
Shannon Lipscomb
Edward J. Ray Hall 209E
1500 SW Chandler Avenue
Bend, OR 97702
United States
Shannon Lipscomb is a professor of human development and family sciences (HDFS) and the associate dean for research for Oregon State University-Cascades. She teaches undergraduate courses in HDFS and mentors both undergraduate and graduate students in research.
Dr. Lipscomb is a developmental scientist who examines mechanisms for nurturing resilience with children and families facing adversity and/or trauma. She conducts both basic research on adversity and resilience, and applied research to identify and strengthen factors that build resilience within individuals, relationships, and communities. Dr. Lipscomb has particular expertise in early learning environments (e.g., preschool, child care) and early childhood development. She collaborates with community partners, collective impact initiatives, and academic colleagues. Her research provides evidence for prevention and early intervention to improve conditions and opportunities for children, families, and teachers, particularly those most impacted by inequities and trauma.
At OSU
In the News
My Publications
Grants
At OSU
Research Blog: The Connect Research Group
Dr. Lipscomb conducts research to identify effective ways of building resilience among young children and families facing adversity. Key areas of focus include: (1) the role of early childhood education in the lives of children involved in child welfare, foster care, and/or impacted by trauma; (2) the interplay between children's risks and their early experiences on development, and (3) early childhood programs and systems.
The Early Learning System Initiative (ELSI)
ELSI’s purpose is to develop and implement a statewide center that works with partners to support tailored and coordinated ongoing professional learning opportunities that meet the diverse needs of Oregon’s early educator workforce. The initiative aims to: 1) Amplify access to respectful, effective and equitable professional learning opportunities, 2) Support early educators who care for children from historically marginalized populations, 3) Listen and respond to workforce needs with high quality training. Note: the Roots of Resilience intervention developed by Dr. Lipscomb and team, is now being scaled-up with trainings of trainers, workshops and online courses through ELSI in Spanish and English.
Early Childhood Core of the Hallie Ford Center for Healthy Children and Families
The Early Childhood Core focuses on optimizing children's development and well-being in families, early care and educational settings, and communities.
Current Projects
Human Thrive Research Lab
PIs: Shannon Lipscomb, Ph.D. & Brianne Kothari, Ph.D.
The Humans Thrive Research Lab aims to identify effective ways to improve health and well-being among children and youth facing adversity by nurturing resilience with the people, places and spaces in their lives. Resilience is a process of positive adaptation in the face of adversity, which increases our capacity to thrive in areas such as health, education, relationships, creativity and well-being. Cultivating supportive relationships and contexts in homes, schools, workplaces, neighborhoods and communities is critical to human thriving. Humans strengthen resilience with one another and in communities during every day moments of connection, belonging, accountability and support.
The Community Belonging Measurement (CBM) Project
PIs: Shannon Lipscomb, Ph.D. & Brianne Kothari, Ph.D. (OSU subaward) and Jackilyn Shannon (OHSU PI)
Funding: Central Oregon Health Council and the United Way of Central Oregon
This project aims to measure belonging and resilience in Central Oregon (Crook, Deschutes, Jefferson, Northern Klamath Counties, and the Confederated Tribes of Warm Springs) to provide information that is useful for the creation, revision, and/or expansion of public health programs throughout the region. A community-engaged and equity-focused approach was used to collected survey and focus group data from Central Oregonians. Findings are currently being co-interpreted with community partners. Stay tuned!
Sharing Research Results with Families using a Trauma-Informed Lens.
PIs: Molly Kile, Sc.D. and Shannon Lipscomb, Ph.D.
Funding: National Institutes of Health (2023-2024)
Award number: R01 ES029497-01A1 Bioethics Supplement
This project will develop trauma-informed health messaging and report back strategies to research participants by engaging with the existing cohort of young children (preschool-kindergarten) and their parents. We will assess parent preferences to thoughtfully inform development of health messaging and report design. This research will focus on developing and improving messaging to support families, and that could be utilized in a future behavioral intervention to accelerate research translation for children’s environmental health.
Flame Retardants and Children’s School Readiness Study
PIs: Molly Kile, Sc.D. and Shannon Lipscomb, Ph.D.
