Grant List
Represents Grant table in the DB
GET /v1/grants?page%5Bnumber%5D=1383&sort=-award_id
{ "links": { "first": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1&sort=-award_id", "last": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1424&sort=-award_id", "next": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1384&sort=-award_id", "prev": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1382&sort=-award_id" }, "data": [ { "type": "Grant", "id": "4499", "attributes": { "award_id": "1528121", "title": "NRI: Socially Aware, Expressive, and Personalized Mobile Remote Presence: Co-Robots as Gateways to Access to K-12 In-School Education", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Engineering (ENG)", "NRI-National Robotics Initiati" ], "program_reference_codes": [], "program_officials": [ { "id": 15423, "first_name": "Irina", "last_name": "Dolinskaya", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-09-01", "end_date": "2021-08-31", "award_amount": 600000, "principal_investigator": { "id": 15425, "first_name": "Maja", "last_name": "Mataric", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 152, "ror": "https://ror.org/03taz7m60", "name": "University of Southern California", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 15424, "first_name": "Gisele", "last_name": "Ragusa", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 152, "ror": "https://ror.org/03taz7m60", "name": "University of Southern California", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "Participating in the school environment is essential to children's social, emotional, and cognitive development and learning. It has long been recognized that the quality of a student's school experience is important not only for the academic and achievement outcomes, but for fostering self-esteem, self-confidence, and general psychological well-being. Yet annually 26.6% of America's children have health or behavioral challenges that cause them to miss significant amounts of school, and 13% of all US K-12 public school students receive interventions due to learning disabilities or emotional disturbances. This project focuses on the problem of using mobile remote presence co-robots as a means to provide numerous K-12 aged children who cannot be present in school access to the curricular and social learning experiences critical to their development and future outcomes. Using mobile remote presence for access to K-12 classrooms for homebound students may be a powerful gateway for minimizing the effects of physical separation from the school environment. This project develops methods that enable the creation of personalizable robots that allow shared autonomy, socially appropriate movement and socially expressive nonverbal communication in dynamic in-class K-12 environments, allowing children to be truly embodied in the classroom, even from a distance. The impact of this NRI project spans K-12 education at large, but also applies to general uses of mobile remote presence systems outside of the classroom setting, for both education and training. In addition, the project connects the research themes with outreach; it engages K-12 students and teachers in co-robot-themed activities and holds annual NRI-themed workshops at large-scale public venues. The broader outreach program is designed to train students in STEM, so they can become not only end users of robotics and other technologies but capable of developing such technologies themselves, thereby contributing to the US STEM workforce. \n\nThis proposal focuses on developing control algorithms for mobile remote presence (MRP) co-robot systems that will improve human access to a learning/training environment, focusing on homebound K-12 students, but with general implications to users of all ages and a variety of contexts. Work with MRP systems has identified key missing technical capabilities necessary for facilitating natural remote interaction and learning: 1) simple, socially-appropriate autonomous behavior and context awareness that reduces user cognitive load; 2) expressiveness for conveying the user's affect and communicative intent; and 3) the ability to personalize the way the user interacts through the MRP. This project addresses these challenges with participatory user-informed algorithm development, system integration, and evaluation. Specifically, it first develops an approach to automating and facilitating spatial and social context awareness for the operator and the MRP, and uses it to enable the two research thrusts, social appropriateness and expressiveness, with algorithmic methods for personalizing both. To ground the results in the selected real-world context, iterative design and evaluation is performed in the K-12 in-class setting, involving users across the age and education span, providing a test of the co-robot's relevance, effectiveness, and robustness. The project brings together a pair of interdisciplinary experts with a track record of successful past collaborations and three partners: industry, deployment, and outreach, committed to a project timeline with specific evaluable milestones.