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Back to Our People David J. Amiel Research Associate 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 Associate at CESP, where he enthusiastically works to co-create programs, learning experiences, and methodologically rigorous research and evaluation projects with the aim of improving learning for all people. As a dedicated educator himself, he works closely with members of the CESP research team to ensure practitioner-relevant and data-driven instruction and research. David also coordinates the implementation of research and related services, collects data from practitioners through surveys and interviews, and disseminates the work of the Center through written publications and presentations at state and national conferences. His education in biomathematics, computer science, and cognitive sciences allows him to engage fully in the work of CESP across content areas and learning institutions. His extensive technical and data analytic skills provide the team with indispensable expertise in the meaningful modeling of processes and phenomena. His educational background includes high-level mathematics and the physical and social sciences, such as discrete modeling, graph theory, research exposure in mathematical oncology, and human cognition, among others.

Back to Projects Common Core Academy New Jersey Department of Education The Center for Effective School Practices (CESP) was awarded by the New Jersey Department of Education (NJDOE) a grant to support the implementation of the Common Core State Standards (CCSS) by enhancing teachers’ content knowledge and teaching skills aligned with the CCSS and by supporting principals in leading this effort in their schools. The Common Core Academy 2013 (CCA 2013) program involved intensive, informative, and interactive activities, which informed participants about expected shifts in standards and assessments for English Language Arts and Mathematics education for various student populations. Participants were engaged and trained in practical strategies for shifting curriculum, instruction, and assessment. CCA 2013 offered ample opportunities for building professional learning networks within and across schools and enabled educators to work productively in collaboration with colleagues on making the changes that full CCSS implementation entailed. The CCA 2013 ran from August 5th through August 9th with participating educators from Plainfield City Public Schools, Red Bank Borough Public Schools, Central Jersey College Prep Charter School, Monroe Township Public Schools, South River Public Schools, Darul Arqam School, Red Bank Catholic High School, and Saint James Grammar School. The goals and objectives of CCA 2013 were developed in close collaboration with the participating schools and districts to meet their educators’ needs, as well as the NJDOE. Timeline This project ran in 2013. Sponsorship This project was conducted with a $470,000 grant from the New Jersey Department of Education. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations N.J. Department of Education Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources New Jersey Parents’ Views of Adolescent Depression Screening New Jersey Parents Weigh in on School-Based Depression Screening A statewide survey of parents reveals strong support for adolescent depression screening, tempered by concerns about stigma, privacy, and the administration of school-based programs. Suggested Citation New Jersey Parents’ Views of Adolescent Depression Screening. (2022). Project ASPEN. New Brunswick, NJ: Rutgers University. Retrieved from https://cesp.rutgers.edu . Our research shows that parents in New Jersey recognize the benefits of depression screening but have concerns regarding possible unintended effects and the administration of screening in schools. Effective communication that addresses these concerns is imperative to increasing support from parents to school- based depression screening. There is an alarming increase in the percentage of U.S. adolescents reporting depressive symptoms and suicidal ideation, including in New Jersey. Early detection and treatment are key to preventing negative, long-term effects of depression in youth, and current guidelines recommend routine screening for depression in adolescents ages 12-18. Yet rates of adolescent depression screening remain extremely low. Project ASPEN, 2022 - New Jersey Parents Views of Adolescent Depression Screening .pdf Download PDF • 882KB Project ASPEN is a collaboration between a team of researchers from Rutgers University and the National Alliance on Mental Illness New Jersey (NAMI-NJ) to improve policy decision-makers’ access to credible and timely research evidence regarding different aspects of formulating and implementing sound youth mental health policies. The project is funded by a grant from the William T. Grant Foundation. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Maria Salinas Founder & CEO Maria Salinas is an experienced project manager and dissemination practitioner. Over the past 20 years, she has led dissemination and community engagement for various multi-year projects funded by the U.S. Department of Education, HHS, CDC, pharmaceutical, and energy efficiency clients. Her dissemination and project management skills include oversight of multiple projects with cross-functional, distributed teams. She has been particularly adept at leading and coordinating multi-agency resources and establishing effective communication between clients, subcontractors, grantees, and related stakeholders for maximum program effectiveness. She has assisted local and national programs develop goals, implementation plans, communication and dissemination plans, and integrate research and evaluation findings into program development. e : p : Education :

Back to Projects New Jersey Alliance for Clinical and Translational Science (NJ ACTS) National Institutes of Health Coordinated by Rutgers Biomedical and Health Sciences (RBHS), the New Jersey Alliance for Clinical and Translational Science (NJ ACTS) comprises a consortium with Rutgers and Princeton Universities, NJ Institute for Technology, medical, nursing, dental and public health schools, hospitals, community health centers, outpatient practices, industry, policymakers and health information exchanges. With access to ~7 million people, NJ ACTS serves as a ‘natural laboratory’ for translational and clinical research. CESP will serve as the NJ ACTS Internal Evaluator. The CTSA Hub focuses on two overarching themes: the heterogeneity of disease pathogenesis and response to treatment, and the value of linking large clinical databases with interventional clinical investigations to identify cause-and-effect and predict therapeutic responses. NJ ACTS will provide: innovative approaches to link information from large databases and electronic health records to inform clinical trial design, execution and analysis; and novel platforms for biomarker discovery using fluorescence in situ hybridization and machine learning to identify unique neural signatures of chronic illness. Timeline This project began in February 2019 and is scheduled through March 2031. Sponsorship This project is funded by multi-million dollar grant from the the National Institutes of Health through the CTSA program [award #M1TR004789]. Project Leaders & Key Personnel Principal Investigator: Reynold A. Panettieri, Jr., MD Internal Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Rutgers Biomedical Health Services Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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⟵ View all News Computer Science Teaching & Learning Collaboratory Holds Virtual Summer PD Institute ast week, as part of the NSF-funded CSforAll grant, the Center for Effective School Practices hosted a 3-day virtual workshop for members of the research-practice partnership. During the institute, members attended sessions focusing on a wide variety of topics, all relating to increasing equity and access in computer science education. Diverse guest students and teachers joined the sessions for group panel discussions, and districts were given planning time to increase robustness and inclusivity in their schools’ computer science pathways. Although the institute could not be in-person, the event was a great chance for RPP members to re-connect and strengthen relationships, a core mission of the project. We’re looking forward to continue our work throughout the school year and to re-connect next summer (hopefully in person)! Share this Page Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

⟵ View all News CESP Named Evaluator for Theatre at the Core Arts Integration Program CESP is proud to announce that the center has seen selected as the evaluation team for the Theatre at the Core program, a joint effort between the George Street Playhouse and New Brunswick Public Schools. Theatre at the Core (TATC) aims to increase achievement and engagement in English Language Arts and Theatre Performing Arts for public school students in grades 3-6, with a particular, intentional emphasis on reaching typically underrepresented learners. The TATC program will impact approximately 1,400 students in over 70 classrooms across 7 schools. In the capacity of independent evaluators on this project, Rutgers CESP will collaborate actively with the George Street Playhouse on the comprehensive assessment of the TATC residency program by conducting classroom observations; interviews with educators, artist residents, and program staff; and provide ongoing support and feedback for the iterative refinement of the program. In particular, the evaluation will focus on the quality of instruction, student performance and interaction, impacts on learning habits, and overall program implementation. CESP is looking forward to this collaboration and excited for the opportunity to bring our evaluative experience to young children in an exciting, dynamic environment. Share this Page Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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