Funding: National Institutes of Health (2019-2024)
Award number: R01 ES029497-01A1
This interdisciplinary study aims to improve our understanding of children’s exposures to flame retardant compounds, as well as to examine the interplay between flame retardants and adverse social experiences on children’s neuro-cognitive, executive functioning, and behavioral development. The study recruits 600 children aged 4-8 years in preschool and follow them for 3 years until they graduate from first grade. Recruitment occurs in two waves (2020-2021 and 2021-2022). The primary aims are: (1) assess exposure to OPFRs and BDE among a diverse group of children to improve our understanding of factors that contribute to inter- and intra-individual variability, (2) examine the exposure-response relationship between OPFRs and children’s development between ages 4-8 years, and examine the potential for sex to modify these associations, and (3) examine the moderating influences of social stressors on the association between flame retardant exposures and children’s development.
Recent Projects
Measuring Resilience to Support Collective Impact with TRACEs (Trauma, Resilience, and Adverse Childhood Experiences) of Central Oregon
Co-PIs: Shannon Lipscomb, PhD and Brianne Kothari, PhD
Funding: United Way of Deschutes County 2018-2021
Through a partnership between TRACEs of Central Oregon, Oregon State University-Cascades, and Better Together of the High Desert Education Service District this project launched shared measurement of resilience throughout Central Oregon. TRACEs partners are engaged in shared measurement across sectors such as health, education, and social services. The goals are to use shared measures to understand our communities, continuously improve conditions to nurture resilience, track progress, and celebrate successes.
"Central Oregon Embraces Shared Measurement: Positive Factors to Promote Resilience," Trauma Informed Oregon Blog, 2018
Roots of Resilience: Teachers Awakening Children’s Healing
PI: Shannon Lipscomb, Ph.D.
Funding: Institute of Education Sciences, U.S. Department of Education, 2015-2020
Award number: R305A150107
Roots of Resilience is a professional development program to help early childhood teachers promote resilience with children impacted by trauma. Early childhood trauma poses a serious threat to the well-being of children, families, and communities. With the majority of children attending early care and education prior to kindergarten, the opportunity to help them start school ready to succeed is profound. Roots of Resilience provides professional supports (workshops, online course, video-based coaching) to help early childhood professionals nurture resilience in themselves, and in the children and families they serve. Initial results indicate that Roots of Resilience is feasible for teachers, and helps them to use trauma-responsive practices and to feel confident that they are making a difference in children’s lives. Additional research is underway.
In the News
Notable OSU College of Public Health and Human Sciences grants in FY 2020 include "Children's Flame Retardant Exposures Measured by Passive Wristbands: Sex Specific Associations, Social Adversity, and Socio-Cognitive Development." The grant awards a total of $3,841,145 for five years, led by PI Molly Kile, Associate Professor and Shannon Lipscomb, Associate Professor.
OSU-Cascades researchers test program to help traumatized children, The Bulletin, May 12, 2019
Flame retardant chemicals may affect social behavior in young children, OSU News and Research Communications, March 9, 2017
Preschoolers' motor skill development connected to school readiness, ScienceDaily, October 13, 2016
Oregon State researcher gets $1.5 million grant to assist preschoolers who've experienced trauma, Oregon Live, The Oregonian, July 9, 2015
Largest research award in OSU-Cascades history focuses on preschool children, July 1, 2015
C.O. child behavior study tackles provocative topic, KTVZ.com, October 28, 2013
OSU-Cascades study: Genes tied to early behavior woes, KTVZ.com, October 25, 2013
Genes May Contribute to Preschool Behavior Problems, PsychCentral, October 25, 2013
Some children genetically prone to behavioral problems in child care, preschool settings, News Medical, October 25, 2013
Behavior problems in preschool and child care centers may be an issue of genes, OSU News, October 24, 2013
Behavior Problems In Preschool And Child Care Centers May Be An Issue Of Genes, Albany Tribune, October 24, 2013
Genes Interact With Parental Care in Producing Childhood Behavioral Problems, Study Suggests, Science Daily, October 24, 2013
Behavior problems in preschool and child care centers may be an issue of genes, Eurek Alert, October 24, 2013
Over-reactive parenting linked to problem behavior in toddlers
Study: Freaking out at your kids isn't a good thing, SFGate, February 23, 2012
Study: Parent's reaction makes temper tantrums worse, Click On Detroit, February 23, 2012
Angry Parents Harm Children's Behaviour, The British Psychological Society, February 23, 2012
Toddlers with angry parents may have more temper tantrums, US News Health, February 22, 2012
Omamas Take 5: Jeremy Lin's success offers parenting perspective, puzzles power math skills, OregonLive/The Oregonian, February 21, 2012
Your kid is melting down. Why its important to keep your cool, The Globe and Mail, February 21, 2012
Over-reactive Parenting Linked to Negative Emotions and Problem Behavior in Toddlers, Science Daily, February 21, 2012
My Publications
Refereed Journal Articles
* notes students who worked under my supervision during the research process.
