Grant List
Represents Grant table in the DB
GET /v1/grants?page%5Bnumber%5D=1382&sort=-keywords
{ "links": { "first": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1&sort=-keywords", "last": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1397&sort=-keywords", "next": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1383&sort=-keywords", "prev": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1381&sort=-keywords" }, "data": [ { "type": "Grant", "id": "10069", "attributes": { "award_id": "2212351", "title": "Collaborative Research: HCC: MEDIUM: Body as Intervention: Toward Closed-Loop, Embodied Behavioral Health Interventions", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Computer and Information Science and Engineering (CISE)", "HCC-Human-Centered Computing" ], "program_reference_codes": [], "program_officials": [ { "id": 2859, "first_name": "Balakrishnan", "last_name": "Prabhakaran", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-01", "end_date": "2026-08-31", "award_amount": 686879, "principal_investigator": { "id": 5855, "first_name": "Tanzeem", "last_name": "Choudhury", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 279, "ror": "https://ror.org/05bnh6r87", "name": "Cornell University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 279, "ror": "https://ror.org/05bnh6r87", "name": "Cornell University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "There has been a drastic increase in stress and anxiety in the U.S., leading to a mental health pandemic. The need for effective mental health interventions is more urgent now than ever. By monitoring users' symptoms and their context (e.g., when someone is having an anxiety attack or experiencing cravings when passing by a bar) through wearables and IoT (Internet of Things) devices, mobile health (mHealth) technologies have the potential to transform mental health care. Despite the advanced monitoring capability, most existing mHealth interventions are digitization of traditional health interventions that do not deliver in-the-moment precision interventions in response to users' symptoms. As such, they inherit the limitations of their predecessors: the reliance on human motivation and the need for active engagement to be effective, resulting in limited adherence. To address this problem, the investigators will develop a class of novel solutions – sensory interventions – that can be effective without disrupting the users or requiring their active engagement. Sensory interventions are real-time closed-loop systems that directly act on the users’ bodies or immediate environment in response to users behavioral or physiological signals. Unlike existing solutions, sensory interventions combine applied engineering, signal processing, and machine learning to trigger interventions autonomously without user effort. The project will create three types of closed-loop wearable and IoT systems that use different modalities (vibration, airflow, and touch) to deliver sensory interventions in mental health contexts, such as cravings, workplace stress, and social stress. Ultimately, this project will enable mHealth interventions to be as rich, diverse, and personalized as mHealth monitoring solutions. This project will produce open-source software, hardware designs, and datasets. Collaborations with Cornell Tech Precision Health Initiative and with the University of Chicago Medicine and their clinical and industry partners will accelerate the dissemination of research through clinical evaluations and commercialization.\n \nMost existing mHealth behavioral health interventions, although coupled with advanced sensing systems to detect health needs, require conscious cognitive processing of information and active participation from users to be effective. This project will introduce and develop the concept of sensory interventions, a novel class of mHealth interventions that require little or no cognitive awareness to be effective. This project will investigate sensory interventions in four stages: (i) investigate and map modalities of external (electromechanical) stimuli to actuate neurological responses that produce a neurophysiological effect (ii) design and develop devices that enable these sensory interventions within the constraints of mHealth, (iii) determine physiological signals that are associated with target behaviors and integrate sensing systems, signal processing, and machine learning with sensory interventions to achieve closed-loop systems that automatically triggers intervention, and (iv) evaluate the efficacy, usability, and acceptability of the closed-loop systems (both in-lab and in situ). Throughout this process, the investigators will evaluate and characterize how sensory interventions impact three common stress-induced mental health challenges: substance cravings, workplace stress, and social stress. To intervene in substance cravings, the investigators will leverage heart rate biofeedback, develop a smartwatch-based system to deliver biofeedback using vibrotactors, and evaluate how such vibrotactile actuation mitigates alcohol and nicotine cravings. To intervene in workplace stress, the investigators will leverage breathing regulations, develop a fan-based system that alters the perception of airflow around the nose, and evaluate how such airflow entrains slow, guided breathing in the workplace. To intervene in social stress, the investigators will leverage affective touch, develop an arm-worn device that activates affective touch neurons, and evaluate how affective touch helps regulate social stress. Collectively, this research will enable a new class of mHealth interventions that are responsive to users’ health context in real-time and can be effective irrespective of users cognitive capacity or availability.