Past Events

Thursday, December 6th 12:30 pm - 1:30 pm, IBS 155B
Stefanie Mollborn

Title: Children's Technology Use, Health Lifestyles, and the Reproduction of Inequality.

Abstract: Relatively little is known about children’s technology use in the mobile technology era or about how current patterns of technology use relate to other aspects of health lifestyles, such as physical activity or sleep, in early life. Technology use is a rapidly evolving and highly prevalent health behavior. Information about its long-term effects is sparse and mixed, and parenting norms around it are in flux. Stefanie Mollborn will present results in progress from a mixed-methods, NSF-funded project that combines nationally representative survey and time diary data on health lifestyles and technology use across the early life course with multimethod qualitative data following families with elementary-aged children as the children transition into middle school.

Bio: Stefanie Mollborn is a Professor in the IBS Health & Society Program and the Department of Sociology, and is training director at IBS. She studies norms and social inequalities in the early life course. Her work focuses on the U.S. context and combines statistical analyses of longitudinal population surveys with qualitative analyses of in-depth interviews. She received a Ph.D. in Sociology from Stanford University in 2006. Her 2017 book, Mixed Messages: Norms and Social Control Around Teen Sex and Pregnancy, is available from Oxford University Press. Mollborn’s most recent mixed-methods research continues a focus on social norms in the case of health lifestyles among children and teens, with a particular emphasis on their use of technology in the mobile internet era.

Thursday, November 29th 12:30 pm - 1:30 pm, IBS 155B
Adam Lippert

Title: Finding Jobs, Forming Families, and Stressing Out? Work, Family, and Stress among Young Adult Women in the US

Abstract: The transition to adulthood is increasingly characterized by complex paths into work and family, especially for women. How work and family combine to influence stress among young adult women is not well-understood. In this presentation, I describe how new extensions to latent class analysis (LCA) can help identify common combinations of work and family circumstances among young adult women and investigate implications for stress. Two stress measures are examined – perceived stress and a biomarker for stress-related immunity dysfunction, Epstein-Barr Viral (EBV) antibody titers. LCA models identify seven common combinations of work-family circumstances, ranging from well-compensated professional work in the absence of children to mothers without paid employment. Results from the BCH Step-3 extension to LCA show that perceived stress is higher among mothers and childfree women in unskilled work with low wages and decision-making freedom than their counterparts in skilled “white-collar” work with higher wages and decision-making freedom. These differences are attenuated after adjustments for several measures of poverty-related stress. EBV antibody titer values did not vary across the work-family typology. These findings suggest that the benefits of combining work and family may be limited to women of higher socioeconomic status, as prior research suggests.

Bio: Adam Lippert is a sociologist and demographer whose work focuses on three themes: (1) how work and family circumstances are associated with stress-related pathologies in young- and mid-adulthood; (2) how neighborhood and school contexts influence health; and (3) how economically-vulnerable families manage risks and protect their children’s health and development. He is Assistant Professor of Sociology at the University of Colorado Denver. 

Sponsored By: CU Population Center

Monday, November 26th 12:00 pm - 1:00 pm, IBS 155B
David Bearce

Title: "Immigration Attitudes and Government Compensation"

Abstract: Do compensation programs increase support for immigration among less educated citizens, who are some of the most vulnerable to economic openness within the developed democracies? This paper considers several arguments about how compensation might influence immigration attitudes, including the unfortunate proposition that compensation efforts may even induce less educated citizens to feel more negatively about their class identity, pushing them towards a social identity based more on the nation with greater hostility towards immigrants as national outsiders. Using cross-national survey data, it reports that greater national-level compensation can indeed be associated with less supportive immigration attitudes for the least educated citizens. This negative effect diminishes for more educated citizens, but it never becomes positive. Using a population-based sample of voting-age Americans, randomly presented with an informational vignette about U.S. compensation programs describing them as extensive, targeted towards the poor and racially inclusive, it also reports a conditional negative impact on immigration attitudes among those who were treated. The compensation treatment has a significant negative effect on immigration support for those with the least education, which weakens for those with more education.

Bio: David H. Bearce is a Professor of Political Science with a Joint Appointment in International Affairs.  His topical coverage includes International Political Economy (focusing on the politics of exchange rate regimes, foreign aid, and international labor mobility) and International Organization (focusing on how inter-governmental organizations may help reduce conflict among member-states).  His research on these subjects has been published in various Political Science and International Relations journals and his book, titled Monetary Divergence, was published by the University of Michigan Press.

Thursday, November 15th 8:15 am - Friday, November 16th 5:00 pm, IBS 155
IBS Problem Behavior and Youth Development Program

What have we learned in Colorado since the legalization of retail cannabis in 2012 that might be helpful for Canada?

