Grant List
Represents Grant table in the DB
GET /v1/grants?page%5Bnumber%5D=1383&sort=-funder
{ "links": { "first": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1&sort=-funder", "last": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1419&sort=-funder", "next": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1384&sort=-funder", "prev": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1382&sort=-funder" }, "data": [ { "type": "Grant", "id": "14410", "attributes": { "award_id": "2123655", "title": "MCA: Cockroach gut microbiome: Evaluating pressures from inflammation and bacteriophage", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Biological Sciences (BIO)", "Cross-BIO Activities" ], "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": "2021-08-01", "end_date": null, "award_amount": 352805, "principal_investigator": { "id": 31021, "first_name": "Elizabeth", "last_name": "Schwartz", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 273, "ror": "https://ror.org/02v80fc35", "name": "Auburn University", "address": "", "city": "", "state": "AL", "zip": "", "country": "United States", "approved": true }, "abstract": "This Mid-Career Advancement (MCA) award will increase understanding of the relationships between the host immune system and the collection of microbes that inhabit the host gut (the gut microbiota). It is well-known that the gut microbiota as a whole impacts host health, but little is known about the specific roles played by individual microbes. This MCA award will provide resources for Dr. Hiltbold Schwartz to build a research program to study this question in the American cockroach, an organism with many advantages for addressing such questions. Cockroaches are inexpensive, easily cultured, and can be grown either without microbes (germ-free) or may be colonized only with specific microbes of interest (gnotobiotic). This system will enable us to learn much about the roles of specific members of the gut microbiota not only in the cockroach, but in other animals and perhaps humans as well. This project will provide beneficial impacts not only for the scientific community in the form of new knowledge of the symbiosis between host and microbes but will also provide insights relevant to the general public. This award will provide scientific education and research training opportunities to under-represented students at the undergraduate level as well as K-12 students. Finally, the application of immunology expertise to the cockroach (where immune responses are incompletely understood), will provide insights useful to other investigators that wish to study immunity in other poorly characterized organisms.<br/><br/>The primary objective of this project is to better understand the selective pressures on enteric bacteria provided by bacteriophage and by the host immune response in the gut microbiota of the American cockroach, Periplaneta americana. While bacteria are the most thoroughly characterized constituents of this community, other organisms that play key roles in regulating bacterial populations (bacteriophages) have received less attention. Further, while bacteria-phage dynamics are regulated by pressures from the immune system, the interactions between specific cells of the host immune system and the microbiota remain incompletely defined. Thus, a mechanistic understanding of the biological processes underlying phage-bacteria and bacteria-immune dynamics remains elusive. To address these questions, we propose the following objectives: 1) Determine how the gut microbiota impact the development and function of hemocytes utilizing conventional and germ-free P. americana and 2) Determine how bacteria-phage dynamics are impacted by gut inflammation utilizing conventional and gnotobiotic P. americana. The benefits of this project are numerous. First, we will gain a more quantitative and functional overview of insect hemocytes and how their responses are shaped by the gut microbiota. Secondly, this award will support research with two new, mutually-beneficial collaborations: one with an entomologist who specializes in cockroach physiology, and a second with a partner with expertise in generation of germ-free and gnotobiotic cockroaches.<br/><br/>This 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": "14411", "attributes": { "award_id": "2115393", "title": "Seeing the World through a Mathematical Lens: A Place-Based Mobile App for Creating Math Walks", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "AISL" ], "program_reference_codes": [], "program_officials": [ { "id": 29528, "first_name": "Leilah", "last_name": "Lyons", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 2448189, "principal_investigator": { "id": 31022, "first_name": "Cathy", "last_name": "Ringstaff", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 31022, "first_name": "Cathy", "last_name": "Ringstaff", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 31023, "first_name": "Koshi", "last_name": "Dhingra", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 31024, "first_name": "Elizabeth H", "last_name": "Stringer", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 31025, "first_name": "Anthony", "last_name": "Petrosino", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 370, "ror": "https://ror.org/042tdr378", "name": "Southern Methodist University", "address": "", "city": "", "state": "TX", "zip": "", "country": "United States", "approved": true }, "abstract": "This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).