Back to Research Establishing a New Research Agenda for Studying Psychiatric Emergency Room Treatment Decisions Cynthia L. Blitz, Phyllis L. Solomon & Michael Feinberg This theoretical paper addresses the need for a more sophisticated research approach to studying treatment decisions in psychiatric emergency rooms (PERs). The authors argue that traditional research has oversimplified PER decision-making by treating it as a simple choice between hospitalization or discharge, when in reality clinicians now have multiple treatment options including partial hospitalization, overnight facilities, and various outpatient referrals. The proposed conceptual model identifies multiple factors that influence PER treatment decisions at different levels of analysis. Community resources, patient characteristics, PER staff qualifications, organizational features, and situational factors all play roles in shaping treatment outcomes. The model also incorporates the growing influence of managed care, which has fundamentally changed how treatment decisions are made by introducing cost-effectiveness considerations and requiring approval from managed care representatives. A key contribution of this framework is its attention to mediating factors that link treatment decisions to outcomes. The authors emphasize that treatment decisions alone don't determine patient success—factors like linkage mechanisms between services and patient compliance with recommended treatment significantly influence whether PER decisions lead to positive results. The model suggests that successful outcomes depend on strong connections between emergency services and follow-up care, as well as removing practical barriers like transportation and childcare that might prevent patients from accessing recommended services. This comprehensive framework aims to guide future research that can ultimately improve the effectiveness of psychiatric emergency services and patient outcomes. March 2001 Mental Health Services Research | Volume 3, Issue 1 DOI: 10.1023/A:1010108418256 This paper proposes a comprehensive conceptual model for studying psychiatric emergency room decision-making that accounts for the growing complexity of treatment options and managed care influences. Citation Blitz, C. L., Solomon, P. L., & Feinberg, M. (2001). Establishing a New Research Agenda for Studying Psychiatric Emergency Room Treatment Decisions. Mental Health Services Research , 3 (1), 25–34. https://doi.org/10.1023/A:1010108418256 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Recruiting Diverse Learners to Computer Science Education Cynthia L. Blitz, Vivian Allen, & David J. Amiel This presentation discussed practical strategies and techniques for recruiting diverse learners to computer science education. The session covered four key areas: communication strategies that emphasize knowing your audience and tailoring messages effectively; institutional practices including structural and cultural changes needed to support CS education; outreach initiatives such as events, clubs, summer experiences, and parent engagement; and instructional practices that incorporate content pedagogical knowledge and culturally responsive teaching. The presentation highlighted real-world examples from schools that have successfully increased CS enrollment through targeted recruitment efforts, cross-curricular integration, coordination between middle and high schools, and the creation of supportive learning environments. Special attention was given to addressing persistent inequities in participation and performance of women and underrepresented minorities in computer science education. June 2020 2020 Pennsylvania Computer Science For All Summit Harrisburg, Pennsylvania, USA This presentation discussed practical strategies for recruiting diverse learners to CS education, covering communication, institutional practices, outreach initiatives, and instruction. Citation Blitz, C. L., Allen, V., & Amiel, D. J. (2020, June 24). Recruiting Diverse Learners to Computer Science Education [Conference presentation]. 2020 Pennsylvania Computer Science For All Summit, Harrisburg, PA. https://www.pattan.net/Events/On-line-Courses/Course-2736/Events/Session-34589 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Itzhak Yanovitzky, Ph.D. Professor/Health and Wellness Chair e : p : Download CV Education : Affiliations : Biographical Highlights

Presented at Tech Tactics in Education 2023: Data and IT Security in the New Now Educators and administrators are surrounded by data, whether it is routinely collected, generated passively by learning management systems, or gathered through learning activities and assessments. With this data, educators can effectively differentiate and scaffold instruction, and administrators can make informed decisions about resource allocation, course offerings, and curriculum articulation. However, this is only possible if data is mobilized, which requires it to be faithfully interpreted, accessibly presented, and situated within qualitative contexts. In this presentation, through real-world examples and case studies, we demonstrate several ready-to-use techniques, tools, and dashboards intended to infuse informed data-use into educational decision-making. Learning goals: Learn accessible data pipelines to organize, summarize, and visualize educational data (such as academic performance or student enrollment) Learn how to translate findings from educational data into meaningful and informed change to promote educational equity and achievement Learn the importance of situating data analyses within a broader, qualitative context to gain a deeper, more nuanced understanding View the Conference Page Amiel, 2023 - Data Dashboards as Planning Tools, Tech Tactics in Education .pdf Download PDF • 1.99MB Suggested Citation: Amiel, D. (2023, November 7-9). Accessible data dashboards and visualizations as pragmatic planning tools for educators [Conference presentation]. Data and IT Security in the New Now, Orlando, FL, United States. Suggested Citation: Amiel, D. J. (2023, November 7). Accessible Data Dashboards and Visualizations as Pragmatic Planning Tools for Educators [Conference presentation]. Tech Tactics in Education: Data and IT Security in the New Now, Orlando, FL. https://techtacticsineducation.com/events/data-and-security-2023/sessions/tuesday/accessible-data-dashboards-and-visualizations-as-pragmatic-planning-tools-for-educators.aspx Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Accessible Data Dashboards & Visualizations as Planning Tools