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4496", "attributes": { "award_id": "1527536", "title": "III: Small: Linking and Resolving Entities in Big Data", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Computer and Information Science and Engineering (CISE)", "Info Integration & Informatics" ], "program_reference_codes": [], "program_officials": [ { "id": 15410, "first_name": "Sylvia", "last_name": "Spengler", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-09-01", "end_date": "2020-08-31", "award_amount": 499984, "principal_investigator": { "id": 15412, "first_name": "Sharad", "last_name": "Mehrotra", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 177, "ror": "", "name": "University of California-Irvine", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "This project will explore the challenge of cleaning data in the context of analysis pipelines over big data. Data cleaning has traditionally been designed to improve data quality in ETL systems where enterprise data is collected, prepared, staged, transformed, and loaded into a data warehouse to support offline data analysis. In the era of big data, such back-end processes are quickly giving way to interactive exploratory data analysis where analysts immerse themselves in data (possibly collected from heterogeneous data sources) in order to drive online (near-) real-time decision making. Existing systems do not scale to the volume, velocity, or the variability of the dynamically generated data (e.g., social media streams) and the offline architecture is unsuited for the online real-time nature of analysis. The market is abuzz with innovations in data transformation technologies, e.g., TriFacta allows analysts to visually manipulate data to generate complex analytical transformations and Data Tamer is exploring scalable data curation from diverse sources. Data quality (and hence data cleaning technologies) remain at the core of big-data analytics. Many popular media (as well as academic) articles have highlighted challenges such as entity linking and resolution as among the most important and immediate roadblocks for big data analytics. The key insight on which this project is based is that data cleaning to support analytics over big data is not simply a matter of scaling up known approaches to larger data sets by exploiting more hardware. While scale up is important, big data analytics in streaming, real-time, and interactive settings requires a paradigm shift in how data cleaning is performed. This project will significantly impact and change the modern practices of data cleaning and the way cleaning is integrated in the Big Data analysis pipeline and will explore broader impact through: (a) technology transfer opportunities with a relevant industrial partner whose existing products could benefit from the proposed research; and (b) open source effort in the context of the ongoing social media analytics system (SoDAS), currently under development, in which the proposed research algorithms will be integrated.\n\nThis research will explore two new innovations that will help advance data cleaning to enable Big Data analysis. The first innovation explores a progressive approach to entity resolution to support progressive analysis. The research will explore an approach where progressiveness is pervasive spanning all the phases of the cleaning process especially in scenarios when cleaning is based on complex logic possibly requiring dynamic acquisition of additional contextual information. The second innovation is the analysis-aware data cleaning that is developed for structured queries (e.g., Hive and SQL) for both one-time and continuous query scenarios that are issued on top of static and streaming data. The project will address these methodologies at the higher conceptual level as well as implement them on modern highly-parallel computing platforms and frameworks that run on a cluster of machines. The project will exploit two concrete contexts to guide the research exploration: (a) supporting analytical queries over structured web data sources such as fusion tables; and (b) online analysis of social media data. These application contexts will serve as vehicles for testing and demonstrating the research. The planned research, system development, and educational activities (e.g., curriculum changes to incorporate projects related to big data and data quality in the CS curriculum at UCI) will significantly enhance the educational experience of students, preparing them for a brighter future in the today?s knowledge driven society. More information about the project can be found at http://sherlock.ics.uci.edu.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4494", "attributes": { "award_id": "1527151", "title": "CSR: Small:Collaborative Research:Heterogeneous Ultra Low Power Accelerator for Wearable Biomedical Computing", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Computer and Information Science and Engineering (CISE)", "CSR-Computer Systems Research" ], "program_reference_codes": [], "program_officials": [ { "id": 15397, "first_name": "Marilyn", "last_name": "McClure", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-10-01", "end_date": "2019-09-30", "award_amount": 211976, "principal_investigator": { "id": 15399, "first_name": "Tinoosh", "last_name": "Mohsenin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 676, "ror": "", "name": "University of Maryland Baltimore County", "address": "", "city": "", "state": "MD", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 676, "ror": "", "name": "University of Maryland Baltimore County", "address": "", "city": "", "state": "MD", "zip": "", "country": "United