+ notes research from a student thesis or dissertation that I co-chaired.
- Lipscomb, S.T., Merculief*, A., & Phelps*, B. (2024). Measuring resilience with young children: the Child and Youth Resilience Measure-Early Childhood (CYRM-EC). Early Childhood Research Quarterly, 70, 347-357. https://doi.org/10.1016/j.ecresq.2024.11.004
- Lipscomb, S. T., Jefferies, P., Kwon, K-A., & Giordano, F., (2024). Editorial: resilience processes and children’s development within socioecological contexts. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1429178
- Lewis, H*+., Lipscomb, S. T., Hatfield, B., & Jaderholm, C. (2024). Early childhood teachers’ relationships with families when children experience adversity. Journal of Research in Childhood Education, doi.org/10.1080/02568543.2024.2314611.
- Giordano, F., Lipscomb, S.T., Jefferies, P., & Kwon, K-A. (2024). Resilience processes among Ukrainian youth preparing to build resilience with peers during the Ukraine-Russia War. Frontiers in Psychology, 15. doi: 10.3389/fpsyg.2024.1331886
- Merculief, A., Lipscomb, S.T., McClelland, M., Tsethlika, M., & Geldhof, J. (2023). Cultural and language socialization as resilience-promoting factors for executive function in the context of neighborhood risk for American Indian/ Alaska Native preschool children. Frontiers in Psychology, 14. doi.org/10.3389/fpsyg.2023.1279336.
- Lipscomb, S. T., Brody, B., Pratt, M., & Frazier, T. (2024). Applying a Tri-Learner Model of Extension Collaboration. The Journal of Extension. https://open.clemson.edu/joe/vol62/iss3/35/
- Lipscomb, S.T., Swander, W., & Mason, E. (2023). Building cultures of care in schools. Journal of Contemporary School Psychology. DOI
10.1007/s40688-023-00481-5.
- Lewis, H., Lipscomb, S. T., Hatfield, B., Weber, R., Green, B., & Patterson, L. (2023). Family-teacher relationships and child engagement in early care and Education. Societies, 13. Published online March, 2023. doi.org/10.3390/soc13030067
- Schmitt, S. A., Mihalec-Adkins, B., Lipscomb, S. T., Pratt, M., & Horvath, G. (2022). Longitudinal relations among child care stability during the prekindergarten year and behavior problems. Children and Youth Services Review, 138. Published online July, 2022 https://www.sciencedirect.com/science/article/pii/S019074092200158X
- Lipscomb, S. T., Lewis, H., Abshire, C., Banks, K., Jaderholm, C., Jaramillo, J., & Kothari, B. (2022). Profiles of adverse childhood experiences and family processes during early childhood. Journal of Applied Developmental Psychology, 81. 10.1016/j.appdev.2022.101441.
- Lipscomb, S. T., Lewis, H.*, Abshire, C.*, Banks, K.*, Jaderholm, C.*, Jaramillo, J.*, & Kothari, B. (2022). Profiles of Adverse Childhood Experiences and Family Processes during Early Childhood. Journal of Applied Developmental Psychology.
- Kothari, B. H., Fischer, C., Mullican, N., Lipscomb, S. T., & Jaramillo, J. (2022). Nurturing resilience through collaboration: Experiences from community organizations serving children and families facing adversity during COVID-19. Journal of Community and Applied Social Psychology. http://doi.org/10.1002/casp.2612
- Kothari, B., Chandler, K., Waugh, A., McElvaine, K., Jaramillo, J., & Lipscomb, S. T., (2021). Retention of child welfare caseworkers: The role of case complexity and workplace support. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2021.106039.
- Lipscomb, S. T., Chandler, K., Abshire, C.*, Jaramillo, J.*, & Kothari, B. (2021). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal. Doi: 10.1007/s10643-021-01182-5. Epub ahead of press: http://link.springer.com/article/10.1007/s10643-021-01182-5.
- Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., Lewis, H.*, & Fisher, P. A. (2021). Impacts of Roots of Resilience professional development for early childhood teachers on young children's protective factors. Early Childhood Research Quarterly, 56, pp 1-14. https://doi.org/10.1016/j.ecresq.2021.02.002
- Kothari, B., Godlewski, B. Lipscomb, S. T., Jaramillo, J. (2021). Educational resilience among youth in foster care. Psychology in the Schools, doi.org/10.1002/pits.22478
- Lipscomb, S. T., Hatfield, B., Lewis, H.*, Goka-Dubose, E., & Abshire, C*. (2021). Adverse Childhood Experiences and children’s development in early care and education programs. Journal of Applied Developmental Psychology, 72, 101218, doi.org/10.1016/j.appdev.2020.101218.
- Lipscomb, S. T., Hatfield, B., Lewis, H.*, Goka-Dubose, E., & Fisher, P. (2019). Strengthening children’s roots of resilience: trauma-responsive early learning. Children and Youth Services Review, 107, 104510. https://doi.org/10.1016/j.childyouth.2019.104510.
- Lipscomb. S. T., Goka-Dubose, E., Hur, R. E., Henry, A.* (2019). Adverse childhood experiences, and instability in children’s care and parents’ work, Children and Youth Services Review. doi.org/10.1016/j.childyouth.2019.05.008.
- Lipscomb, S. T., Miao*, A., Finders*, J., Hatfield, B., Kothari, B., & Pears, K. (2019). Identifying social determinants linked with community-level school readiness. Prevention Science. doi.org/10.1007/s11121-019-01002-8.
- Schmitt, S. A., Mihalec-Adkins, B., Pratt, M. E., & Lipscomb, S. T. (2018). Teacher-child relationships as a protective factor for children living in non-parental care experiencing residential mobility. Journal of Applied Developmental Psychology, 58, 28-37. doi.org/10.1016/j.appdev.2018.08.005.
- Kothari, B. H., Godlewski, B., McBeath, B., McGee, M., Waid, J., Lipscomb, S. T., Bank, L. (2018). A longitudinal analysis of school discipline events among youth in foster care. Children and Youth Services Review, 93, 117-125. doi.org/10.1016/j.childyouth.2018.07.017.
- Lipscomb, S. T., Becker*, D., Laurent, H. M., Neiderhiser, J. M., Shaw, D. S., Natsuaki, M. N., Reiss, D., Fisher, P. A. & Leve, L. D. (2018). HPA activity moderates effects of parenting on children’s skills for success in school. Infant and Child Development, 27, e2083. doi.org/10.1002/icd.2083
- Schmitt, S. A., Pratt, M. & Lipscomb, S. T. (2017). Residential mobility predicts behavioral problems for children living in nonparental care during the transition to kindergarten. Children and Youth Services Review, 77, 101-109. doi.org/10.1016/j.childyouth.2017.04.010
- Lipscomb, S. T., McClelland, M., MacDonald, M., Anderson, K., Cardenas, A., & Kile, M (2017). Cross-sectional study of social behaviors in preschool children and exposure to flame retardants, Environmental Health. [Epub ahead of print]. PMCID: PMC5343384
- MacDonald, M., Lipscomb, S. T., McClelland, M., Duncan*, R., Becker*, D., & Kile, M. (2016). Preschoolers’ fine and gross motor skills differentially predict executive function and social behavior. Research Quarterly for Exercise and Sport. DOI: 10.1080/02701367.2016.1229862
- Kile, M. L., Scott, R., O’Connell, S. G., Lipscomb, S. T., MacDonald, M., McClelland, M., & Anderson, K. (2016). Using silicone wristbands to evaluate young children’s exposure to 41 flame retardants. Environmental Science, 147, 365-72.
- Pratt*+, M., McClelland, M., Swanson, J., & Lipscomb, S. T. (2016). Family risk profiles and early childhood compliance: understanding emerging self-regulation with a person-centered approach. Early Childhood Research Quarterly, 36, 462–474.
- Schmitt, S. A. & Lipscomb, S. T. (2016). Longitudinal effects of residential mobility on early academic skills for children living in poverty. Early Childhood Research Quarterly, 36, 190-200.
- Lipscomb, S. T., Schmitt*, S. A., & Pratt*, M., (2015). Professional development scholarships increase qualifications of diverse providers. Journal of Early Childhood Teacher Education, 36, 232-249.