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10070", "attributes": { "award_id": "2151088", "title": "Learning to Lead (L2L): Building STEM Teacher Leaders that Broaden Participation in High-Need Schools", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "Robert Noyce Scholarship Pgm" ], "program_reference_codes": [], "program_officials": [ { "id": 2088, "first_name": "Jennifer", "last_name": "Ellis", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-10-01", "end_date": "2027-09-30", "award_amount": 1479016, "principal_investigator": { "id": 25948, "first_name": "Jennifer", "last_name": "Albert", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25947, "first_name": "Richard", "last_name": "Robinson", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 626, "ror": "", "name": "Citadel Military College of South Carolina", "address": "", "city": "", "state": "SC", "zip": "", "country": "United States", "approved": true }, "abstract": "This Robert Noyce Teacher Scholarship Program Track 3: Master Teacher Fellows (MTF) project aims to broaden participation by connecting rural teachers to professional development and one another. Teachers will experience and reflect on effective pedagogies via graduate coursework culminating in two South Carolina Add-On Certification Endorsements (Problem Based Learning and Online Teaching and Teacher Leader), as well as 30 additional hours of graduate credit. While teacher education programs have prepared teachers for the content and pedagogies of the traditional school, few, if any, have prepared teachers for the unanticipated immersion into the online space that occurred during the first 18 months of the COIVD-19 pandemic. The Project Based Learning certificate will help MTFs explore ways to leverage their enhanced pedagogical content knowledge, including new and exciting forms of student engagement, student-to-student interaction, and assessment. Through the Teacher Leader certificate, the MTFs will learn research-based strategies that have been shown to promote quality teacher leader outcomes, including balancing teaching and leading, attending to equity-based norms of teaching, and knowledge of adult learning and career development. Teachers will connect with one another as they collaborate with project staff to create a statewide rural math teacher network, a teacher-driven professional community focused on addressing the unique challenges and opportunities faced by rural mathematics teachers.\n\nThe Citadel’s Learning to Lead (L2L): Building STEM Teacher Leaders that Broaden Participation in High-Needs Schools project is a collaboration between The Citadel’s Zucker Family School of Education and Swain Family School of Science and Mathematics (higher education), as well as Georgetown County School District (high-need local education agency) and the Lowcountry STEM Collaborative (non-profit). This project seeks to develop 18 teachers (with at least a Master’s degree) into Rural Teacher Leaders over five years. The L2L project strives to stimulate sustainable improvements in the quality of mathematics teaching and learning in rural high-needs schools through the following four goals: (1) building MTFs’ pedagogical content knowledge and skills, (2) building MTFs’ teacher leadership knowledge and skills, (3) collaborating with MTFs to create the SC Rural Math Teacher Network (SC-RMTN) with associated PD resources, and (4) supporting teachers to continue the SC-RMTN into the future. The L2L project incorporates an intentional form of gradual release in which MTFs take ownership of the knowledge, resources, and communities they have helped to create, greatly increasing the likelihood of project continuation long after its initial 5 year period. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10071", "attributes": { "award_id": "2141283", "title": "The TIMES Model: Investigating the Importance of Social Support Timing", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Social, Behavioral, and Economic Sciences (SBE)", "Social Psychology" ], "program_reference_codes": [], "program_officials": [ { "id": 2516, "first_name": "Steven", "last_name": "Breckler", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-01", "end_date": "2025-08-31", "award_amount": 548750, "principal_investigator": { "id": 25950, "first_name": "Niall", "last_name": "Bolger", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25949, "first_name": "Bert", "last_name": "Uchino", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 196, "ror": "https://ror.org/00hj8s172", "name": "Columbia University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "Stress is a regular part of everyday life. It may arise from common experiences such as problems at work or arguments with friends, or it may have its origin in large-scale traumatic experiences such as a pandemic, political polarization, or economic depression. Such experiences permeate lives and are known to harm well-being. Research shows that the negative effects of such stressors can be reduced by supportive social relationships. Prior studies examining social support during times of stress have focused almost exclusively on the period leading up to or during a stressor. Yet, there is a growing recognition that recovery processes following a stressor may have important long-term implications for well-being, and in ways that differ from social support before or during a stressful event. This project focuses on how the psychological mechanisms of social support differ before versus after a stressful event. It is expected that social support received after a stressful event provides a particular benefit for recovery, and that it operates through distinct psychological mechanisms and has different outcomes compared to support enacted before a stressor. Making a distinction between pre-stressor and post-stressor social support is important because many stressful events are not anticipated, which means that pre-stressor support is not always available. This project will inform potential interventions by advancing understanding and improving how close others can help each other cope with stressors in the aftermath of stressful events.