States", "approved": true }, "abstract": "With the rapid advances in small, low-cost wearable computing technologies, there is a tremendous opportunity to develop personal health monitoring devices capable of continuous vigilant monitoring of physiological signals. Wearable biomedical devices have the potential to reduce the morbidity, mortality, and economic cost associated with many chronic diseases by enabling early intervention and preventing costly hospitalizations. These low power systems require to have the capacity to provide fast and accurate processing and interpretation of vast amounts of data and generate smart alarms only when warranted. The objective of this project is to build the foundation of the next generation of heterogeneous biomedical signal processing platforms that can address the current and future generation energy-efficiency requirements and computational demands. The PIs start with understanding the specific characteristics of emerging biomedical signal and imaging applications on off-the-shelf embedded low power multicore CPU, GPU and FPGA platforms to accurately understand the trade-offs they offer and the bottlenecks they have. Based on these results, the PIs will design and architect a domain-specific manycore accelerator in hardware and integrate it with an off-the-shelf embedded processor that together combine performance, scalability, programmability, and power efficiency requirements for these applications. The PIs will implement the proposed heterogeneous architecture in hardware and will evaluate its performance and power efficiency with a number of real-life biomedical workloads including seizure detection, handheld ultrasound spectral Doppler and imaging, tongue drive assistive device and prosthetic hand control interface.\n\nThe proposed interdisciplinary research effort could inspire and enable new approaches to healthcare monitoring, and can significantly impact several fields including human-centered cyber-physical systems, cyber-security, mobile communications, bioinformatics and applications that require high performance and energy efficient embedded computing from different sensors. The proposed benchmark, characterization, and software-hardware computing framework will be freely shared and broadly disseminated among colleagues in related disciplines. Research results will be integrated in graduate and undergraduate courses offered by the investigators in both campuses. The PIs are active in several campus-wide and national organizations that work to attract and retain members of under-represented groups to engage in research and complete graduate degrees in science and engineering.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4560", "attributes": { "award_id": "1526520", "title": "CHS: Small: Collaborative Research: Improving Wayfinding and Navigation in Immersive Virtual Environments", "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": 15724, "first_name": "William", "last_name": "Bainbridge", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-10-31", "end_date": "2020-10-31", "award_amount": 124975, "principal_investigator": { "id": 15725, "first_name": "Alexander", "last_name": "Klippel", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 219, "ror": "", "name": "Pennsylvania State Univ University Park", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 219, "ror": "", "name": "Pennsylvania State Univ University Park", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true }, "abstract": "The objective of this research is to enable more effective design and use of virtual worlds. Virtual worlds are important in many domains, including architecture, education, medicine, simulation, and training. However, when compared to the real world, virtual worlds are hard to move through effectively, and pose challenges to effective navigation. If virtual worlds are going to be widely deployed - particularly for applications in education, training, and simulation - then these problems must be solved. This work will generate essential discoveries improving the process of wayfinding (orienting and navigating from place to place) and locomoting through immersive virtual worlds. It thus provides a critical and synergistic complement to the recent advent of low-cost commodity-level virtual reality equipment.\n\nThis research is multi-disciplinary and employs methods from computer science, cognitive science, and geographical information science in accomplishing these objectives. A transformation of wayfinding and navigation for large immersive virtual worlds can be accomplished by studying locomotion modes in conjunction with the spatial characteristics of virtual worlds and individual differences and abilities of the users of the virtual environments. In this work, virtual worlds are described and analyzed in terms of their connectivity, visual access, and integration using formal measures summarized as space syntax. Likewise, individuals traveling through virtual worlds may navigate and reason about space quite differently, and these differences can be quantified and measured. The goal is to develop locomotion modes that take into account both characteristics described by space syntax and individual attributes of users. Truly effective design and use of virtual worlds depend on an understanding of how an individual's abilities relate to the characteristics of the virtual world and the mechanisms for moving about in them. This interdisciplinary approach examines wayfinding and navigation in a multi-factor way, combining a focus on locomotion modes, a focus on spatial syntax (characteristics) of the virtual world, and a focus on the abilities and differences of individual users. In addition to improving the design and use of virtual worlds, this work will impact multiple disciplines: it not only advances computer graphics and virtual reality, but also informs the fields of cognitive science and geographical information science.