<br/><br/>Math is everywhere in the world, but youth may see math as disconnected from their everyday experiences and wonder how math is relevant to their lives. There is evidence that informal math done by children is highly effective, involving efficiency, flexibility, and socializing. Yet, more is needed to understand how educators can support math engagement outside of school, and the role these out-of-school experiences can play relative to the classroom and lifelong STEM learning. This Innovations and Development Project seeks to conduct research on a location-based mobile app for informal mathematics learning. This research takes place at 9 informal learning sites and involves iteratively designing an app in which learners can view and contribute to an interactive map of math walk “stops” at these sites. Learners will be able to select locations and watch short videos or view pictures with text that describe how mathematical principles are present in their surroundings. For example, learners could use the app to discover how a painting by a local Latino artist uses ratio and scale, or how a ramp in downtown was designed with a specific slope to accommodate wheelchairs. Research studies will examine the affordances of augmented reality (AR) overlays where learners can hold up the camera of their mobile device, and see mathematical representations (e.g., lines, squares) layered over real-world objects in their camera feed. Research studies will also examine the impact of having learners create their own math walk stops at local informal learning sites, uploading pictures, descriptions, and linking audio they narrate, where they make observations about how math appears in their surroundings and pose interesting questions about STEM ideas and connections they wonder about. <br/><br/>This project draws on research on informal math learning, problem-posing, and culturally-sustaining pedagogies to conduct cycles of participatory design-based research on technology-supported math walks. The research questions are: How does posing mathematical scenarios in community-imbedded math walks impact learners’ attitudes about mathematics? How can experiencing AR overlays on real world objects highlight mathematical principles and allow learners to see math in the world around them? How can learners and informal educators be engaged as disseminators of content they create and as reviewers of mathematical content created by others? To answer these questions, five studies will be conducted where learners create math walk stops: without technology (Study 1), with a prototype version of the app (Study 2), and with or without AR overlays (Study 3). Studies will also compare children's experiences receiving math walk stops vs. creating their own stops (Study 4) and explore learners reviewing math walk stops made by their peers (Study 5). Using a community ethnography approach with qualitative and quantitative process data of how youth engage with the app and with each other, the project will determine how the development of math interest can be facilitated, how learner-driven problem generation can be scaffolded, and under what circumstances app-based math walks are most effective. The results will contribute to research on the development of interest, problem-posing, informal mathematics learning, and digital supports for STEM learning such as AR. This project will promote innovation and have strategic impact through a digital infrastructure that could be scaled up to support STEM walks anywhere in the world, while also building a local STEM learning ecosystem among informal learning sites focused on informal mathematics. This project is a partnership between Southern Methodist University, a nonprofit, talkSTEM that facilitates the creation of community math walks, and 9 informal learning providers. The project will directly serve approximately 500 grades 4-8 learners and 30-60 informal educators. The project will build capacity at 9 informal learning sites, which serve hundreds of thousands of students per year in their programming.<br/><br/>This Innovations in Development project is supported by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.<br/><br/>This 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": "14412", "attributes": { "award_id": "2115843", "title": "Building Quantum Information Science Intuition through Digital Games", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "AISL" ], "program_reference_codes": [], "program_officials": [ { "id": 3078, "first_name": "Wu", "last_name": "He", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 340137, "principal_investigator": { "id": 31026, "first_name": "Danielle", "last_name": "Harlow", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 320, "ror": "", "name": "University of California-Santa Barbara", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "This Innovations in Development project is funded by the Advancing Informal STEM Learning program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. <br/><br/>Quantum information science (QIS) is an emergent cross-disciplinary field at the interface of physics, computer science, materials science, and engineering. Yet, there are few educational programs that encourage young people to explore