On October 17th retail cannabis became legal nationally across Canada. Individual provinces will decide how to implement the law. IBS's Program on Problem Behavior and Positive Youth Development, along with researchers from the University of Victoria will be co-sponsoring a two-day meeting (Nov 15th and 16th) entitled Cannabis Legalization and Youth: Developing Clear Messages in an Evolving Policy Climate.

The meeting will bring together researchers, policy makers, practitioners and government agency staff from Canada, Colorado, Washington, and other states to talk about lessons learned since legalization here and Washington and to discuss potential cross-national grant/research collaborations.

Thursday, November 8th 12:30 pm - 1:30 pm, IBS 155B
Scott Ortman (Anthropology, UCB)

Presenter: Scott Ortman

Title: Agglomeration and Human Networks in History

Abstract: Recent work in complex systems suggests aggregate properties of human settlements are network effects; specifically, they are outcomes of an equilibrium that develops as people arrange themselves in space so as to balance the benefits of interaction with the costs of movement. This balancing act leads to open-ended and predictable allometries between settlement population and a variety of aggregate quantities, from settled areas to infrastructure needs to socioeconomic rates to the division of labor. Importantly, these allometries are observable in societies organized at all scales, across the world, and throughout history. In this talk, I introduce the ideas and models of settlement scaling theory, review its supporting evidence from urban geography, archaeology and history, and highlight its potential for building a predictive theory of human society. 

Bio: Scott Ortman is an Assistant Professor of Anthropology at CU Boulder and an External Professor at the Santa Fe Institute. His research focuses on the long-term development of non-Western societies using methods and data from many fields, including archaeology, linguistics, ethnohistory, biology, economics and complex systems. He has been involved with the Village Ecodynamics Project since 2003, and he is currently a PI of the Social Reactors Project and the CyberSW Project. Prior to coming to CU he was Director of Research at the Crow Canyon Archaeological Center in Cortez, CO and an Omidyar Postdoctoral Fellow at the Santa Fe Institute. He is also author of Winds from the North: Tewa Origins and Historical Anthropology (University of Utah Press, 2012). 

Tuesday, November 6th 4:00 pm - 5:00 pm, IBS 155A
Kris Ludwig (U.S. Geological Survey)

Abstract: The 2018 Kīlauea eruption, which began on May 3 and paused on August 5, is the longest and largest recent eruption in the lower Puna district of Hawaii. Over 700 homes were destroyed and frequent seismicity and deformation at the summit caused damage to the USGS Hawaiian Volcanoes Observatory as well as to critical infrastructure within the Hawaii Volcanoes National Park. To support the Department of the Interior (DOI) and state and county authorities in response to the eruption, the USGS activated the DOI Strategic Sciences Group (SSG). Established in 2012, the SSG is designed to complement ongoing response efforts by providing strategic science to identify potential social, environmental, and economic consequences and potential interventions of a crisis event affecting Departmental resources. This was the first official activation of the SSG since it supported Hurricane Sandy recovery in 2013. From July 17-19, 2018 the SSG convened a multidisciplinary team of 13 experts to examine the short- and long-term social, economic, and environmental cascading consequences of the eruption to DOI resources, employees, and facilities as well as to the surrounding communities. The SSG Kīlauea team developed three scenarios focused on the impacts of 1) continued seismicity and deformation at the summit; 2) vog; and 3) the eruption in the Lower East Rift Zone. This presentation will provide an overview of the SSG methods, initial results of the Kīlauea scenario-building process, identified knowledge gaps, and potential actions that were identified to mitigate cascading consequences.

Sponsored By: Natural Hazards Center

Thursday, October 25th 12:30 pm - 1:30 pm, IBS 155B
Allison Atteberry and Mimi Engel

Allison Atteberry, CU-Boulder School of Education, Research and Evaluation Methods

Title: It’s About Time: Evidence on Time Use in Full-Versus Half-Day Preschool Contexts

Abstract: High quality early childhood education (ECE) programs can alter children’s life trajectories and yield substantial social returns. One promising approach to realizing social benefits from ECE investments is through improvements to their quality and intensity. The current research project adds to the small existing literature by providing new experimental evidence about the impacts of full-day preschool, on a host of immediate- and medium-term outcomes in a small, predominantly low-income, non-White, and ELL district near Denver. Prior to 2016, this district provided only half-day preschool. In 2016-2017, the district created nine new full-day classrooms as part of a Full-Day Pre-K Pilot Program, and since then we have randomized two cohorts of applicants to these full-day slots or the business-as-usual half-day slots. Cohort 1 exhibited large effects on academic and socio-emotional outcomes by the end of the preschool year. Assuming that we continue to find evidence of positive effects of full-day preschool offers, the next policy-relevant question is about how the additional time in school is used, relative to how it would have been used in the absence of the full-day option.