- Meloy, B., Lipscomb, S. T., & Baron, M. (2015). Linking state child care and child welfare policies and populations: implications for children, families, and policymakers. Children and Youth Services Review, 57, 30-39.
- Pratt*+, M., Lipscomb, S. T., & McClelland, M. (2015). Caregiver responsiveness during preschool supports cooperation in Kindergarten: moderation by children’s early compliance. Early Education and Development, 27, 421-439.
- Pratt*, M., Lipscomb, S. T., & Schmitt*, S. A. (2015). The effect of Head Start on parenting outcomes for children living in non-parental care. Journal of Child and Family Studies, 24, 2944-2956.
- Lipscomb, S. T., Schmitt*, S. A., Pratt*, M., Acock, A., & Pears, K. (2014). Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school. Children and Youth Services Review, 40, 41-50.
- Lipscomb, S. T., Laurent, H., Neiderhiser, J. M., Shaw, D. S., Natsuaki, M. N., Reiss, D., & Leve, L. D. (2014). Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior. International Journal of Behavioral Development, 38, 70-80.
- Lipscomb, S. T. (2013). Increasing access to quality child care for children from low-income families: Families' experiences. Children and Youth Services Review, 35, 411-419.
- Lipscomb, S. T., Pratt*, M., Schmitt*, S. A., Pears, K C., & Kim, H. P. (2013). School readiness in children living in non-parental care: impacts of Head Start. Journal of Applied Developmental Psychology, 34, 28-37.
- Ontai, L. G., Lipscomb, S. T., Sitnick, S., Hatton, H., Lamp, C. (2013). Healthy, Happy Families evaluation: Integrating parenting education into child obesity prevention with low-income parents of young children. The Forum for Family and Consumer Issues, 18.
- Lipscomb, S. T., Lewis*, K. M., Masyn, K. E., & Meloy, M. E. (2012). Child care assistance for families involved in the child welfare system: predicting child care subsidy use and stability. Children and Youth Services Review, 34, 2454-2463.
- Lipscomb, S. T., Leve, L. D., Shaw, D., Neiderhiser, J. M., Scaramella, L. V., Ge, X., et al., (2012). Negative emotionality and externalizing problems in toddlerhood: Overreactive parenting as a moderator of genetic influences. Development and Psychopathology, 24, 167-179.
- Lipscomb, S. T. & Pears, K. C. (2011). Patterns and predictors of early care and education for children in foster care. Children and Youth Services Review, 33, 2303-2311.
- Lipscomb, S. T., Leve, L. D., Harold, G., Neiderhiser, J. M. Shaw, D., Ge, X., & Reiss, D. (2011). Trajectories of parenting and child negative emotionality during infancy and toddlerhood: A longitudinal analysis. Child Development, 82, 1661-1675.
- Williams, S. T. & Mastergeorge, A. M., & Ontai, L. (2010). Caregiver involvement in infant peer interactions: Scaffolding in a social context. Early Childhood Research Quarterly, 25, 251-266.
- Williams, S. T. & Ontai, L., & Mastergeorge, A. M. (2010). The development of peer interaction in infancy: Exploring the dyadic processes. Social Development, 19, 348-368.
- Conger, K. J., Williams, S. T., Little, W., Masyn. K. E., & Schebloski, B. (2009). Development of mastery during adolescence: The role of family problem solving. Journal of Health and Social Behavior, 50, 99-114.
- Ontai L., Ritchie L., Williams S. T., Young T., Townsend M. S. (2009). Guiding family- based obesity prevention efforts in children, Part 1: What determinants do we target? International Journal of Child and Adolescent Health, 2, 19-30.
- Townsend M.S., Young T., Ontai L., Ritchie L., Williams S. T. (2009). Guiding family-based obesity prevention efforts in children, Part 2: What behaviors do we measure? International Journal of Child and Adolescent Health, 2, 31-38.
- Ontai, L. L., Williams, S. T., Lamp, C., Smith, D., & The Family with Young Children Workgroup (2007). An integrative approach to addressing childhood overweight: Inclusion of parenting information in nutrition education programs. Journal of Extension, 45.
- Williams, S. T., Conger, K. J., & Blozis, S. A. (2007). The development of interpersonal aggression: The importance of parents, siblings, and family economics. Child Development, 78, 1526-1542.