QIS and understand its applications and societal benefits. Such programs are critical for supporting the growth of a quantum-ready workforce. Building intuition is a foundational first step but this is challenging because quantum effects are neither visible to the naked eye, nor experienced in everyday life. This project will create a suite of accessible, engaging digital games for middle schoolers, and study their effectiveness in cultivating intuition around QIS. Relating QIS concepts to common game mechanics is designed to increase students’ confidence in their QIS knowledge, reduce their fear of tackling such a subject, and consider pursuing a career in this field or another STEM area. The game-driven design appeals to a broad population beyond the age groups studied. Moreover, the deliverables will be freely available online, which allows anyone with a phone or computer and internet access a way to learn about QIS in an engaging, play-based environment. The program will partner with teacher organizations and other community groups to share the games, maximizing the project’s impact. <br/><br/>The project is guided by the QIS Key Concepts developed in 2020, as well as research and best practices on gamification of learning. The games will be designed for 6th-8th grade students in an informal setting, focusing on the concepts of probability, superposition, and role of measurement. A game world titled \"Quander\" will include videos that explicitly tie game experiences to QIS concepts and applications. The project will evaluate students' understanding after playing the games and watching the videos, how they engage with aspects of the games, and how the game impacted their interest in QIS. The project data will advance understanding of how to facilitate QIS informal learning experiences in ways that engage young audiences in QIS and similar abstract emerging areas of technology where current research is scant. This project represents one of the first efforts to teach QIS concepts in ways that connect directly to young learners’ play-based experiences. Data gathered from the project will help future program designers understand the ability of young learners to reason about QIS concepts such as measurement, superposition and probabilities in game contexts, providing insights to the ages at which students are ready for more technical content.<br/><br/>This 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": "14413", "attributes": { "award_id": "2115780", "title": "Building Quantum Information Science Intuition through Digital Games", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "AISL" ], "program_reference_codes": [], "program_officials": [ { "id": 3078, "first_name": "Wu", "last_name": "He", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 1349208, "principal_investigator": { "id": 31027, "first_name": "Emily", "last_name": "Edwards", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 31027, "first_name": "Emily", "last_name": "Edwards", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 289, "ror": "https://ror.org/024mw5h28", "name": "University of Chicago", "address": "", "city": "", "state": "IL", "zip": "", "country": "United States", "approved": true }, "abstract": "This Innovations in Development project is funded by the Advancing Informal STEM Learning program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. <br/><br/>Quantum information science (QIS) is an emergent cross-disciplinary field at the interface of physics, computer science, materials science, and engineering. Yet, there are few educational programs that encourage young people to explore QIS and understand its applications and societal benefits. Such programs are critical for supporting the growth of a quantum-ready workforce. Building intuition is a foundational first step but this is challenging because quantum effects are neither visible to the naked eye, nor experienced in everyday life. This project will create a suite of accessible, engaging digital games for middle schoolers, and study their effectiveness in cultivating intuition around QIS. Relating QIS concepts to common game mechanics is designed to increase students’ confidence in their QIS knowledge, reduce their fear of tackling such a subject, and consider pursuing a career in this field or another STEM area. The game-driven design appeals to a broad population beyond the age groups studied. Moreover, the deliverables will be freely available online, which allows anyone with a phone or computer and internet access a way to learn about QIS in an engaging, play-based environment. The program will partner with teacher organizations and other community groups to share the games, maximizing the project’s impact. <br/><br/>The project is guided by the QIS Key Concepts developed in 2020, as well as research and best practices on gamification of learning. The games will be designed for 6th-8th grade students in an informal setting, focusing on the concepts of probability, superposition, and role of measurement. A game world titled \"Quander\" will include videos that explicitly tie game experiences to QIS concepts and applications. The project will evaluate students' understanding after playing the games and watching the videos, how they engage with aspects of the games, and how the game impacted their interest in QIS. The project data will advance understanding of how to facilitate QIS informal learning experiences in ways that engage young audiences in QIS and similar abstract emerging areas of technology where current research is scant. This project represents one of the first efforts to teach QIS concepts in ways that connect directly to young learners’ play-based experiences. Data gathered from the project will help future program designers understand the ability of young learners to reason about QIS concepts such as measurement, superposition and probabilities in game contexts, providing insights to the ages at which students are ready for more technical content.