Bio: Allison Atteberry is an assistant professor in the Research and Evaluation Methodology (REM) program, within the CU-Boulder School of Education. She received her Ph.D. in 2011 from the Stanford School of Education in educational policy analysis, with a minor in statistics. Dr. Atteberry conducts research on teacher- and school-level interventions designed to improve the quality of instruction experienced by historically underserved students. As a field, we are increasingly aware of how difficult it is to determine whether policies, practices, and interventions have the intended impacts, and so Dr. Atteberry approaches her work with a strong interest in what constitutes compelling evidence of causal effects in quantitative research. In terms of methods, Dr. Atteberry teaches and uses both econometric and statistical approaches to education policy analysis. Dr. Atteberry’s academic interests center on policies and interventions that are intended to help provide effective teachers to the students who need them most. This has led her to focus on the identification, selection, development, and retention of teachers who have measurable impacts on student achievement. 


Mimi Engel, CU-Boulder School of Education, Research and Evaluation Methods

Title: Understanding Absenteeism in Elementary School: Results from an RCT embedded qualitative study

Abstract: Chronic truancy – missing 5% or more of the days of a school year – has been on the rise in Chicago’s Public Schools (CPS). In this talk I will briefly share results from a large-scale randomized controlled trial of Check & Connect, a structured monitoring and mentoring program focused on student engagement with school, that was implemented in CPS in 2011-2013. The focus of the talk will be on understanding why elementary school students in an urban context miss school. I will explore what students and their families report in terms of reasons for missing school and the home, school, neighborhood, and contextual factors that likely influence school attendance among this population.

Bio: Mimi Engel is an associate professor in the Research and Evaluation Methodology (REM) program in the CU-Boulder School of Education. Through her research, Dr. Engel aims to contribute to our understanding of how policies and programs affect children’s developmental outcomes and opportunities to learn. Her interest in studying how schools and other contexts influence students is informed by her training in human development and social policy and social work. Spanning several areas including teacher labor markets (focus on teacher hiring), early skill formation (focus on mathematics teaching and learning for young children), and contextual influences on children, the central aim of her research is to provide new information about policies, programs, and administrative factors that have the potential to improve students’ school-related outcomes, particularly among students from traditionally under-served populations.

Wednesday, October 24th 1:00 pm - 2:00 pm, IBS 155A
  • Offshoring and Innovation
    • Wolfgang Keller, ECON, CU Boulder
    • Jacob Howard, ECON, CU Boulder ​
  • Family Structure and Early Life Mortality in the United States
    • Andrea Tilstra, SOC, CU Boulder  
  • Labor Market Segmentation and the Distribution of Income: New Evidence from the Internal Census Bureau Data
    • Markus Schneider, ECON, University of Denver ​
  • Better Boundaries: Why Spatial Enumeration Units Matter
    • Molly Graber, GEOG, CU Boulder

Monday, October 22nd 12:00 pm - 1:00 pm, IBS 155B
MacKenzie Dove

Presenter: Dr. MacKenzie DoveNatural Environment Research Council Knowledge Exchange Fellow; Research Applications Lab, National Center for Atmospheric Research

Title:  Relentless Heat and Public Health Risks: Operational Challenges and Opportunities within the Ghanaian Health System: This talk will present some of her current work surrounding the integration and operationalization of weather and climate data within health systems in sub-Saharan Africa.  Discussions will detail ongoing analysis of operational capacities, structures and policy incentives to respond to risks of increasing heat indices thresholds in Ghana.

Bio: Dr. MacKenzie Dove is an interdisciplinary social scientists and NERC Knowledge Exchange Fellow, based in the Research Applications Lab, NCAR.  Her research focuses on governance systems and market structures at macro and meso scales in support of the operationalization of data and information availability, access, and usage in policy making, regulatory environments and practice; primarily in sub-Saharan Africa and South Asia.

Thursday, October 18th 4:15 pm - 6:00 pm, British Studies Room - Norlin Library

ITSS Launch Thursday, October 18th 4:15-6:00pm British Studies Room at Norlin Library

This launch event will introduce different types of ITSS programming followed by a 30-minute keynote panel on "the future of training and mentoring in the social and behavioral sciences" which includes a moderated Q&A session. There will then be a social hour with food and drinks. 

LAUNCH EVENT: Program Schedule:

  • 4:15-4:45 pm: Introduction to ITSS with brief overviews of all ITSS programming.
  • 4:45-5:15 pm: Keynote panel on "The Future ofTraining and Mentoring in the Social and Behavioral Sciences" with guest panelists Lori Peek (Professor in Sociology, Natural Hazards Center director), Stefan Leyk (Associate Professor in Geography), and Allison Atteberry (Assistant Professor in Education). There will be an opportunity for audience members to ask questions of the panelists. 
  • 5:15-6:00 pm: Social hour with food and drinks.
Sponsored By: Administration, CARTSS