\n\nThis project focuses on the role of social support during a post-stressor period in facilitating emotional and physiological stressor recovery. The research considers the questions of whether post-stressor support involves distinct mediating processes and distinct outcomes when compared to support provided during the pre-stressor period. It is generally hypothesized that post-stressor support benefits physiological and emotional recovery. More specifically, it is expected that effective pre-stressor support reduces recipients’ distress and sympathetic arousal because of higher self-efficacy. In contrast, effective post-stressor support is expected to enhance recipients’ calmness, composure and parasympathetic control because of lower rumination, greater positive reframing, and rebuilding of the self. These hypotheses are tested in a daily diary study with a long-term follow-up and in an experiment introducing a social stressor. The project explores longer-term implications of post-stressor support and considers potential boundary conditions. Laying the foundation for potential future interventions is a priority. Students involved in the research learn about psychophysiological methods and participate in the conduct of studies on people in close relationships.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10072", "attributes": { "award_id": "2011378", "title": "Theoretical Biophysics: Searching for Principles", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Mathematical and Physical Sciences (MPS)", "PHYSICS OF LIVING SYSTEMS" ], "program_reference_codes": [], "program_officials": [ { "id": 780, "first_name": "Krastan", "last_name": "Blagoev", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-08-15", "end_date": "2023-07-31", "award_amount": 42000, "principal_investigator": { "id": 25952, "first_name": "David", "last_name": "Schwab", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25951, "first_name": "Ilya M", "last_name": "Nemenman", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 1879, "ror": "", "name": "CUNY Graduate School University Center", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "This project will provide partial support for the conference \"Theoretical Biophysics: Searching for principles\" (the Conference), to be held at the CUNY Graduate Center in New York City on Sep. 14 -16, 2022. The Conference will bring together world leaders in theoretical biophysics, and it will provide the opportunity for them to interact with education experts in the field, as well as with notable theorists in other fields of physics. The Conference is aimed at surveying achievements at the interface of theoretical physics and biology, to understand whether we expect theory at this interface to be different compared to the rest of theoretical physics, and if it will contribute differently, then how and why. Finally, the Conference will aim to understand challenges and opportunities involved in teaching the next generation of scientists at this interface.\n\nThe field of theoretical biophysics has grown in the recent decades from a boutique corner of physics to a substantial part of the international physics community. For example, over the course of the past ten years, the footprint of biophysics at the Annual March Meeting of the American Physical Society has more than doubled. Together with related fields of statistical physics (soft matter, polymer physics, statistical physics) biophysics now accounts for about a quarter of the talks at the meeting. Collectively, these groups are responsible for essentially all of the growth of the meeting in the last decade. Following such a rapid growth, it is now the time to take stock of the field and to understand where we are, and where we go from there. Are we still a single field, or have we fragmented into a collection of sub-disciplines roughly paralleling major divisions of life sciences? What have we contributed to understanding life that biologists would not be able to do on their own? Have we changed the discourse and the type of questions that are being asked? How do we educate the next generation of scientists to ensure that future progress remains equally dramatic? This Conference is needed precisely to answer these questions. The conference will be timely since conferences in this area have been mostly virtual during the pandemic and the National Academies of Sciences, Engineering and Medicine has just completed the first Decadal Review of Biological Physics\n\nThis event will provide an unparalleled opportunity to survey and summarize the current state of the field of theoretical biophysics. The perspectives presented at the Conference should help frame big questions for the next decade in the field. The presentations at the meeting will be recorded and made publicly available, increasing broader impact. Finally, by means of attracting a diverse group of participants, presenters, and discussants, including junior scientists, the meeting will contribute to the growth of diversity in physical sciences.