<br/><br/>This 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": "14415", "attributes": { "award_id": "2121760", "title": "Collaborative Research: How roots, regolith, rock and climate interact over decades to centuries - the R3-C Frontier", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Geosciences (GEO)", "FRES-Frontier Rsrch Earth Sci" ], "program_reference_codes": [], "program_officials": [ { "id": 12641, "first_name": "Richard", "last_name": "Yuretich", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 532558, "principal_investigator": { "id": 31029, "first_name": "Hoori", "last_name": "Ajami", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 31028, "first_name": "Daniel R", "last_name": "Hirmas", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 153, "ror": "", "name": "University of California-Riverside", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).<br/><br/>This project will examine how the interaction of climate, the physical and chemical characteristics of the bedrock, and the action of vegetation, control the movement and storage of water and carbon on Earth’s surface. These processes in turn influence climate by altering important factors such as greenhouse gas concentrations like H2O and CO2. Human activities can change these pathways, and this research will enable the forecasting of the possible impacts upon the Earth-surface environment. To achieve this goal requires synthesizing existing datasets, collecting new data, and training teams of people in the fields of water science, geochemistry, soil science, geophysics, ecology, and Earth system modeling. The project will include 28 undergraduate students, four graduate students, and three postdoctoral scholars across seven universities to collectively explore how the interaction of plant roots and bedrock regulate water and carbon movement between the land and atmosphere. The project will also train 45 educators to develop discovery-based learning approaches in their classes, the products of which will be publicly accessible on available web platforms.<br/><br/>This project will investigate when and to what degree bedrock exerts more control than roots on water and carbon fluxes. Using an interdisciplinary approach that incorporates new data collection, data harvesting, machine learning, and numerical modeling, this research will determine the mechanisms by which bedrock and fracture distributions govern the development of preferential flow paths. It will also examine depth, degree, and timing of coupling between the subsurface and atmosphere and its impact on water storage and fluxes. The project will explore how plant roots interact with bedrock to shape the subsurface structure, associated carbon storage, and transpiration rates. Methods will include 3D geophysical surveys and structural soil pore analyses to determine the occurrence of changes in the subsurface and how they govern root water uptake. Global in situ and remotely sensed data will be integrated via machine learning to discern emergent patterns in subsurface structure on larger scales. The project will leverage existing datasets and collect new data from the NSF Critical Zone Cluster Networks (CZCNs), National Ecological Observatory Network (NEON), and Long-Term Ecological Research (LTER) programs. The ultimate outcome will be a comprehensive framework of hydro-biogeochemical linkages to forecast how climatic conditions and subsurface structure regulate hydrological flow and the carbon cycle.<br/><br/>This 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": "14416", "attributes": { "award_id": "2121694", "title": "Collaborative Research: How roots, regolith, rock and climate interact over decades to centuries — the R3-C Frontier.", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Geosciences (GEO)", "XC-Crosscutting Activities Pro" ], "program_reference_codes": [], "program_officials": [ { "id": 12641, "first_name": "Richard", "last_name": "Yuretich", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 624207, "principal_investigator": { "id": 31030, "first_name": "Pamela", "last_name": "Sullivan", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 154, "ror": "https://ror.org/00ysfqy60", "name": "Oregon State University", "address": "", "city": "", "state": "OR", "zip": "", "country": "United States", "approved": true }, "abstract": "This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).