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Home » Archives for Elise Levin-Guracar

Elise Levin-Guracar

SRI Author

  • Elise Levin-Guracar

    Researcher, SRI Education

    View all posts

Education & learning publications July 1, 2021 Tech Report

Designing Virtual Internships in STEM Fields: Innovations and Lessons Learned from Summer 2020

Kea Anderson, Carol E. Tate, Elise Levin-Guracar, Emnet Shibre July 1, 2021

In spring 2020, at the outset of the pandemic, some intrepid employers quickly converted internships to virtual experiences rather than canceling them. SRI’s STEM Core Expansion Alliance evaluation team took advantage of this unprecedented growth in remote internships in STEM fields to capture innovations and lessons learned from these improvised programs.
SRI investigated employers’ strategies for recruiting, mentoring, and supporting remote interns. The team examined whether and how students used employer supports and what they gained from networking and professional learning opportunities in the virtual context. SRI paid particular attention to strategies for making virtual internships more accessible and equitable for all students and for diversifying intern cohorts.
The team used results from surveys of and interviews with employers and interns to develop guidance for employers. The resulting report offers a rich, cross-sector look at what STEM employers learned from their experiences and clearly conveys how they can improve their virtual internship programs in the future.

Education & learning publications December 1, 2019 Tech Report

Emerging Leaders Program: Impacts on Students, Teachers, and Leaders in Three Sites

Nicole Arshan, Katrina Laguarda, Jared Boyce, Andrea D. Beesley, Rebecca L. Goetz, Xin Wei, Elise Levin-Guracar December 1, 2019

In 2017–18, New Leaders partnered with SRI Education to undertake a randomized control trial of the Emerging Leaders program in three sites: Arlington Independent School District and San Antonio Independent School District in Texas and Shelby County Schools in Tennessee. The Emerging Leaders program was implemented largely as designed and had a positive, statistically significant impact on participants’ data-driven instruction leadership knowledge. This large impact on leadership knowledge led to few measured impacts on the instructional practice of teachers on Emerging Leaders participants’ instructional teams. The program had positive impacts on the math achievement of some subgroups of students. Impacts on overall math achievement were mediated by (i.e., operated through) program impacts on participants’ leadership knowledge and by teachers’ participation on instructional teams. The Emerging Leaders program had no measured impact on students’ English language arts (ELA) achievement. Supplemental analyses suggest that these differences in student achievement impacts may have been driven by differences in how datadriven instruction was enacted by math- and ELA-focused instructional teams.

Digital learning publications October 17, 2019 Abstract

Designing Smartphone Microlessons to Improve the Cybersecurity Workforce

Louise Yarnall, Elise Levin-Guracar, Ron Fried October 17, 2019

This is a poster presented at the 4th annual Secure and Trustworthy Cyberspace principal investigators’ meeting.

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