Back to Our People David J. Amiel, M.S. Research Analyst e : p : david.amiel@gse.rutgers.edu (732) 564-9100 x23 Download CV Education : M.S., Statistics; Rutgers University B.A., Biomathematics/Cognitive Science; Rutgers University Affiliations : American Evaluation Association, AEA American Educational Research Association, AERA CS4NJ Coalition American Statistical Association, ASA Biographical Highlights ￫ Enthusiastic researcher and educator with a strong foundation in statistics, research methodologies, and computer science education. ￫ Experienced in curriculum development, program evaluation, educator collaboration, and mixed-methods research. ￫ Dedicated to using data to advance impactful solutions through shared thought and partnership in academic and professional settings. David Amiel is a Research Analyst at the Rutgers University Center for Effective School Practices (CESP), where he advances the center's agenda through the planning, implementation, and dissemination of rigorous research and evaluation work. In his role at CESP, David works to create and curate knowledge and resources, connect them to relevant audiences in effective ways, and collaborate with partners to apply findings to practice. As an enthusiastic collaborator, David frequently partners with schools, community organizations, and other stakeholders to identify needs, develop interventions, and understand progress towards goals. His work includes the development of data collection instruments, carrying out meaningful and robust data analyses, and gleaning insights to inform CESP's work and support data-driven decision-making among partners. Within education, David draws on his experience as an educator, providing technical assistance, professional learning, and hands-on support to practitioners. David is passionate about making complex ideas accessible and useful through clear communication. Whether working directly with professionals, helping data tell their story, or disseminating the center's research and work at conferences and publications, David works to connect evidence and findings to the audiences they can support. Through the creation of content, publications, and presentations, David works to disseminate and represent the center’s work to diverse audiences of practitioners, researchers, and other professionals. His interdisciplinary training has equipped him with an analytic perspective and skill set that he enjoys applying to help others and address complex challenges within and beyond education. David holds an M.S. in Statistics with a concentration in Data Science and a B.A. in Biomathematics from Rutgers University.

Back to Research The Promise of Partnerships: Researchers Join Forces with Educators to Solve Problems of Practice Gail R. Meister & Cynthia L. Blitz In an article titled 'The Promise of Partnerships: Researchers Join Forces With Educators to Solve Problems of Practice' published as the feature article in The Learning Professional journal's June 2016 issue, authors Gail R. Meister and Cynthia L. Blitz explore the benefits of partnerships between educators and researchers and the potential these collaborations have to drive solutions to problems of practice. The paper explores five types of research partnerships, listed below, and their use cases, outcomes, and evaluation: Communities of practice Study councils Research alliances Design research Networked improvement communities Other topics include how professional learning leaders can maximize the quality and quantity of learning for the practitioners in research-practice partnerships and closing words on how to make the most of professional learning in these collaborations. June 2016 The Learning Professional (formerly JSD) | Volume 37, Issue 3 Use cases, outcomes, and evaluation of partnerships between educators and researchers are the focus of this article, which also shares how these collaborations can help solve problems of practice. Citation Meister, G. R., & Blitz, C. L. (2016). The Promise of Partnerships: Researchers Join Forces with Educators to Solve Problems of Practice. The Learning Professional , 37 (3), 46–52.. https://learningforward.org/journal/june-2016-issue/the-promise-of-partnerships/ View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Nedim Yel, Ph.D. Senior Statistician/Researcher e : p : Education :

