Tag Archive for Jennifer Rose

Kurtz, Rose Receive NIMH Award for Schizophrenia Study

Matthew Kurtz

Matthew Kurtz

Jennifer Rose

Jennifer Rose

Two Wesleyan faculty received a $492,410 Academic Research Enhancement Award (R15) from the National Institutes of Mental Health (NIMH) to support their study titled “Comparing Cognitive Remediation Approaches for Schizophrenia.”

R15 awards provide funding for small-scale, new, or ongoing health-related meritorious research projects, enhancing the research environment at eligible institutions and exposing students to research opportunities.

The R15 principal investigator Matthew Kurtz, professor of psychology, professor of neuroscience and behavior, and R15 co-investigator Jennifer Rose, professor of the practice and director of the Center for Pedagogical Innovation, will work with a group of Wesleyan undergraduates for the duration of the three-year, randomized clinical trial that compares—for the first time—two well-studied approaches to cognitive training in schizophrenia.

Dierker, Rose Win $2.8M NSF Award for Innovative Approach to Teaching Statistics

Lisa Dierker

Wesleyan professors Lisa Dierker and Jennifer Rose were recently awarded a $2.8 million grant from the National Science Foundation (NSF) to extend and disseminate their research on passion-driven statistics. The grant begins in the fall of 2018 and extends through 2023.

Recognizing the rapidly increasing importance of data-oriented skills in the modern workforce, passion-driven statistics was developed as a novel approach to make statistics and quantitative methods courses more accessible and engaging, particularly for traditionally marginalized students. It moves away from canned exercises, toward more applied, real-world, project-based learning experiences.

”An empowering curriculum needs to rise to many challenges,” Dierker said. “Those include promoting inquiry across a wide range of disciplines, building new skills as challenges arise, facilitating the use of modern computing tools, providing support for students regardless of educational background, and framing statistics as an exciting set of tools for understanding a complex world. We are confident in and excited about this project’s ability to do all of that.”

Wesleyan MOOCs Topic of Academic (Technology) Roundtable

On Oct. 29, the Academic Technology Roundtable (AtR) focused on Wesleyan's Massive Open Online Courses (MOOCs), from design to implementation.

On Oct. 29, the Academic (Technology) Roundtable (A(t)R) focused on Wesleyan’s Massive Open Online Courses (MOOCs), from design to implementation. A(t)R lunches are designed to promote conversation, cooperation and the sharing of information, ideas and resources among faculty members, librarians, graduate students and staff.

Speakers included Jennifer Rose, professor of the practice and research professor of psychology, and Dan Mercier, instructional design director for the Center for Pedagogical Innovation.

Speakers included, at left, Dan Mercier, instructional design director for the Center for Pedagogical Innovation, and Jennifer Rose, professor of the practice and research professor of psychology.

Dierker, Rose, Alexander BA/MA ’14, ’15 Co-Author Article on Sexually Transmitted Infection Rates in Mississippi

Professors Lisa Dierker and Jennifer Rose, along with Jalen Alexander BA/MA ’14,’15, are the co-authors of an article titled “It Is Complicated: Sexual Partner Characteristic Profiles and Sexually Transmitted Infection Rates within a Predominantly African American Population in Mississippi,” published in the May 2015 issue of Sexually Transmitted Diseases, Vol. 42, No. 5.

Dierker is professor of psychology, director of pilot programs for the Center for Pedagogical Innovation. Rose is professor of the practice and research professor of psychology for the Center for Pedagogical Innovation and director of the Institutional Review Board for Academic Affairs. Alexander is co-chair of the Center for African American Studies Advisory Board.

Mississippi has among the highest prevalence of sexually transmitted infections (STIs) in the United States. Understanding sexual networks can provide insight into risk factors for transmission and guide prevention interventions.

In this study, the co-authors obtained information from 1,437 participants, primarily African American (95 percent) adults presenting for care at an STI clinic in Jackson, Mississippi. Latent class analysis identified underlying population subgroups with unique patterns of response on a comprehensive set of 14 sexual partner variables, such as living with or having a child with a partner, partner dependence and trust, 1-time sexual encounters, multiple main partners, substance use, sexual concurrency, and incarceration.

Classes were compared on participant age, sex, sexual orientation, public assistance, lifetime partners, relationship status, and self-reported past-year STI.

The co-authors discovered that three classes emerged. Class 1 (n = 746) participants were less dependent on partners and less likely to live with or have a child with a partner; Class 2 participants (n = 427) endorsed multiple STI risk factors, including partner incarceration, 6 or more lifetime partners, sexual concurrency, one-time sexual encounters, and substance use at last sex; and Class 3 participants (n = 226) were more likely to be in dependent, committed relationships with children. Class 2 had a higher proportion of self-report past-year STIs (36.7 percent) compared with Classes 1 (26.6 percent) and 3 (26.1 percent). The researchers concluded that certain partner factors such as incarceration, substance use and concurrency may contribute to increased STI risk.

Wesleyan Announces New Data Science Specialization on Coursera

Jennifer Rose (shown here) and Lisa Dierker are leading a new specialization in data science on Coursera.

Wesleyan faculty Jennifer Rose, pictured above, and Lisa Dierker are leading a new specialization in data science on Coursera.

This month, Wesleyan will launch a new specialization on Coursera in the rapidly growing field of data science. The four-MOOC (massive open online course) sequence, together with a final capstone project, will offer learners a verified certificate of completion that they may share with prospective or current employers.

Wesleyan’s specialization, Data Analysis and Interpretation, is one of more than 30 new business, computer science, and data science specializations starting on Coursera on Sept. 15. (Learn more on Coursera’s blog.)

Wesleyan is continually expanding its offerings on Coursera, and in January 2016, plans to introduce a new Creative Writing specialization.

NIH Supports Rose’s Nicotine Dependence Research

Jennifer Rose, research associate professor, received a grant worth $456,225 from the National Institutes of Health on Sept. 7. Rose will use the funds to support her study on “Integrative Analysis for Nicotine Dependence Symptoms in Novice Smokers” through July 2013.

“The goal of this project is to use integrative data analysis to pool three independent, national level data sets and to use newly developed statistical methods to evaluate DSM-IV nicotine dependence symptoms in recent onset smokers with varying levels of current smoking exposure,” she explains.

Rose also received a grant worth $9,935 (subcontracted with Miriam Hospital) from the NIH for a study titled “Exploring Patterns of Sexual Concurrency Among Urban African Americans” through June 2012.
This project aims to investigate whether rates of sexual concurrency (sexual partnerships that overlap in time) differ by race and gender among individuals attending an urban sexually transmitted infection (STI) clinic in Jackson, Mississippi and to explore whether concurrent sexual partnerships predict testing positive for HIV and other STIs.

Rose Receives Major NIDA Grant

Jennifer Rose, research associate professor of psychology, received a grant worth $450,000 from the National Institute on Drug Abuse (NIDA). The grant will fund research on the use of Integrative Data Analysis to inform the development of nicotine dependence symptoms among novice smokers.