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10073", "attributes": { "award_id": "2224003", "title": "Conference: The Seventh Annual Meeting of SIAM Central States Section", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Mathematical and Physical Sciences (MPS)", "COMPUTATIONAL MATHEMATICS" ], "program_reference_codes": [], "program_officials": [ { "id": 25953, "first_name": "Stacey", "last_name": "Levine", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-01", "end_date": "2023-08-31", "award_amount": 20000, "principal_investigator": { "id": 25955, "first_name": "Xu", "last_name": "Zhang", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25954, "first_name": "Xukai", "last_name": "Yan", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 387, "ror": "https://ror.org/01g9vbr38", "name": "Oklahoma State University", "address": "", "city": "", "state": "OK", "zip": "", "country": "United States", "approved": true }, "abstract": "The 7th Annual Meeting of Society of Industrial and Applied Mathematicians Central States Section (SIAM-CCS) will be held at the Stillwater campus of Oklahoma State University during October 1-2, 2022. The conference website is https://siamcss2022.okstate.edu/. The SIAM Central States Section (SIAM-CSS) was founded in 2014, and it serves SIAM members in eight central states in the United States, including Arkansas, Colorado, Iowa, Kansas, Mississippi, Missouri, Nebraska, and Oklahoma. The SIAM-CSS Annual Meeting has been held annually since 2015, with the primary goal of improving the development of applied and computational mathematics throughout all central states, as well as facilitating knowledge transfer and promoting interdisciplinary collaborations among applied mathematics and other disciplines in science and engineering. \n\nThe SIAM-CSS annual conference series provides an important forum for applied and computational mathematicians from central states to present their latest achievements, communicate and exchange ideas, and enhance collaborations. It provides an excellent opportunity for researchers in all stages of their careers, especially early career mathematicians, to establish interactions with researchers from all over the U.S. and other countries. It is essential in stimulating research activities in relatively less developed states. As the first face-to-face meeting after the pandemic, the conference will bring vitality to the applied math community in the region and promote the development of the discipline. This NSF grant will solely support the participation of students, postdoctoral scholars, early career faculty, and underrepresented groups in STEM.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10074", "attributes": { "award_id": "2218965", "title": "Puerto Rican Higher Education Researchers Association, Thriving not just Surviving (HEARTS) conference", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [ { "id": 2964, "first_name": "Sonja", "last_name": "Montas-Hunter", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-08-15", "end_date": "2024-07-31", "award_amount": 65686, "principal_investigator": { "id": 25956, "first_name": "Lilliam", "last_name": "Casillas-Martinez", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 1880, "ror": "https://ror.org/020wm8g88", "name": "University of Puerto Rico at Humacao", "address": "", "city": "", "state": "PR", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this conference aims to support faculty in Puerto Rico so that they can impact the retention and graduation rates of Hispanic students through implementing best practices and improving faculty wellness, resulting in improved student/faculty engagement and faculty grant-writing skills. Puerto Rican faculty are in urgent need of physical, emotional, pedagogical, and financial support so that they can refresh, rejuvenate, and adapt to transition from surviving to thriving in this pandemic-fueled “new normal.” The Puerto Rican Higher Education Researchers Association, Thriving not just Surviving (HEARTS) Conference will provide this support for faculty to heal, learn, share and grow to better support Hispanic STEM students and the HSIs of Puerto Rico. The conference will bring together faculty in higher education research programs from across the island. The conference will address topics of wellness, grant-writing support, best practices for virtual and/or hybrid learning (especially in STEM) and culturally competent pedagogy. These four topics, combined into one event, will offer holistic support for the faculty that are on the frontlines of the implementation of education research programming that seeks to improve outcomes for Hispanic students in STEM and broadly in higher education in Puerto Rico. Faculty will be better equipped to meet the challenges of this “new normal” if they are supported by each other, focused on their own wellness, trained for writing competitive grants, and trained in best practices for hybrid and/or virtual STEM instruction in a culturally supportive environment to promote the success of Hispanic STEM students.\n\nThe design and analysis of this mixed-methods evaluative research study are based on Kezar’s (2013) framework of organizational learning through “sensemaking.” The project will help faculty “make sense” of their value and how they require personal wellness and stronger communities to be effective. Participants in the conference will learn about successful capacity-building efforts of other STEM faculty and administrators which resulted in student success. The conference will address the topics of (1) faculty wellness, (2) creating communities through sustained dialogues, (3) grant-writing, and (4) culturally responsive pedagogies. The main goals are to (1) equip HSI faculty from PR to meet the challenges of today’s “new normal” by focusing on their own wellness; (2) create a sustained dialogue on the importance of collaboration among HSIs in Puerto Rico and in the US; (3) empower faculty to use best practices for Hispanic students to promote the success and (4) receive training for competitive grant-writing (to secure funds to support their work). The conference activities will generate evidence of faculty improved faculty wellbeing, sense of belonging, self-efficacy in grant-writing, and implementation of best practices in the classroom to support STEM students. This evidence will be used to seek additional funding to support yearly iterations of the conference with the long-term goal of forming a self-sustaining education research association on the island that will foster long-term excellence in higher education research for HSIs in Puerto Rico as well as collaborations with the US mainland to promote education research that builds capacity for student success. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10075", "attributes": { "award_id": "2217296", "title": "IntBIO: Collaborative Research: Integrated mechanisms of environment-host-virome interactions", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Biological Sciences (BIO)", "Symbiosis Infection & Immunity" ], "program_reference_codes": [], "program_officials": [ { "id": 2558, "first_name": "Joanna", "last_name": "Shisler", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-08-01", "end_date": "2025-07-31", "award_amount": 739197, "principal_investigator": { "id": 10565, "first_name": "Liliana", "last_name": "Davalos Alvarez", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 578, "ror": "", "name": "SUNY at Stony Brook", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 25957, "first_name": "Angela", "last_name": "Rasmussen", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 578, "ror": "", "name": "SUNY at Stony Brook", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "In nature, encounters between humans and wildlife correlate with greater viral burdens in wildlife and therefore with higher risk of new viral pathogens spilling over into human populations. Yet, the factors contributing to this risk remain poorly understood, especially among highly mobile, but tightly packed populations of animals, such as cave-dwelling bats. Using the Egyptian fruitbat as a study system, this project seeks to understand how factors such as access to food, overall animal health, and responses to immune challenges influence each other in the wild to control the degree of viral infection in populations experiencing variable exposure to humans. The project will use highly integrative approaches to illuminate the fundamental biology of disease risk and to enhance the capacity to predict risks of viral spillover from bats to other wildlife or to humans. The project will also have broader impact on education and training by implementing an innovative active-learning experience, called “From the Bat Cave – Integrative Disease Research for Undergraduates”, in which postdoctoral researchers will learn to apply integrative research and mentoring methods to involve cohorts of undergraduate students in research and peer-peer mentoring through GBatNet, a NSF-funded international network of bat research groups. \n \nHuman disruption of the environment is thought to play a central role in disease emergence in wildlife populations by reducing the availability of foods and refuge that animals rely upon, thereby stressing the animals and making them more susceptible to viruses. However, the mechanisms governing relationships among the environment, the wildlife host, and the viral communities they support are poorly known. To address this problem, the project will take advantage of a single cohesive wild system of Egyptian fruit bats (Rousettus aegyptiacus) to sample animals of different sex, age, and reproductive condition from caves that support different numbers of bats, are subject to variable levels of hunting, and are surrounded by different qualities of foraging habitat and hence food resources. Using each individual bat as the unit of observation, analyses will aim to relate landscape resources, and individual condition and immunity to viral profiles, thus answering three key questions: (1) how do host abundance, reproduction, age, and condition differentially or interactively influence viral diversity; (2) how do molecular immune mechanisms respond to environmental and physiological stressors in wild populations; and (3) how do gene expression profiles and viral infection influence one another in the wild? The results should allow links to be discerned that connect environmental gradients of human disturbance to virome diversity via organismal conditions, thereby providing essential new information for understanding disease dynamics in the wild, modeling risks, and thus preventing the next pandemic. Moreover, the project’s integrated and mechanistic systems approach to studying fundamental processes in disease emergence is expected to be generalizable across taxa at the human-wildlife disease interface.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10076", "attributes": { "award_id": "2155070", "title": "Using Computational Modeling to Transform Assessments of Creativity in Engineering Design", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "ECR-EHR Core Research" ], "program_reference_codes": [], "program_officials": [ { "id": 3698, "first_name": "Bonnie", "last_name": "Green", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-15", "end_date": "2025-08-31", "award_amount": 1117805, "principal_investigator": { "id": 25960, "first_name": "Roger", "last_name": "Beaty", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25958, "first_name": "Janet van", "last_name": "Hell", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 25959, "first_name": "Scarlett", "last_name": "Miller", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 219, "ror": "", "name": "Pennsylvania State Univ University Park", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true }, "abstract": "This collaborative project from research teams at Pennsylvania State University, University of Maryland, and Washington and Lee University focuses on measuring creativity in undergraduate engineering education. The ability to think creatively is essential for success in STEM fields, particularly engineering, which requires designing solutions to complex problems that often have no single or \"correct\" solution. The Next Generation Science Standards identify creative thinking skills, such as problem solving and flexibility, as core competencies for modern STEM education. Yet educators are not currently equipped with adequate tools to assess creativity in their classrooms. To effectively prepare the STEM