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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

Back to Our People Teresa G. Duncan, Ph.D. President & Founder e : p : Education : Dr. Duncan has more than 30 years of post-doctoral research experience in applied research and evaluation. Her methodological expertise is in experimental and quasi-experimental designs, program evaluation, survey development, and applied educational and psychological measurement. As an educational psychologist, Dr. Duncan is interested in teaching and learning from pre-K to 16; her content area expertise is in the areas of teacher professional development and student learning, cognition, and achievement, including interventions for at-risk students.

Back to Our People Maria Salinas Founder & CEO e : p : Education : 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.

Back to Research Physical Victimization in Prison: The Role of Mental Illness Cynthia L. Blitz, Nancy Wolff & Jing Shi This comprehensive study represents the first systematic examination of physical victimization rates within a state prison system, with particular focus on inmates with mental health disorders. Conducted across 14 adult prisons in a mid-Atlantic state, the research surveyed 7,528 inmates using audio-computer administered interviews to ensure reliable reporting on sensitive topics. The study compared victimization experiences between inmates who reported prior treatment for mental health conditions including schizophrenia, bipolar disorder, depression, PTSD, or anxiety disorder, and those without such histories. The findings reveal alarming disparities in victimization rates. Male inmates with mental disorders experienced physical victimization at rates 1.6 times higher for inmate-on-inmate incidents and 1.2 times higher for staff-on-inmate incidents compared to their counterparts without mental illness. Female inmates with mental disorders were 1.7 times more likely to report physical victimization by other inmates. The research utilized multiple measurement approaches, including both general questions about physical assault and specific behavioral questions, providing robust estimates of victimization prevalence. Approximately one-quarter of the sample reported prior mental health treatment, with these individuals also showing higher rates of co-occurring conditions such as substance abuse, head trauma, and chronic physical conditions. Results demonstrate that inmates with mental disorders are disproportionately represented among victims of physical violence in prison, highlighting the need for targeted protection and intervention strategies for this vulnerable population within correctional settings. October 2008 International Journal of Law and Psychiatry | Volume 31, Issue 5 DOI: 10.1016/j.ijlp.2008.08.005 This study examines physical victimization rates in prison, comparing inmates with mental disorders to those without, revealing significantly higher vulnerability among those with mental illness. Citation Blitz, C. L., Wolff, N., & Shi, J. (2008). Physical Victimization in Prison: The Role of Mental Illness. International Journal of Law and Psychiatry , 31 (5), 385–393. https://doi.org/10.1016/j.ijlp.2008.08.005 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education Cynthia L. Blitz & David J. Amiel Presented at the 17th Annual International Conference of Education, Research, and Innovation by Rutgers Center for Effective School Practices researchers Cynthia L. Blitz and David Amiel, this paper provides an in-depth analysis of the center's virtual Computer Science District Leadership Summit. The analysis focuses on the summit's design, implementation, and efficacy. The central objective of the summit was to engage school and district leaders in the advancement of K-12 computer science education (CSE), with a specific emphasis on promoting inclusive CSE practices and developing strategies to navigate educational disruptions through targeted leadership engagement and collaborative learning best practices. To optimize virtual participation, the summit leveraged Zoom for interactive sessions and strategically organized breakout rooms tailored to district size and CSE development stage. It featured keynote presentations, exemplar district case studies, and structured networking opportunities. The summit's overarching goals were to: furnish leaders with current information on CSE policies; facilitate engagement and reflection on CSE efforts during a period of disruption; share actionable resources; and leverage learning standards. Structured networking sessions were designed to catalyze collaboration among leaders from diverse educational settings, fostering organic discussions to enhance shared learning and community building. Post-event assessments, derived from participant surveys and follow-up interviews, underscored the value of peer-to-peer learning and model practices shared by districts. Drawing from these insights, this conference paper explores implications for future CSE leadership summits and similar supports, accentuating participant agency, hybrid event models, collaborative learning, and practical implementation strategies as pivotal components for driving enduring educational change. By leveraging collaborative learning and associated platforms, such endeavors can effectively support educational leaders amidst shifting educational priorities, ensuring a more inclusive and resilient approach to CSE and its ongoing enhancement. November 2024 17th Annual International Conference of Education, Research and Innovation (ICERI) Seville, Spain DOI: 10.21125/iceri.2024.0794 This in-depth analysis reviews a virtual summit to engage school and district leaders for advancing K-12 computer science education, with emphasis on promoting inclusive practices and strategies to navigate educational disruptions. Citation Blitz, C. L., & Amiel, D. J. (2024). Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education. Proceedings of the 17th Annual International Conference of Education, Research and Innovation , 3052–3056. https://doi.org/10.21125/iceri.2024.0794 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Shreya Adupa Research Assistant e : p : cesp@gse.rutgers.edu (732) 564-9100 x10 Education : B.S., Computer Science/Finance; Rutgers University [anticipated] Shreya Adupa is a Research Assistant at Rutgers CESP, where she contributes to projects aimed at enhancing educational methodologies and outcomes. She is pursuing a double major in Finance and Computer Science at Rutgers University, integrating analytical and technical skills to address complex challenges. In addition to her research role, Shreya has been recognized for her teaching contributions. She received the Excellent TA Award from the Rutgers Computer Science Department for the 2023–2024 academic year, acknowledging her effectiveness as a Teaching Assistant. This award highlights her ability to convey complex concepts clearly and engage students effectively. Shreya also has experience in web development. She completed a summer internship at Contentstack, where she developed valuable skills in this area. Her interest in web technologies complements her academic background, allowing her to create content that supports learning in web development and education.