<br/><br/>This project will examine how the interaction of climate, the physical and chemical characteristics of the bedrock, and the action of vegetation, control the movement and storage of water and carbon on Earth’s surface. These processes in turn influence climate by altering important factors such as greenhouse gas concentrations like H2O and CO2. Human activities can change these pathways, and this research will enable the forecasting of the possible impacts upon the Earth-surface environment. To achieve this goal requires synthesizing existing datasets, collecting new data, and training teams of people in the fields of water science, geochemistry, soil science, geophysics, ecology, and Earth system modeling. The project will include 28 undergraduate students, four graduate students, and three postdoctoral scholars across seven universities to collectively explore how the interaction of plant roots and bedrock regulate water and carbon movement between the land and atmosphere. The project will also train 45 educators to develop discovery-based learning approaches in their classes, the products of which will be publicly accessible on available web platforms.<br/><br/>This project will investigate when and to what degree bedrock exerts more control than roots on water and carbon fluxes. Using an interdisciplinary approach that incorporates new data collection, data harvesting, machine learning, and numerical modeling, this research will determine the mechanisms by which bedrock and fracture distributions govern the development of preferential flow paths. It will also examine depth, degree, and timing of coupling between the subsurface and atmosphere and its impact on water storage and fluxes. The project will explore how plant roots interact with bedrock to shape the subsurface structure, associated carbon storage, and transpiration rates. Methods will include 3D geophysical surveys and structural soil pore analyses to determine the occurrence of changes in the subsurface and how they govern root water uptake. Global in situ and remotely sensed data will be integrated via machine learning to discern emergent patterns in subsurface structure on larger scales. The project will leverage existing datasets and collect new data from the NSF Critical Zone Cluster Networks (CZCNs), National Ecological Observatory Network (NEON), and Long-Term Ecological Research (LTER) programs. The ultimate outcome will be a comprehensive framework of hydro-biogeochemical linkages to forecast how climatic conditions and subsurface structure regulate hydrological flow and the carbon cycle.<br/><br/>This 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": "14417", "attributes": { "award_id": "2121659", "title": "Collaborative Research: How roots, regolith, rock and climate interact over decades to centuries — the R3-C Frontier", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Geosciences (GEO)", "XC-Crosscutting Activities Pro" ], "program_reference_codes": [], "program_officials": [ { "id": 12641, "first_name": "Richard", "last_name": "Yuretich", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 207172, "principal_investigator": { "id": 31031, "first_name": "Kamini", "last_name": "Singha", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 621, "ror": "https://ror.org/04raf6v53", "name": "Colorado School of Mines", "address": "", "city": "", "state": "CO", "zip": "", "country": "United States", "approved": true }, "abstract": "This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).<br/><br/>This project will examine how the interaction of climate, the physical and chemical characteristics of the bedrock, and the action of vegetation, control the movement and storage of water and carbon on Earth’s surface. These processes in turn influence climate by altering important factors such as greenhouse gas concentrations like H2O and CO2. Human activities can change these pathways, and this research will enable the forecasting of the possible impacts upon the Earth-surface environment. To achieve this goal requires synthesizing existing datasets, collecting new data, and training teams of people in the fields of water science, geochemistry, soil science, geophysics, ecology, and Earth system modeling. The project will include 28 undergraduate students, four graduate students, and three postdoctoral scholars across seven universities to collectively explore how the interaction of plant roots and bedrock regulate water and carbon movement between the land and atmosphere. The project will also train 45 educators to develop discovery-based learning approaches in their classes, the products of which will be publicly accessible on available web platforms.<br/><br/>This project will investigate when and to what degree bedrock exerts more control than roots on water and carbon fluxes. Using an interdisciplinary approach that incorporates new data collection, data harvesting, machine learning, and numerical modeling, this research will determine the mechanisms by which bedrock and fracture distributions govern the development of preferential flow paths. It will also examine depth, degree, and timing of coupling between the subsurface and atmosphere and its impact on water storage and fluxes. The project will explore how plant roots interact with bedrock to shape the subsurface structure, associated carbon storage, and transpiration rates. Methods will include 3D geophysical surveys and structural soil pore analyses to determine the occurrence of changes in the subsurface and how they govern root water uptake. Global in situ and remotely sensed data will be integrated via machine learning to discern emergent patterns in subsurface structure on larger scales. The project will leverage existing datasets and collect new data from the NSF Critical Zone Cluster Networks (CZCNs), National Ecological Observatory Network (NEON), and Long-Term Ecological Research (LTER) programs. The ultimate outcome will be a comprehensive framework of hydro-biogeochemical linkages to forecast how climatic conditions and subsurface structure regulate hydrological flow and the carbon cycle.