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NEWS & BLOG Monday, January 19, 2026 Project BEACON Update The Biomedical Excellence Achieved through Coaching Networks (BEACON) is moving into its second year, and the research team has been busy building momentum across Rutgers. While results from the study are still ahead, the project is well underway and continuing to expand as researchers explore how professional coaching might support biomedical PhD students. Read More Monday, September 22, 2025 A New Way to Look at Online Math Platforms: Our Reference Sheets! The new "Math Platforms at a Glance" Reference Sheets give teachers a clear look at major digital math platforms like Khan Academy, IXL, and DreamBox. This free resource offers practical comparisons, classroom insights, and tips to find the best fit for every teaching style and purpose. Read More Monday, September 15, 2025 Welcome to the CESP Team: Solangel Troncoso We’re excited to welcome Solangel Troncoso to the team. A published scholar whose work spans gender, adolescence, and resilience, Solangel brings experience in qualitative research and community engagement to CESP's applied research, outreach, and resource development work. Read More Monday, September 1, 2025 Celebrating Progress: Annual Reflections on the EDGE Program An external evaluation of the EDGE program shows continued progress in supporting blind and visually impaired students as they prepare for college, careers, and independent living. Year-two findings highlight strong self-efficacy, record-breaking participation, high event satisfaction, and increased employment-related activity. Read More Monday, August 18, 2025 Welcome to the CESP Team: Taylor Clough We’re excited to welcome Taylor Clough to the team. With experience in program implementation, evaluation, and data analysis, Taylor has co-authored practitioner resources on special education, social-emotional learning, and computer science; his social-work lens centers the lived experiences of students, families, and communities. Read More Load More

Back to Research Effect of Media Coverage and Physician Advice on Utilization of Breast Cancer Screening by Women 40 Years and Older Itzhak Yanovitzky & Cynthia L. Blitz This research examines the relative importance of mass media coverage and physician advice in promoting mammography screening among women aged 40 and older. Using time-series regression analysis, the study analyzed 36 consecutive months of national-level data from the Behavioral Risk Factor Surveillance System (BRFSS) combined with content analysis of mammography-related news coverage from seven major newspapers between 1989-1991. The researchers tested five theoretical models of how media coverage and physician advice might interact to influence health behavior: competition, functional alternative, complementary, reinforcement, and mediation models. The study found that both communication channels significantly affected mammography-seeking behavior, with physician advice accounting for approximately 30% of variance in screening behavior and media coverage contributing 13% when analyzed separately. Content analysis revealed that 93% of mammography-related news items were favorable toward screening, and when both channels were considered together, they accounted for 51% of the variance in mammography utilization. The research demonstrated that media coverage and physician advice operated independently of each other rather than one mediating the effects of the other. Results provided strongest support for the complementary model of communication effectiveness, revealing a division of labor between the two channels. Physician advice was particularly influential for women with regular access to healthcare providers, accounting for 36% of variance in screening behavior among this group. In contrast, media coverage played a more significant role for women without regular physician access, contributing 15.5% of variance in screening behavior among women who were less likely to receive medical recommendations. These findings suggest that mass media and physician advice complement rather than compete with each other in promoting preventive health behaviors. July 2000 Journal of Health Communication | Volume 5, Issue 2 DOI: 10.1080/108107300406857 This study examines how media coverage and physician advice influence mammography screening decisions among women 40 and older, testing five theoretical models of communication effectiveness. Citation Yanovitzky, I., & Blitz, C. L. (2000). Effect of Media Coverage and Physician Advice on Utilization of Breast Cancer Screening by Women 40 Years and Older. Journal of Health Communication , 5 (2), 117–134. https://doi.org/10.1080/108107300406857 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Colin Sullivan AI Developer e : p : cjs464@scarletmail.rutgers.edu (732) 564-9100 x11 Download CV Education : B.S., Computer Science, Rutgers University Affiliations : Biographical Highlights

Back to Research The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams Itzhak Yanovitzky & Cynthia L. Blitz In this poster presented by Rutgers researchers Cynthia L. Blitz and Itzhak Yanovitzky at the Academy Health Ninth Annual Conference on the Science of Dissemination and Implementation in 2016, the COM (Capability, Opportunity, Motivation) model is described as a holistic approach to understanding and improving data use within organizational teams. The framework explains how individuals and teams can effectively integrate data-driven practices through three dimensions. Data use capacity focuses on developing essential skills and competencies and involves building data literacy. Capacity is shaped by both objective skills and subjective experiences, recognizing that prior interactions with data significantly influence future engagement. Opportunity addresses the structural and environmental conditions supporting data use. This