemplary engineering content from the perspective of the humanities and social sciences. Peer review, and technical support will be made available for module development. The study will include input from faculty and administrators at selected institutions to obtain diverse and broad-based perspectives. This study represents the beginning of a multi-phase process to explore and develop a potentially transformative step in broadening participation in engineering by offering a pathway into the discipline and a route to a degree that is markedly different from the traditional path but still encompasses comparable content.

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