- Williams, S. T., Ontai, L., & Mastergeorge, A. M. (2007). Reformulating infant and toddler social competence with peers. Infant Behavior and Development, 30, 353-365.
Grants
Grants and Contracts: Currently Active
2024-2025
Lipscomb, S. T. (PI). Youth as Agents of Change to Build Resilience to Global Threats in their Own Local Communities. Internationalization Grant, Oregon State University Office of Global Affairs. $10,000
2024-2025
Baron, S. (PI) & Lipscomb, S.T. (PI on OSU Subaward). Student-Led Activities to Reduce Binge Drinking Among 18-34 Year Olds. Central Oregon Health Council. OSU-Cascades Subaward from Central Oregon Community College $41,000.
2024
Lipscomb, S. T. (PI) and Smith, K. (Co-PI) (2024). Research and Scholarship Fellowships for Undergraduates at OSU-Cascades. Women’s Giving Circle. $10,000.
2023-2024
Kile, M. (Co-PI) & Lipscomb, S. T. (Co-PI). Bioethics Administrative Supplement to (5 R01 ES029497-01A1) Children’s flame retardant exposures measured by passive wristbands: Sex specific associations, social adversity, and socio-cognitive development (2023). National Institutes of Environmental Health Sciences. $222,495.
2023-2025
McClelland, M. (PI), Hatfield, B. (Co-PI), Tominey, S. (Co-PI), Pratt, M. (Co-PI), & Lipscomb, S. T. (Co-I). Capacity Building Center: Competency-based Training and Technical Assistance for the Early Learning Workforce, Early Learning Division, Oregon Department of Education. $8,043,696.
2022-2024
Lipscomb, S. T. (PI), Kothari, B. (Co-PI). Strengthening Measurement of Resilience and Belonging in Central Oregon. United Way of Deschutes County. $90,000.
2021-2023
Shannon, J. (Co-PI), Lipscomb. S. T. (Co-PI), & Kothari, B. (Co-PI). Resilience and Belonging Measure. Central Oregon Health Council. $349,896. Lipscomb is PI on subaward from Oregon Health Sciences University to Oregon State University.
2019-2024
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), MacDonald, M. (Co-I), McClelland (Co- I), M., Geldhof, J. (Co-I), & Anderson, K. (Co-I). Children’s flame retardant exposures measured by passive wristbands: Sex specific associations, social adversity, and socio-cognitive development (1 R01 ES029497-01A1). National Institutes of Health. $3,674,145.
Grants and Contracts: Previous
2021-2023
Lipscomb, S. T. (Co-PI) & Kile, M. (Co-PI). Research Supplement to Promote Diversity in Health-Related Research. Supplement to 1 R01 ES029497-01A1 to support doctoral student Alexis Merculief. National Institutes of Health. $138,483.
2022-2023
McClelland, M. (PI), Hatfield, B. (Co-PI), Tominey, S. (Co-PI), Pratt, M. (Co-PI), &
Lipscomb, S. T. (Co-I). Capacity Building Center – Early Learning Workforce. Early Learning Division, Oregon Department of Education. $14,868,474.
2020-2021
Brody, B. (Co-PI), Pratt, M. (Co-PI), & Lipscomb, S. T. (Co-PI). Examining Campus-Extension Partnerships to Strengthen Dissemination and Implementation of Evidence-Based/Evidence-Informed Programs. Hallie Ford Center, Oregon State University. $11,988.
2020
Lipscomb, S. T. (PI). Early Learning Hub Scholarships for Roots of Resilience Online Course. Early Learning Hub of Central Oregon, High Desert Education Service District. $5,224.
2019-2021
Lipscomb, S. T. (PI). Roots of Resilience Professional Development for the Oregon Parenting Education Collaborative. Oregon Parenting Education Collaborative, with funding from the Oregon Department of Human Services. $30,000.
2019-2021
Lipscomb, S. T. (PI). Early Learning Culture of Care: Trauma-Informed, Resilience- Nurturing Professional Development for Early Childhood Teachers. High Desert Education Service District. $20,000.
2019-2024
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), MacDonald, M. (Co-I), McClelland (Co- I), M., Geldhof, J. (Co-I), & Anderson, K. (Co-I). Children’s flame retardant exposures measured by passive wristbands: Sex specific associations, social adversity, and socio-cognitive development (1 R01 ES029497-01A1). National Institutes of Health. $3,674,145.
