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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.


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.


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.


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.


Nelson H.T.,Claremont Graduate University
Energy Policy | Year: 2012

This paper models the adoption of commercial building energy codes in the US between 1977 and 2006. Energy code adoption typically results in an increase in aggregate social welfare by cost effectively reducing energy expenditures. Using a Cox proportional hazards model, I test if relative state funding, a new, objective, multivariate regression-derived measure of government capacity, as well as a vector of control variables commonly used in comparative state research, predict commercial building energy code adoption. The research shows little political influence over historical commercial building energy code adoption in the sample. Colder climates and higher electricity prices also do not predict more frequent code adoptions. I do find evidence of high government capacity states being 60 percent more likely than low capacity states to adopt commercial building energy codes in the following year. Wealthier states are also more likely to adopt commercial codes. Policy recommendations to increase building code adoption include increasing access to low cost capital for the private sector and providing noncompetitive block grants to the states from the federal government. © 2012 Elsevier Ltd.


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.

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