Back to Research Parental Beliefs and Support for Implementation of School-Based Adolescent Depression Screening Itzhak Yanovitzky & Cynthia L. Blitz This poster presented findings from a national survey of 1,207 U.S. parents of adolescents ages 12-18 designed to examine parental beliefs about and willingness to consent to school-based depression screening. The survey assessed parental concern about adolescent depression, perceived self-efficacy to identify symptoms and seek help, beliefs regarding the applicability and desirability of school-based screening, specific concerns about screening procedures and follow-up, and likelihood of providing active consent. Most parents recognized the value of screening, with three-quarters or more agreeing that early detection can help prevent adult mental health problems, substance abuse, and academic decline. Two-thirds intended to consent, 20% did not, and 13% were unsure. A multinomial regression analysis revealed that parents' likelihood of not consenting rose with stronger beliefs about undesirable effects and concerns regarding screening procedures. The findings suggest that effective parent education should address existing concerns while reinforcing the benefits of screening, with targeted outreach to parents from underrepresented groups emphasizing how to act on positive results and where to access community follow-up services. April 2026 47th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine Chicago, Illinois, USA This poster shared findings from a national survey of 1,207 U.S. parents on their beliefs about and consent to school-based adolescent depression screening. Citation Yanovitzky, I., & Blitz, C. L. (2026, April 23). Parental beliefs and support for implementation of school-based adolescent depression screening [Poster presentation]. 47th Annual Meeting & Scientific Sessions of the Society of Behavioral Medicine. https://sbm.secure-platform.com/site/solicitations/102003/sessiongallery/94352 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Rutgers Computer Science Education Professional Learning Hub New Jersey Department of Education Rutgers CESP and the Rutgers Department of Computer Science established and maintained a professional learning hub in the central region of New Jersey with the goal of providing educators access to differentiated and sustained CS Education professional learning opportunities. They aimed to further build capacity in NJ to provide high-quality, rigorous, and engaging CSE that emphasized computational thinking and interdisciplinary problem-solving for all students across the K-12 spectrum. They also purposefully catered professional learning to partnered districts through needs assessments and reviews, the creation and implementation of district visions, and worked closely to increase intentional inclusion and expansion of CSE in new grade bands. All participating educators took part in a virtual community of practice and received coaching, weekly office hours, peer-led teacher working groups, and attended periodic community meetings. CESP worked in concert with sister hubs at Fairleigh Dickinson University and Kean University to coordinate efforts and maximize the impact of this project. The non-profit organization CS4NJ also collaborated closely with project staff to coordinate and disseminate professional learning opportunities to actively recruit and engage new educators in the hub. Timeline This project began in April 2021 and concluded in August 2022. Sponsorship This grant project was conducted with a $267,000 grant from the New Jersey Department of Education through the "Computer Science Professional Learning" program [award #21E00178]. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Co-Principal Investigator: Dr. Frances P. Trees, D.P.S. Senior Personnel: Vivian Allen & David Amiel Collaborating Organizations N.J. Department of Education, Rutgers University Department of Computer Science, CS4NJ Coalition, Fairleigh Dickinson University, Kean University Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers Patient-Centered Outcomes Research Institute (PCORI) Dr. Cindy Blitz, Executive Director at the Center for Effective School Practices, Rutgers University (RU-CESP), and Seema Basi, M.D., were approved for a $50,000 funding award by the Patient-Centered Outcomes Research Institute (PCORI) to support a project on improving the provision of mental health care for patients with end-stage renal disease and their caregivers. RU-CESP used the funds provided through PCORI’s Pipeline to Proposal Awards program to build a partnership of individuals and groups who shared a desire to advance patient-centered outcomes research focused on establishing a patient-caregiver-clinician-researcher partnership (PCCRP) for patients suffering from renal failure. Pipeline to Proposal Awards enabled individuals and groups that were not typically involved in clinical research to develop the means to create community-led funding proposals focused on patient-centered comparative effectiveness research (CER). Established by the non-profit PCORI, the program funded efforts to help individuals or groups build community partnerships, develop research capacity, and refine a comparative effectiveness research question that could become the basis of a research funding proposal to submit to PCORI or other health research funders. Through the PCCRP, the goal was to identify potentially effective mechanisms for increasing access to and utilization of mental health treatment for dialysis patients. The partnership team consisted of individuals with a diverse set of expertise, perspectives, and roles, including caregivers and advocates. Together, they worked to establish a collaborative communication platform—both face-to-face and online—that enabled the types of conversations and exchanges they envisioned. Timeline This project began in 2017 and concluded in 2018. Sponsorship This project was conducted with a $50,000 grant from the Patient-Centered Outcomes Research Institute. Project Leaders & Key Personnel Principal Investigator: Dr. Cindy Blitz, Ph.D. Key Personnel: Dr. Seema Basi Collaborating Organizations DaVita Kidney Care Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link