2019-2021
Lipscomb, S. T. (PI). Early Learning Culture of Care: Trauma-Informed, Resilience- Nurturing Professional Development for Early Childhood Teachers. High Desert Education Service District. August 2019-August 2021. $20,000. Approved for funding.
2019-2022
Lipscomb, S. T. (PI). Culture of Care Data and Evaluation. High Desert Education Service District. $20,000.
2018-2020
Kothari, B. (PI), Bakos, Y. (Co-PI), & Lipscomb, S. T. (Co-I). Software Systems for Social Innovation (SS4SI) Lab & Foster-Community-Connect. Co-funded by Faculty Executive Committee, Oregon State University-Cascades ($2,000) and TRACEs of Central Oregon ($2,000).
2017-2020
Lipscomb, S. T. (PI), Kothari, B. (Co-PI). Trauma, Resilience, Adverse Childhood Experiences (TRACEs) Outcomes and Impacts. United Way of Deschutes County.
Year 1: $59,702
Year 2: $100,000
2015-2020
Lipscomb, S. T. (PI), Hatfield, B., (Co-I), Fisher, P. (Co-I), Berry, M. (Co-I). Using online learning and coaching to increase the competency of early childhood teachers to impact school readiness for children exposed to trauma, U.S. Department of Education, Institute for Education Sciences, Early Learning, Goal 2 Development and Innovation, $1,499,997
2019
Lipscomb, S. T. (PI). Healthy Beginnings Evaluation. High Desert Education Service District. $14,933.
2017-2018
Kothari, B., (PI) & Lipscomb, S. T. (Co-I). Resilience-Promoting Measures Toolkit. United Way of Deschutes County. $5,500.
2016-2018
Weber, B. (PI), Hatfield, B., (Co-PI), Lipscomb, S. T. (Co-I), Grobe, D. (Co-I). Evaluating Child Care and Development Block Grant in Oregon, Oregon Department of Education, with funding from the U.S. Department of Health and Human Services, Office of Planning, Research, and Evaluation, $68,000
2016
Lipscomb, S. T. (PI). Analysis of Data for the Regional Health Assessment Enhancement: Early Learning, Education, and Wellness. Central Oregon Early Learning Hub, $3,300.
2015
Lipscomb, S. T. (PI), & Kothari, B. (Co-I). Evaluation Plan for Central Oregon Early Learning Hub, Deschutes County Early Learning Division, $10,800.
2015
Lipscomb, S. T. (Co-PI), Pears, K. (Co-PI), Hatfield (Co-I), & Kothari, B. (Co-I). Community Analysis of Oregon Kindergarten Assessment Scores, Oregon School Readiness Consortium, with funding from the Ford Family Foundation, $1,500. Part of a larger contract (PI: McClelland), “Oregon School Readiness Consortium”.
2014-2015
Weber, R. (PI) & Lipscomb, S. T. (Co-I). Logic Model of Professional Development of Oregon’s Early Learning Workforce: Foundation for Kindergarten Readiness of Oregon’s Children. Oregon Department of Education, Early Learning Division. $4,140 Part of a larger contract (PI: Weber) titled, “Research Partnership and Validation Study”.
2014
Lipscomb, S. T. (PI). Theory of Change and Evaluation Plan for Early Learning Hub, Deschutes County Early Learning Division, $5,400.
2013-2014
Bovbjerg, V. (Co-PI), Lipscomb, S. T. (Co-PI), & Rennekamp, D. (Co-PI). Evaluation of Project Launch – Deschutes County, State of Oregon, with funding from the federal Substance Abuse and Mental Health Services Administration, $72,004.
2013-2017
Weber, R. (Co-PI) & Lipscomb, S. T. (Co-PI). Validation Study of Oregon’s Tiered Quality Rating and Improvement System, Oregon Department of Education, with funding from the federal Race to the Top Early Learning Challenge Grant. Project is structured as a 4 year project with annual contracts, with an estimated total budget of $1.1 million over the 4 years. This is part of a larger contract (PI: Roberta Weber, OSU) titled, “Research Partnership and Validation Study”.
2012-2013
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), McClelland, M. (Co-PI), & MacDonald, M. (Co-PI). Flame Retardants and Children’s School Readiness, Hallie Ford Center, Oregon State University, $7,000.