workforce, there is a critical need for assessment tools that educators and researchers can use to identify what works in STEM education to foster creativity. Current creativity tests present significant challenges for STEM educators, including (in-person) paper administration and, perhaps most problematically, manual scoring that requires teachers to count and code thousands of responses—a labor-intensive and often costly process, particularly for under-resourced schools. In light of the increasingly diverse student population, the availability of creativity tests that measure student ability fairly and consistently, regardless of race or ethnicity, is even more critical for equity of opportunity in STEM education. This project seeks to create an online platform for measuring creativity in engineering design that educators can use to cater to the needs of all their students. The tool will allow educators to administer a range of engineering creativity tasks and automatically calculate creativity scores. This project fits the intent of the ECR program to facilitate \"the development, refinement, and testing of new education research, measurement, and evaluation methodologies.\" It addresses the ECR research track, \"Research on STEM Learning and Learning Environments,\" and has additional impacts for \"Research on Broadening Participation in STEM Fields\" by designing inclusive and culturally and linguistically diverse assessment tools targeted to students who remain underrepresented in the pursuit of STEM courses of study and English as second language speakers.\n\nTwo aims guide this project. First is to build an online platform for large-scale engineering design assessment — validating all platform tasks with undergraduate engineering students — to allow teachers and researchers to easily assess creativity, automatically compute creativity metrics, and generate customizable student reports. Second is to apply the platform in an undergraduate design course at Penn State that includes a 3-week Creativity Module (with lessons and exercises on creativity in engineering design) to obtain valuable platform usability data from both instructors and students, while evaluating a promising undergraduate course intended to promote creativity in engineering design. The team will apply recent advances in computational modeling and machine learning — including active learning of design sketches and distributional semantic modeling of text-based responses to creative problem solving tasks. It is expected that this approach will streamline educational assessment of creativity, resulting in a user-friendly technology to assist STEM educators in the classroom. The novel computational tools developed in this project will advance knowledge and understanding for creativity psychometric assessment and across different fields (not only engineering). The PI team will also design assessment tools that are culturally responsive and minimally biased — especially for the growing number of students who speak English as a second language — and collaborate with STEM educators to maximize the usability of the platform in their classrooms. The online platform and course materials will be publicly available, facilitating the national transition to remote education and research (accelerated by the current pandemic) by providing online resources for STEM teachers and researchers across the country.\n\nThis project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10077", "attributes": { "award_id": "2228213", "title": "Advancing Culturally Responsive Team Learning for Underserved Students in the STEM Classroom: Motivation and Engagement Across Different Class Modalities", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "IUSE" ], "program_reference_codes": [], "program_officials": [ { "id": 1697, "first_name": "Kalyn", "last_name": "Owens", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2023-03-01", "end_date": "2027-02-28", "award_amount": 585861, "principal_investigator": { "id": 25963, "first_name": "Aleya", "last_name": "Dhanji", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25961, "first_name": "Eric", "last_name": "Baer", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 25962, "first_name": "Yayhyung", "last_name": "Cho", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 1288, "ror": "", "name": "Highline Community College", "address": "", "city": "", "state": "WA", "zip": "", "country": "United States", "approved": true }, "abstract": "This project aims to serve the national interest by contributing to the need for a multiculturally competent and diverse STEM workforce by advancing the understanding of team learning and its role in student engagement, persistence, and success. The use of team learning is widely acknowledged as important in STEM learning, retention, and career preparation, with a disproportionately positive impact on students from groups that have been historically underrepresented in STEM. Still, there is a knowledge gap as to how to implement this strategy effectively in a two-year college context with diverse student populations. The primary question this project will address is how to make team learning effective in two-year college STEM learning environments, particularly those serving large numbers of students from underrepresented groups and non-traditional students. The results will inform ways to create an inclusive classroom climate as a strategy to retain more students in STEM and ultimately broaden participation in the STEM workforce. Project results should also inform mechanisms that are aimed at creating successful transfer pathways from two-year institutions to four-year colleges and universities. Additionally, this project plans to study the effectiveness of team learning in the new educational landscape brought about by the pandemic, where online and hybrid class modalities are now the norm in two-year colleges. This project has