includes developing robust infrastructure for data sharing, integrating data workflows into organizational procedures, and creating external incentives that encourage data-driven decision-making. Motivation plays a crucial role in driving data use. The model examines key psychological factors where individuals assess potential personal and organizational benefits. Self-efficacy is a critical component, reflecting an individual's confidence in using data to accomplish specific tasks. Social norms and perceived barriers further modulate motivation. Blitz and Yanovitzky argue that team data-use routines emerge from the intersection of these themes, and that effective teams leverage diverse expertise, maintain positive leadership, and prioritize communication and conflict management. They believe the COM model provides a blueprint for organizations seeking to transform their data use practices, highlighting the interconnected nature of individual capabilities, team dynamics, and organizational support. December 2016 9th Annual Conference on the Science of Dissemination and Implementation in Health Washington, D.C., USA The poster presents a COM (Capability, Opportunity, Motivation) model as a holistic approach to considering data use routines and integrating data-driven practices more effectively within organizations. Citation Blitz, C. L., & Yanovitzky, I. (2016, December 14). The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams [Poster presentation]. 9th Annual Conference on the Science of Dissemination and Implementation in Health, Washington, D.C., USA. https://academyhealth.confex.com/academyhealth/2016di/meetingapp.cgi/Paper/14133 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The Power of Partnership: Why SEPAGs Matter in Special Education Anna Lasek, Communications Assistant Special Education Parent Advisory Groups (SEPAGs) are parent-led groups that work with districts to create inclusive environments for students with disabilities. These groups provide a structured space for parents, educators, and administrators to collaborate on policies, programs, and practices that impact students with disabilities. Return to Blog Special Education Parent Advisory Groups (SEPAGs) are parent advisory groups that work with districts to create inclusive environments for students with disabilities. From providing inputs on curriculum and class instruction to making sure there is adequate facilitation, SEPAGs play a critical role in ensuring that there is an adequate and structured spaces of learning for all students. These groups, required by New Jersey law, provide a structured space for parents, educators, and administrators to come together and collaborate on policies, programs, and practices that impact students with disabilities. SEPAGs are successful and embedded in partnership. They provide an opportunity for families to share their lived experiences, raise concerns, and offer feedback—all of which help shape more responsive, inclusive, and effective services. For schools and districts, SEPAGs offer valuable insight into what’s working and where improvements are needed. Transparency, feedback, and change are key to developing an inclusive environment for schools for all students. Here's how to get involved: Contact your local school district Inquire about the SEPAG: learn how to get involved Attend meetings: Stay involved and attend meetings to stay up to date with what is happening within school districts. Express your interest: Stay active and show involvement, they know that you are interested in joining the group. Participate in discussions and activities: Share your experiences, concerns, and ideas related to special education in the district. Stay informed: Stay active and informed with new updates Engage with other parents. SEPAGs are a great opportunity not only to develop strong connections between families and the school district, but also for families to connect with one another! Whether you're a parent, educator, or administrator, engaging with your local SEPAG is a meaningful way to strengthen your school community and advance equity in education. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

Back to Projects Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation N.J. Commission for The Blind The Rutgers University Center for Effective School Practices (CESP) is serving as the external evaluator for the Employment, Development, Guidance, and Engagement (EDGE) program, a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured into two distinct phases: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. Both phases are strengthened by the invaluable insights and guidance from former EDGE enrollees who now serve as staff and mentors, providing a unique perspective to current participants. In its evaluative capacity, Rutgers CESP will closely collaborate with the EDGE program's stakeholders to assess its efficacy and impact. This comprehensive evaluation will involve detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. CESP is excited about this partnership and is eager to contribute its evaluative expertise to a program making a profound difference in the lives of blind and visually impaired youth. Timeline This project began in July 2022 and is scheduled through June 2025. Sponsorship This program is funded by the New Jersey Commission for the Blind and Visually Impaired (Department of Human Services). Rutgers CESP is contracted for evaluation services by The Arc of Ocean County. Project Leaders & Key Personnel Program Director: Perry Sandler External Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations The Arc, Ocean County Chapter Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Celebrating Progress: Annual Reflections on the EDGE Program Year-two evaluation highlights growth, engagement, and student outcomes An external evaluation of the EDGE program shows continued progress in supporting blind and