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4538", "attributes": { "award_id": "1525716", "title": "Collaborative Research: Integrated Development of Scalable Mobile Multidisciplinary Modules (SM3) for STEM Education", "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": 15621, "first_name": "Abby", "last_name": "Ilumoka", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-09-15", "end_date": "2021-04-30", "award_amount": 481979, "principal_investigator": { "id": 15623, "first_name": "Andreas", "last_name": "Spanias", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 147, "ror": "https://ror.org/03efmqc40", "name": "Arizona State University", "address": "", "city": "", "state": "AZ", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 15622, "first_name": "Pavan K", "last_name": "Turaga", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 147, "ror": "https://ror.org/03efmqc40", "name": "Arizona State University", "address": "", "city": "", "state": "AZ", "zip": "", "country": "United States", "approved": true }, "abstract": "The central idea in this project is to motivate students to pursue studies in STEM areas by creating and disseminating scalable modules that demonstrate in a compelling manner how math and engineering theory enables modern applications such as those embedded in wireless devices. The goal is to motivate graduates to create high-tech products, enter the high-tech workforce, and become innovators. This project will promote a transformative STEM education agenda by developing and disseminating innovative and scalable content for several courses. These innovative products will promote a positive attitude change towards learning STEM concepts by continuously fusing theory with high tech applications. Objectives include developing a diverse community of users, innovative products with mobile video-streamed content, software training modules for skill building, e-books, and training workshops. The PIs will create and disseminate products on multidisciplinary STEM applications in areas including engineering, arts and media, and earth systems. \n\nThe innovative educational modules will have comprehensive multidisciplinary content to address diverse audiences. Modules will be packaged for mobile delivery and will be multipurpose, multidisciplinary, and will: a) motivate students to learn theory through compelling applications, b) engage students in implementation for skill building and workforce creation purposes, and c) immerse diverse audiences and stakeholders in hands-on workshops for outreach, retention, and recruitment purposes. This project is based on collaboration between ASU and Clarkson University and engages faculty from Johns Hopkins University, Phoenix College, St. Lawrence University, Prairie View A&M University, and Corona del Sol high school. The project will use a mixed-method assessment process (qualitative and quantitative data collection) to build an understanding of the impact of the use of the modules, apps, and other tools on student learning gains, from the individual concept level to more general knowledge about scientific and engineering habits of mind and research practice. Assessments will be done through electronic web tools, pre- and post- quizzes, presentations, one-to-one interviews, and ordinary in-class testing.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4524", "attributes": { "award_id": "1525691", "title": "Summer STEM Teaching Experiences for Undergraduates from Liberal Arts Institutions", "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": 15548, "first_name": "Kathleen", "last_name": "Bergin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-09-15", "end_date": "2021-08-31", "award_amount": 2137727, "principal_investigator": { "id": 15555, "first_name": "Charles", "last_name": "Steinhorn", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 278, "ror": "https://ror.org/022x6qg61", "name": "Vassar College", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 15549, "first_name": "Victor J", "last_name": "Donnay", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15550, "first_name": "Alison J", "last_name": "Draper", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15552, "first_name": "Maria", "last_name": "Rivera-Maulucci", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15554, "first_name": "Daniel J", "last_name": "Bisaccio", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 278, "ror": "https://ror.org/022x6qg61", "name": "Vassar College", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "There is a well-documented national need for K-12 teachers with substantial content knowledge in the several STEM disciplines. In this regard, undergraduate STEM majors from liberal arts institutions are an under-tapped pool of potential STEM teachers. The Summer STEM