Back to Research New Online Course for New and Young Workers on Occupational Safety, Health, Wage and Hour Laws, and Soft Skills Lauren Gonzalez, Maryanne Fakeh, Cynthia L. Blitz, & Derek Shendell New Jersey Safe Schools Program (NJSS) is dedicated to assisting secondary schools in reducing occupational safety and health hazards (S&H) in classrooms and at work-sites. In 2018, NJSS modified an existing training for teachers on federal wage and labor laws to develop a new training course for student and young worker populations. The need for this student-oriented course on the introduction of occupational wage, labor and S&H was expressed by teachers (previously and currently enrolled) in our Structure Learning Experience certification training. The course was beta-tested and piloted summer 2018 and launched September 2018. The goal was to expand knowledge and awareness of specific S&H issues and to provide relevant resources and information on securing work opportunities. Course topics include wage and labor laws, workplace hazards, soft skills, and handling harassment and discrimination in the work place. The course enhances preparation of students and their ability to self-advocate upon entering community workplaces by broadening professional knowledge of S&H hazards and six soft skills. Data analysis was conducted on post-module assessments to gauge understanding of material, and effectiveness of the implementation of module summaries prior to the assessment to determine impacts on information retention and comprehension. Analysis of post-training evaluation data on student and teacher perceptions of the course, and occupational S&H information presented, were also conducted. Course perceptions highlighted effective use of videos, easy to follow material, accessibility to students with special health care needs, and user-friendly modular format. More details on course content and results to date will be presented. November 2019 Annual Meeting of American Public Health Association Philadelphia, Pennsylvania, USA This poster discussed a new online course for young workers covering occupational safety, health, wage laws, and soft skills, developed by the New Jersey Safe Schools Program. Citation Gonzalez, L., Fakeh, M., Blitz, C. L., & Shendell, D. (2019, November 3). New Online Course for New and Young Workers on Occupational Safety, Health, Wage and Hour Laws, and Soft Skills [Poster presentation]. 2019 American Public Health Association Annual Meeting and Expo, Philadelphia, Pennsylvania, USA. https://apha.confex.com/apha/2019/meetingapp.cgi/Paper/429285 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says Cynthia L. Blitz Cynthia L. Blitz of the Rutgers Center for Effective School Practices conducted a literature review, titled “Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says,” for presentation in 2013 by the Regional Educational Laboratory Mid-Atlantic through the Institute of Education Sciences, U.S. Department of Education. Key findings as presented in the review publication: Studies find that online communities of educators can achieve the goals of professional learning communities (PLCs), but the research is methodologically limited – and too fragmented to offer clear prescriptions.The literature reflects current thinking and practice mainly for traditional PLCs, with discussions of online PLCs generally focused on how to move traditional PLC activities online. The aim is to expand opportunities for teachers to reflect and collaborate without the usual limitations of time, space, and pace. September 2013 Regional Educational Laboratory Mid-Atlantic National Center for Education Evaluation and Regional Assistance Institute of Education Sciences, U.S. Department of Education Report REL 2013–003 Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Citation Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says (Descriptive Study No. REL 2013–003). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/can-online-learning-communities-achieve-goals-traditional-professional-learning-communities-what View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Computer Science, Entrepreneurship, and Design – An Enticing Approach! Showcasing a customizable, cross-disciplinary CS project for middle school A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. Suggested Citation Sedelmaier, C., Trees, F., & Amiel, D. J. (2025, March 27). Computer Science, Entrepreneurship, and Design – An Enticing Approach! NSTA National Conference in Philadelphia, Philadelphia, PA. https://cesp.rutgers.edu/resource/nsta2025-poster This fun and flexible middle school project invites students in grades 6–8 to design their own fictional ice cream shop while building foundational skills in computer science, entrepreneurship, and design. Developed through a U.S. Department of Education-funded university-district partnership, the project spans several weeks and includes activities such as logo creation, website development, market research, survey design and analysis, and 3D storefront modeling. Students explore internet safety, data literacy, branding, and more—all anchored in a creative, student-driven context. The project is fully customizable and adaptable across classroom settings, subject areas, and instructional time frames. Teachers can choose from modular components like graphic design, data visualization, and 3D modeling, or extend the experience with “extra toppings” such as cost modeling, nutrition