2012-2013
Kile, M. (Co-PI), Lipscomb, S. T. (Co-PI), McClelland, M. (Co-PI), & MacDonald, M. (Co-PI). Flame Retardants and Home Environment on Children’s School Readiness, Environmental Health Science Center, Oregon State University, $25,000.
2012-2013
Bovbjerg, V. (Co-PI), Lipscomb, S. T. (Co-PI), & Rennekamp, D. (Co-PI).
Evaluation of Project Launch – Deschutes County, State of Oregon, with funding from the federal Substance Abuse and Mental Health Services Administration, $54,116.
2011-2012
Bovbjerg, V. (Co-PI), Lipscomb, S. T. (Co-PI), & Rennekamp, D. (Co-PI).
Evaluation of Project Launch – Deschutes County, State of Oregon, with funding from the federal Substance Abuse and Mental Health Services Administration, $84,536.
2011
Lipscomb, S. T. (PI). A New Look at Out-of-Home Child Care for High-Risk Children: Child Care Use, Quality, and Foster Children’s Psychosocial Functioning, General Research Fund, Oregon State University, $9,766.
2009-2012
Lipscomb, S. T. (PI). Evaluation of Oregon’s Education Quality Investment Partnership, Child Care Division, Employment Department, State of Oregon,
$83,000. Awarded to S.T. Lipscomb as Independent Consultant /Owner of Dynamic Research and Evaluation.
2007-2011
Lipscomb, S. T. (PI). Evaluation of Community Child Care Initiative, Mount Hood Community College in Partnership with the Portland Children’s Levy and Child Care Resource and Referral of Multnomah County, $124,280. Awarded to S.T. Lipscomb as Independent Consultant /Owner of Dynamic Research and Evaluation.
2005-2007
Lipscomb, S. T. (Doctoral Student Investigator). A New Model of School Readiness: A Multifaceted Developmental Approach, National Child Care Bureau Research Scholars Dissertation Grant, Administration for Children and Families.
2005-2006
Lipscomb, S. T. (Co-PI). The Family Connection Program Grant, Yolo County Children and Families Commission, Davis, CA.
2003-2005
Lipscomb, S. T. (PI). Peer Interaction Study, Jastro Shields Research Grant, University of California, Davis.
Mentored Student-Focused Grants and Fellowships (Awarded)
Nofziger, A. (Student Recipient-Cascades). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2024. $1,000 Lipscomb mentored.
Martin, M. (Student Recipient-Cascades). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2024. $1,000 Lipscomb mentored.
Mason, S. (Student Recipient-Cascades). Cascades Research/Scholarship Fellowship, Oregon State University. 2024. $1,500. Lipscomb mentored.
Barwig, A. (Student Recipient-Cascades). Layman Fellowship, Oregon State University. 2023. $2,000 Lipscomb mentored.
Barwig, A. (Student Recipient-Cascades). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2022. $1,000 Lipscomb mentored.
Nichols, A. (Student Recipient-Cascades and then Corvallis). DeLoach Scholarship, Honors College, Oregon State University, 2021. $1,000 Lipscomb mentored.
Hammer, D. (Student Recipient-Corvallis). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2021. $1,000 Lipscomb mentored.
Fastelin, C. (Student Recipient-Cascades). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2021. $1,000 Lipscomb mentored.
Perez, A. (Student Recipient-Corvallis). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2021. $1,000 Lipscomb mentored.
Scott, S. (Student Recipient-Cascades). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2021. $1,000 Lipscomb mentored.
Ramirez, M. (Student Recipient-Cascades). Layman Fellowship, Oregon State University-Cascades. Awarded 2020-2021. $2,500. Lipscomb mentored.
Nichols, A. (Student Recipient-Cascades). Layman Fellowship, Oregon State University-Cascades. Awarded 2020-2021. $2,500. Lipscomb mentored.
Miao, A. (Fellow) & Lipscomb. S. T. (Academic Mentor). State Policy Postdoctoral Fellowship,
The Society for Research in Child Development. 2018-2019. Estimated $83,000 to Fellow.
$5,000 to academic mentor.
Sills, A. (Student Recipient). Layman Fellowship, Oregon State University-Cascades. Awarded 2018-2019. $2,500. Lipscomb mentored from conceptualization through implementation.
Servantes, O. (Student Recipient). Undergraduate Research and Scholarship Award (URSA), Oregon State University. 2017-2018. $1,000 Lipscomb mentored from conceptualization through implementation.