Teaching Experiences for Undergraduates (TEU) program will provide undergraduate STEM majors from liberal arts colleges and universities with an immersive summer experience in secondary mathematics or science education. The TEU program will encourage these students to explore careers in K-12 STEM education via a high quality discipline specific pedagogy course integrated with a teaching practicum with a focus on urban education. Owing to the small size of many liberal arts institutions, a key challenge they face is how to provide their undergraduate STEM students with high quality courses and experiences that are focused on mathematics or science pedagogy. The TEU program is designed to fill this need. The mathematics TEU model has been piloted during the summers of 2013-2015 at Brown University as part of the Brown Summer High School program. Through this TEU project, the mathematics pilot will be joined by the science TEU. The project, led by faculty from Barnard College, Brown University, Bryn Mawr College, Trinity College and Vassar College will contribute to the intent of the Improving Undergraduate STEM Education-EHR effort in adding to the understanding associated with engaging STEM majors from liberal arts institutions in the K-12 enterprise. \n\nOver five summers, a total of 120 undergraduates (24 per year) will be recruited from a national network of sixty-one liberal arts institutions to take part in the 6-7 week TEU program. Each summer twelve undergraduate students will participate in the mathematics TEU program to be held at Brown University and twelve will participate in the science TEU program to be held at Trinity College. The teaching practicum, designed and taught by the TEU participants working under the supervision of master teacher mentors, will provide a summer enrichment course to approximately 1250 local high-need urban secondary students drawn from the Providence area and from the Hartford Middle Magnet Trinity College Academy. The TEU provides participants with the option to receive credit for the 60 hour pedagogy course. TEU participants will undertake a STEM leadership project at their home institution during the following academic year. TEU project investigators will engage in design and development research to explore the extent to which the TEU model, consisting of an immersive summer experience and teacher leadership project, affects the participants' preparation for teaching. Specific beneficial learner outcomes to be examined include: preservice teacher pedagogical knowledge, efficacy, effectiveness, and leadership. The research will employ a multiple-case study approach and a mixed-effects model to analyze the cumulative data. The data will include pre- and post-tests of participant knowledge of core course content, observational data, surveys and self-assessments collected from all participants, as well as semi-structured interviews and collection of artifacts of teaching from a smaller subset of TEU participants. What will be learned through the TEU model, and attendant educational research, will provide evidence for wide adoption and will contribute to the broader impacts of this project.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4449", "attributes": { "award_id": "1525367", "title": "Sustainable Summer Bridges from Campus to Campus: Retention Models for Transitioning Underrepresented Engineering Students", "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": 15212, "first_name": "Abby", "last_name": "Ilumoka", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2016-01-01", "end_date": "2021-12-31", "award_amount": 1769793, "principal_investigator": { "id": 15217, "first_name": "Peter", "last_name": "Butler", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 219, "ror": "", "name": "Pennsylvania State Univ University Park", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 15213, "first_name": "Ann M", "last_name": "Schmiedekamp", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15214, "first_name": "Peter J", "last_name": "Shull", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15215, "first_name": "Mark W", "last_name": "Johnson", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15216, "first_name": "Pradip", "last_name": "Bandyopadhyay", "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": "The impetus for the Sustainable Bridges from Campus to Campus study is to address the urgent need to expand the pool of science, technology, engineering, and math (STEM) graduates, especially African American and Hispanic students. Long-term improvements in the pipeline of a diverse STEM workforce start with sustaining effective bridge programs that can produce more engineering baccalaureates. To improve retention in engineering, this study will conduct academic enrichment programs for racially underrepresented engineering students at three points in their career at the Pennsylvania State University--entering freshmen, sophomores, and juniors. \n\nThe goals of the study are to (a) increase retention in engineering among racially underrepresented students in the Penn State system, (b) develop long-term sustainability plans for these enrichment programs, and (c) compare retention rates in engineering depending on the campus location of the summer bridge and the student's transfer status within the University system. The conceptual model guiding this study is that retention in engineering is mediated by math performance in gateway courses and the strength of the cohort learning community (based on the Tinto model and theory). The bridges are designed to enhance both factors. Therefore to evaluate student learning and the efficaciousness of the math-intensive bridges, pre-calculus, calculus 1 and calculus 2 grades, and the size and quality of the academic social network in the semester following the bridges are examined. Matched groups is compared to evaluate the intervention. The primary outcome measure is retention in engineering in the junior year.