the potential to be transformative by informing how to adapt team learning practices for student success in non-face-to-face class modalities, an immediate need at all higher education institutions. The project will support the design and adoption of novel teaching strategies through faculty training and publicly available resources. \n\nThe project hopes to achieve three goals: 1) identify and explain psychosocial predictors of student engagement in team learning through student surveys and interviews; 2) articulate and explain differences in student versus instructor perception of team learning through surveys of STEM faculty; and 3) develop, test, evaluate, revise and disseminate a set of practices for culturally responsive team learning. The project uses a novel approach by investigating both individual and cultural psychosocial factors impacting team learning engagement and perception within Bronfenbrenner’s Ecological Approach model. While the model has been used extensively in the education field, this project extends it to team learning in STEM. Finally, the project hopes to leverage the research findings to empower faculty to apply a justice, equity, diversity, and inclusion framework to team learning. Through summer institute workshops and a community of practice, STEM faculty will design and implement changes for both online and face-to-face classes. To test model validity, a pre-and post-survey will be administered to students. These results will be paired with faculty self-reflections and formative assessments of team learning to evaluate effectiveness of the teaching modifications and provide a set of recommendations for future practices. The set of recommendations will be disseminated through conference presentations, peer-reviewed papers targeting an interdisciplinary audience, and a website with resources, modules, and rubrics to allow other institutions to use and adapt. The predictive model of effective team learning will benefit the STEM education community by paving the way for further research into culturally competent education. The NSF program description on Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education supports projects that advance STEM education initiatives at two-year colleges. The program description promotes innovative and evidence-based practices in undergraduate STEM education at two-year colleges.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10078", "attributes": { "award_id": "2234970", "title": "RAPID: Measuring host competence across wild bird species during outbreaks of highly pathogenic avian influenza", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Biological Sciences (BIO)", "Ecology of Infectious Diseases" ], "program_reference_codes": [], "program_officials": [ { "id": 599, "first_name": "Samuel", "last_name": "Scheiner", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-08-15", "end_date": "2023-07-31", "award_amount": 199999, "principal_investigator": { "id": 25964, "first_name": "Nichola", "last_name": "Hill", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 576, "ror": "https://ror.org/04ydmy275", "name": "University of Massachusetts Boston", "address": "", "city": "", "state": "MA", "zip": "", "country": "United States", "approved": true }, "abstract": "This RAPID will study the current outbreak of highly pathogenic avian influenza (HPAI) in North American birds, focusing on host competence as a way to estimate which species are primary reservoirs and sources. The spread of HPAI in North America in the past year poses catastrophic consequences for the health of wild birds and poultry. The virus can readily jump the species barrier leading to concerns that continued spread of HPAI in animals could start a pandemic in humans. The scale of the current North American outbreak is unprecedented both in terms of the number of infected birds, and the geographic area impacted. This strain of HPAI is a multi-host pathogen that within North America is demonstrating transmission back and forth between wild birds and poultry. The spread of HPAI in the U.S. has involved a wider diversity of birds than previously observed - well beyond the traditional poultry reservoir. There are over 1,000 wild bird species in the U.S. and over 100 species have become infected with HPAI in the last 6 months. Depending on the wild bird species, HPAI can cause disease ranging from mild to severe, or in extreme cases death. A rapid response to the outbreaks is crucial to identify how wild birds are contributing to transmission in the U.S. with the goal of developing models to predict the risk of the virus jumping to novel hosts. \n\nCurrently there are challenges with predicting how wild birds will influence HPAI transmission due to a lack of information about their host competence, defined as the ability of an individual to become infected and cause infection in other hosts. Characterizing host competence requires a systems approach to unify host traits (disease severity, body condition) and pathogen traits (replication dynamics, pathogen viability). This study will capitalize on an extensive and well-developed network of collaborations with wildlife managers and rehabilitation clinics to ensure sampling of a wide diversity of birds in the North Atlantic, a region that has emerged as a geographic hotspot for HPAI. This study will characterize the range of host competence of wild birds and will integrate ecological and life-history traits of wild birds into models of disease prediction by testing whether aquatic foraging and predation on aquatic species are linked to transmission. Information gained will be critical to develop a mechanistic understanding of HPAI dynamics, allowing for more informed decision-making about animal and human health as the outbreak unfolds.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } } ], "meta": { "pagination": { "page": 1382, "pages": 1397, "count": 13961 } } }