research, and even custom cone cover design. All materials are free and ready-to-use, making it easy for educators to bring hands-on, interdisciplinary STEM learning to life. Amiel, Trees, & Sedelmaier, 2025 - NSTA CS Ice Cream Poster .pdf Download PDF • 4.10MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative offers a free, statewide portal with plain-language tools, training, and partnerships that help families and schools collaborate on IEPs, inclusion, literacy, and NJTSS. The BRIDGE Initiative Helping Families and Schools Work Together New: The BRIDGE Portal is now available in early release - check it out here ! Engagement of Parents of Students with Disabilities The Building Resources for Inclusive Development and Growth in Education (BRIDGE) Initiative is a new partnership between Rutgers University and the NJ Department of Education Office of Special Education. It promotes strong partnerships between families and schools to help students with disabilities make steady progress towards their learning goals. The BRIDGE Initiative's work is centered around four areas: SEPAG Development, Improvement, and Sustainability Shared Decision-Making around IEPs and Inclusion Family and School Literacy Partnerships NJTSS Understanding and Home Support There are many resources about special education and family engagement, but it can be hard to know what you need, what to trust, and how to use it. BRIDGE brings the best materials together in one place. Our team curates, creates, and organizes high-quality resources so you can easily find what works and get support in putting it to practice. The BRIDGE Initiative Supports You The BRIDGE Portal is an online library of videos, guides, activities, and events with an AI assistant to help you find what you need and use what you learn. The portal houses high-quality materials designed for a variety of audiences around meaningful parent engagement. Parents & Caregivers SEPAGs & Parent Groups Educators & Schools Clear, reliable guidance and materials to help you feel confident as a partner in your child’s education. Simple, easy-to-understand information and videos to help understand supports available to your child Tools and resources to prepare you to be an active partner in your child's education and make informed decisions Activities, tips, and kits with everything you need to support learning outside of school Live webinars and online training modules you can access anytime, from anywhere, all completely free Resources and training that strengthen group development, drive improvement, and support sustainability. Guidance and tools to develop your group, expand membership, and cultivate/encourage parent leadership Support for planning and leading meetings with productive discussions, relevant topics, and engaging speakers Strategies for fostering impactful collaboration among SEPAGs, schools, and families Opportunities to connect with and learn from high-impact groups and leaders across New Jersey Support for building and sustaining meaningful, long-term family partnerships across classrooms and communities. Professional learning opportunities and workshops on effective family communication Practical tools and detailed guidance for making shared decisions with families Strategies and ready-to-use templates to reach and engage parents in supporting learning at home Training on making productive family engagement part of routine school practice Featured Opportunities District Partnerships SEPAG Development & Improvement The BRIDGE Initiative is seeking districts ready to develop, improve, and sustain their SEPAGs. Partners receive no-cost, comprehensive support, tailored resources, and more! We work directly with parents and district liaisons to build membership, enhance parent leadership, and establish sustainable communication. Interested? Let us know and we'll be in touch. Connect with Us School Partnerships Family-Engaged Literacy Programs The BRIDGE Initiative is looking for school partners to collaborate on family-engaged literacy development. With each school, we'll set priorities, provide professional development, and make connections to home engagement. Then, we'll work together to develop a family-friendly Literacy Factsheet, explore how screening results are shared, hold family literacy events, or other locally relevant activities. Reach out for more information! Request More Info Individual Collaborators Parent Engagement Working Group The BRIDGE Initiative is inviting parents/caregivers, educators, and other community members to join our statewide network on the engagement of parents of students with disabilities. Members will get early access to BRIDGE tools, trainings, and materials to test and review before public release. We value feedback on content, accessibility, and relevance to ensure resources meet real needs in communities. Make your voice heard! Sign up below. Partner with BRIDGE Join the Mailing List! The BRIDGE Portal is currently under development, and new resources and trainings are being created now. Things are moving quickly, and opportunities to get involved will be available soon! Join our mailing list to stay connected with The BRIDGE Initiative. You’ll be the first to know when new materials are released, events are announced, and the BRIDGE Portal goes live. First name* Last name* Email* Roles (select all that apply)* Parent/caregiver SEPAG Member/Leader Educator/Other Submit 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).