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4501", "attributes": { "award_id": "1524917", "title": "The Innovative Science Teaching Institute at Broward College: A College-Wide Effort to Improve Student Success, Learning, and Minority Achievement in Introductory Science Courses", "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": 15433, "first_name": "Michelle Camacho -", "last_name": "Walter", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-09-01", "end_date": "2021-08-31", "award_amount": 418834, "principal_investigator": { "id": 15438, "first_name": "Henri", "last_name": "Liauw A Pau", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 1294, "ror": "https://ror.org/02jj1w915", "name": "Broward College", "address": "", "city": "", "state": "FL", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 15434, "first_name": "Jonelle I", "last_name": "Orridge", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15435, "first_name": "Pat", "last_name": "Senior", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15436, "first_name": "Dominique", "last_name": "Charlotteaux", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 15437, "first_name": "Rolando", "last_name": "Garcia", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 1294, "ror": "https://ror.org/02jj1w915", "name": "Broward College", "address": "", "city": "", "state": "FL", "zip": "", "country": "United States", "approved": true }, "abstract": "This is a 2-year pilot of an institutional transformation program. The pilot will prepare 6 full-time STEM faculty and 10 part-time adjunct STEM instructors to shift to evidence-based teaching. The 6 faculty will redesign their courses during a 6-week summer professional development institute. The new innovative approaches to teaching science courses will be disseminated to\n10 adjunct faculty, also through the use of summer workshops. A particular strength of the project is its unique theory of change that includes the part-time adjunct instructors as a central element of its transformation plan. This college already provides professional development opportunities to adjunct instructors through the Adjunct Faculty Institute. Because many community colleges depend significantly on part-time adjunct instructors, this model is important to develop and investigate. The participating faculty and instructors will be supported by learning assistants. The learning assistants will be drawn from former students who have already earned their degrees and are working as tutors at the Broward Academic Success Center. The work will be guided by an advisory committee that includes external experts. \n\nThe project will be assessed to determine the impact of the course redesign effort on student success and student learning. The project will also investigate how changes in student behaviors and attitudes are related to improved learning and grades and how those relationships vary with the type of undergraduate student.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4466", "attributes": { "award_id": "1524605", "title": "Collaborative Research: Faculty as Change Agents: Transforming Geoscience Education in Two-year Colleges", "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": 15285, "first_name": "Keith", "last_name": "Sverdrup", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-09-01", "end_date": "2022-08-31", "award_amount": 1342414, "principal_investigator": { "id": 15286, "first_name": "Eric", "last_name": "Baer", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 1288, "ror": "", "name": "Highline Community College", "address": "", "city": "", "state": "WA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 1288, "ror": "", "name": "Highline Community College", "address": "", "city": "", "state": "WA", "zip": "", "country": "United States", "approved": true }, "abstract": "Two-year colleges (2YCs) play crucial roles in meeting the Nation's geoscience and STEM workforce needs and in increasing public scientific literacy. Nationally, 2YCs enroll over 45% of all U.S. undergraduates and serve a large number of women, minority, and first-generation college students. The 2YC teaching environment is one of the most challenging as community colleges are primarily open-access institutions that serve an extremely diverse student body; teaching loads are heavy; there is an increasing use of adjunct faculty; and support is limited for participation in faculty professional development activities. The latter issue is particularly crucial since such activities are widely recognized as the source for many innovative teaching methods shown to be critically important for improving student learning. This faculty professional development project will build a national network of self-sustaining local communities of 2YC geoscience