visually impaired students as they prepare for college, careers, and independent living. Year-two findings highlight strong self-efficacy, record-breaking participation, high event satisfaction, and increased employment-related activity. The Rutgers Center for Effective School Practices (CESP) is proud to share highlights from the external program evaluation of EDGE. The Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation is a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured in two: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. We are proud to share some major highlights from year 2 of the evaluation. From Self-efficacy to record breaking attendance, EDGE’s growth and commitment to its students and their development. Improved Self-Efficacy : At the end of year 2, 100% of EDGE students agreed they can achieve outcomes important to them. Self-efficacy—a student’s belief in their ability to succeed—started and remained high throughout the year. Tackling Academic & Social Challenges : Students reported significant growth in knowing what to do and who to go to when academic or social issues arise in college. These gains highlight the effectiveness of EDGE’s preparation for real-world college experiences. Record-Breaking Attendance : EDGE saw its highest participation yet: average quarterly attendance jumped from 11 to 17 students, with workshop turnout now consistently reaching or exceeding 30 participants per session. Consistently High Event Satisfaction : Students love EDGE events, and the data shows it. Workshops averaged 4.4 out of 5 in satisfaction and showed an average +0.7 point increase in self-reported skills. Tech Talks went even higher, with greater perceived skill gains and equally strong ratings. Increased Employment Activity : The EDGE program continues to demonstrate meaningful, measurable progress in helping students prepare for college, careers, and independent living. With a thriving community and data-driven approach, EDGE is building a foundation for lasting success—and CESP is proud to continue supporting its growth into the future. Whether it be thinking about differentiating activities, incorporating review games, sharing the latest assistive technologies, or brainstorming ways to provide students with “learning that lasts,” working with the EDGE program has been a pleasure. CESP is looking forward to seeing its growth over the next year! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Resources School Recruitment Resource Packet Recruiting Schools to Participate in Research Projects This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. Suggested Citation School recruitment resource packet. Extending the CS pipeline: Enhancing rigor and relevance in middle school computer science . Rutgers University Center for Effective School Practices. (2024). https://eric.ed.gov/?q=recruitment+&ff1=dtyIn_2024&id=ED653944 Recruiting schools to participate in research projects has become increasingly challenging in the past several years. Research in schools was next-to-impossible during the COVID-19 pandemic, and the aftermath of the pandemic has made research a lower priority for schools trying to regain COVID-related academic losses. The School Recruitment Resource Packet is intended to support researchers’ recruitment efforts by sharing details about the Rutgers Center for Effective School Practices’ outreach process and the materials used to communicate with schools. The Center’s approach followed generally accepted principles of research recruitment, including: use of personalized messages. emphasizing the research project’s potential positive impacts. highlighting incentives being offered to participants. School Recruitment Resource Packet .pdf Download PDF • 1.72MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Computing systems are all around us, quietly coordinating devices, software, and data to make everyday technology work. In this lesson package, students explore what makes a device a computer, how multiple computing devices work together as systems, and how those systems communicate to share information and complete tasks. Students develop a foundational understanding of hardware and software while examining how data moves between devices through connections such as Wi-Fi, Bluetooth, and wired networks. Through discussion, direct instruction, and collaboration, students connect abstract computing concepts to real-world examples they already recognize, such as smartphones, smartwatches, and school-based technologies. By analyzing existing systems and designing their own, students engage critically with how computing systems improve efficiency, solve problems, and impact their daily lives. The lesson emphasizes systems thinking, collaboration, and real-world relevance, helping students see computing not as isolated devices but as interconnected tools shaping the modern world. This lesson package includes the following: Lesson plans with timing and Student Learning Standards (NJSLS) Presentation slides Hardware vs. software student worksheet & answer key Introductory computing systems WebQuest Smart cafeteria WebQuest Design a System WebQuest Teacher discussion questions Lesson Plan & Overview .docx Download DOCX • 2.69MB Introduction to Computing Systems Slides .pdf Download PDF • 636KB Hardware vs. Software, Student Worksheet .docx Download DOCX • 24KB Hardware vs. Software, Answer Key .docx Download DOCX • 23KB Computing Systems Intro WebQuest .docx Download DOCX • 23KB Smart Cafeteria WebQuest .docx Download DOCX • 24KB Design a System WebQuest .docx Download DOCX • 23KB (Optional) Discussion Questions .docx Download DOCX • 24KB Suggested Citation: Center for Effective School Practices. (2025). Computing Systems WebQuest & Design [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/computing-systems-webquest/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Computing Systems WebQuest & Design