The Center for Learning in Virtual Environments (CLIVE) at The University of Oregon is dedicated to research and outreach of the evidence-base emerging on the use of virtual environments for teaching and learning. The CLIVE research team is interested in discovering what works to best engage learners within virtual worlds and immersive environments. Finding appropriate design and teaching strategies within virtual environments for particular learning populations engaged with specific learning content is CLIVE’s mission.

Dr. Jonathon Richter, Director

About CATE

Center for Advanced Technology in Education
College of Education
University of Oregon

Eugene, Oregon

The Center for Advanced Technology in Education (CATE) is a research and outreach unit approved by the Oregon State System of Higher Education (OSSHE) and dedicated to investigating and promoting the use of advanced technology in education. CATE is committed to transforming teaching and learning through the use of and communication technologies.

Current projects focus on:

  • Promoting and sharing information on advanced technology in education
  • Providing professional development on integrating technology across the curriculum
  • Investigating innovative technology for supporting at-risk learners
  • Assisting educational agencies with technology planning
  • Developing effective strategies for computer-based studying
  • Promoting Internet connectivity and interactivity for teaching and learning
Center for Advanced Technology in Education
5214 University of Oregon Eugene, OR 97403-5214
(541) 346-2657
(541) 346-2565 (fax)

Project DRAW

Title of project: Project DRAW: Digital Reading and Writing

Director/s : Dr. Lynne Anderson-Inman, Director and PI

Funding agency: U.S. Department of Education, Title II, Part A University School Partnerships for Improving Teacher Quality (through Teaching Research Institute)

Beginning – Ending Dates: 2006 – September 30, 2009 (need to check start date with Gale)

Project DRAW: Digital Reading and Writing was a three year literacy professional development project for teachers in 16 high need Oregon schools, funded through two separate grant awards (DRAW 1 and DRAW 2) from the Title II A University/School Partnership Program. DRAW I (2006-2008) included four school districts: Portland Public Schools, Nyssa School District, Molalla School District, and McKenzie School District. DRAW 2 (2007-2009) also included four school districts: Rogue River School District, Dayville School District, Myrtle Creek School District and Eugene School District.

In each district, an on-site Technology Teacher Consultant (Tech TC) (trained using funds from the Oregon Writing Project’s involvement in the NWP Technology Seed Grant Initiative) coordinated a variety of professional development workshops for participating teachers, planned in conjunction with the schools’ administrative leaders. Each Tech TC worked with teachers in two schools (one elementary school and one middle school) to enhance literacy instruction through technology-supported materials and strategies; defining problems and issues, creating local solutions, and celebrating successes. The range of professional development activities presented by the Tech TCs was diverse, and designed to meet the needs of the individual teachers and schools. The Tech TCs introduced teachers to a variety of literacy related software, online literacy tools, and strategies for effective lesson planning (e.g., Comic Life, Digital Storytelling, Delicious, Inspiration, Publishing, Research, Podcasting, Google Tools, I Touch Curriculum, Blooms Taxonomy, and Lesson Study.) With support from grant funds and the Oregon Writing Project our Tech TCs provided 33 hours of professional development activities at each site, for a total of more than 528 hours of teacher-to-teacher presentations.

Key people:

  • Dr. Lynne Anderson, PI and Director
  • Dr. Carolyn Knox, Coordinator
  • Peggy Marconi, Research Assistant


Partnering Districts:

  • DRAW I School Districts
    • Portland Public School District
    • Nyssa School District
    • McKenzie School District
    • Mollala School District
  • DRAW 2 School Districts
    • Rogue River School District
    • Dayville School District
    • Eugene School District
    • Myrtle Creek School District

Contact person: Dr. Carolyn Knox, Coordinator

Teachers Are Key

Project Title: Teachers are Key: Partnering with and Supporting Quality Computer Science Teachers within the Second Largest School District in the Country

Director: Joanna Goode, Ph.D.

Funding agency: National Science Foundation, Broadening Participation in Computing program

Beginning – Ending Dates: September 1, 2009 – August 31, 2012


This project focuses on building effective supports and a professional development system at a local and national level for computer science teachers. Many of these Los Angeles Unified School District teachers are new to computer science and are the lone teacher at their schools making professional development and support networks a necessity. This comprehensive support network will offer 1) continuous in-classroom teacher professional development supported by a district-wide CS coaching / peer-to-peer mentoring system, 2) on-going professional development workshops throughout the school year and 3) an on-line learning community. The programs designed and corresponding lessons learned will be disseminated nationwide as a guide and assistance for other school districts and universities. At the heart of these initiatives are strategies to recruit and retain traditionally underrepresented students into computer science courses.

Collaborators/partners: Jane Margolis, UCLA; Todd Ullah, LAUSD; Diane Watkins, LAUSD

Contact: Dr. Joanna Goode, Project Director

QC Teach Project

Title of project: The QCTeach Project: Quality Content Teaching for Successful Rural Schools

Director: Dr. Marilyn R. Olson, PI

Funding agency: U. S. Dept. of Education, Title II, Part A. Teacher and Principal Training and Recruiting Fund [CFDA 84.367B], University / School Partnerships

Beginning – Ending Dates: July 1, 2008 – June 30, 2010


The QCTeach Project provides opportunity for middle and high school teachers of core subjects (math, science, language arts, and social studies) to work together in online learning communities to develop quality content units aimed at raising and advancing students’ interests, knowledge, and skills. Through the website, teachers discuss what each is teaching, and they utilize on-line tools to measure and monitor students’ academic needs, responses, and gains. The Project is intended to support a systematic and strategic approach to differentiation.

Key people: Content specialists serve as facilitators for the on-line groups (names change, depending on group needs)

Collaborators/partners: COE & CAS and three ESDs (South Coast, Douglas, and Lane)

Contact person: Marilyn R. Olson, Ph.D.