faculty and administrators who use evidence-based strategies to improve all students' academic success and facilitate professional pathways into the STEM workforce. A program of interconnected and mutually supportive research and evaluation that is fully integrated in the project will advance knowledge and understanding of the effectiveness of a professional development model for full-time and adjunct geoscience and STEM faculty in 2YCs. \n\nThe project goals are to 1) implement high-impact evidence-based instructional and co-curricular practices that support the academic success of all students and promote professional pathways into geoscience; 2) build a sustainable national network of 2YC leaders who catalyze change at multiple levels from their courses to institutions in their local regions and within the community of practice; and 3) investigate models of professional development for full-time and adjunct 2YC geoscience faculty that promote the cycle of innovation, where faculty learn from the research of others, make changes in their own practice, and share what they have learned with the education community. The project's professional development program will prepare two cohorts of 2YC geoscience faculty teams to implement evidence-based instructional and co-curricular practices at their institutions. The first cohort includes twenty-four (24) full-time and adjunct faculty from seventeen (17) institutions in ten regions in the United States. National workshops, virtual professional development opportunities (e.g., journal clubs, webinars, implementation and discussion groups), and on-line resources will support faculty in implementing changes on their campus. Inclusion of administrators in the project will provide support for systemic change at each institution. The faculty teams will expand the reach of the project by engaging additional two-year and four-year institutions in their regions using a combination of workshops and follow-on activities. Virtual professional development opportunities will serve as a mechanism for increasing the reach of the project and on-line resources will provide persistent resources for the full geoscience and broader STEM communities. The project team anticipates that six-hundred (600) full-time and adjunct 2YC faculty and fifty (50) four-year college and university faculty will be engaged in professional development activities over the course of the project and that the project will impact an estimated 250,000 2YC students enrolled in geoscience courses.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "4484", "attributes": { "award_id": "1524493", "title": "Collaborative Research: Integrating Computation into Undergraduate Physics--A Faculty Development Approach to Community Transformation", "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": 15354, "first_name": "R. Corby", "last_name": "Hovis", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2015-10-31", "end_date": "2021-09-30", "award_amount": 89330, "principal_investigator": { "id": 15355, "first_name": "Larry", "last_name": "Engelhardt", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 1291, "ror": "https://ror.org/00pg98t08", "name": "Francis Marion University", "address": "", "city": "", "state": "SC", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 1291, "ror": "https://ror.org/00pg98t08", "name": "Francis Marion University", "address": "", "city": "", "state": "SC", "zip": "", "country": "United States", "approved": true }, "abstract": "This collaboration among five diverse institutions will build and nurture a community of faculty committed to integrating computation in undergraduate physics courses. Although computational methods are important in physics research, they are scarce in the undergraduate physics curriculum. This project will address this need through faculty development workshops, a post-workshop support system, and a community building research project. \n\nThis project will focus on developing transportable, adaptable, and sustainable methods for infusing an instructional strategy into the undergraduate physics curriculum. It will place computer-based, algorithmic problem solving in a position that is coequal to traditional mathematical and experimental methods. Participants will develop computational exercises to be integrated into their physics courses at the workshops, and later will receive support to ensure that the integration of their developed materials into their courses is successful. Faculty ownership will be emphasized in the participants' development activities and is essential for transportability and sustainability. The project will conduct a thorough research study of the effectiveness of the community building approach, as well as the degree to which integration of computation into undergraduate physics courses has increased. It will serve as a case-study informing the literature on change in higher education practices. This research component and its dissemination plan will ensure that the community will continue to grow not only in membership, but also in the large-scale assessment and implementation of best practices. When the computational materials developed are used in physics classrooms, STEM student learning across the country will be enhanced.", "keywords": [], "approved": true } } ], "meta": { "pagination": { "page": 1383, "pages": 1424, "count": 14236 } } }