<br/><br/>This 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": "14418", "attributes": { "award_id": "2121621", "title": "Collaborative Research: How roots, regolith, rock and climate interact over decades to centuries — the R3-C Frontier", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Geosciences (GEO)", "FRES-Frontier Rsrch Earth Sci" ], "program_reference_codes": [], "program_officials": [ { "id": 12641, "first_name": "Richard", "last_name": "Yuretich", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 393581, "principal_investigator": { "id": 23824, "first_name": "Li", "last_name": "Li", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 219, "ror": "", "name": "Pennsylvania State Univ University Park", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true }, "abstract": "This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).<br/><br/>This project will examine how the interaction of climate, the physical and chemical characteristics of the bedrock, and the action of vegetation, control the movement and storage of water and carbon on Earth’s surface. These processes in turn influence climate by altering important factors such as greenhouse gas concentrations like H2O and CO2. Human activities can change these pathways, and this research will enable the forecasting of the possible impacts upon the Earth-surface environment. To achieve this goal requires synthesizing existing datasets, collecting new data, and training teams of people in the fields of water science, geochemistry, soil science, geophysics, ecology, and Earth system modeling. The project will include 28 undergraduate students, four graduate students, and three postdoctoral scholars across seven universities to collectively explore how the interaction of plant roots and bedrock regulate water and carbon movement between the land and atmosphere. The project will also train 45 educators to develop discovery-based learning approaches in their classes, the products of which will be publicly accessible on available web platforms.<br/><br/>This project will investigate when and to what degree bedrock exerts more control than roots on water and carbon fluxes. Using an interdisciplinary approach that incorporates new data collection, data harvesting, machine learning, and numerical modeling, this research will determine the mechanisms by which bedrock and fracture distributions govern the development of preferential flow paths. It will also examine depth, degree, and timing of coupling between the subsurface and atmosphere and its impact on water storage and fluxes. The project will explore how plant roots interact with bedrock to shape the subsurface structure, associated carbon storage, and transpiration rates. Methods will include 3D geophysical surveys and structural soil pore analyses to determine the occurrence of changes in the subsurface and how they govern root water uptake. Global in situ and remotely sensed data will be integrated via machine learning to discern emergent patterns in subsurface structure on larger scales. The project will leverage existing datasets and collect new data from the NSF Critical Zone Cluster Networks (CZCNs), National Ecological Observatory Network (NEON), and Long-Term Ecological Research (LTER) programs. The ultimate outcome will be a comprehensive framework of hydro-biogeochemical linkages to forecast how climatic conditions and subsurface structure regulate hydrological flow and the carbon cycle.<br/><br/>This 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": "14419", "attributes": { "award_id": "2101163", "title": "Education and Experience: Do Teacher Qualifications in Career-Focused STEM Courses Make a Difference?", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "Discovery Research K-12" ], "program_reference_codes": [], "program_officials": [ { "id": 584, "first_name": "Robert", "last_name": "Ochsendorf", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 449669, "principal_investigator": { "id": 31032, "first_name": "David", "last_name": "Blazar", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 31032, "first_name": "David", "last_name": "Blazar", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 31033, "first_name": "Jay S", "last_name": "Plasman", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 232, "ror": "https://ror.org/00b30xv10", "name": "University of Pennsylvania", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true }, "abstract": "When high school students take “STEM-CTE” (i.e., career and technical education courses in science, technology, engineering, and mathematics fields), they have much stronger outcomes across the school-to-college/career pipeline, including lower dropout rates and better attendance in high school, stronger math achievement in 12th grade, and higher odds of pursuing advanced STEM courses in high school and college. Growing teacher research shows that teachers matter for students’ success, particularly in STEM. In particular, research has established that teacher education and credentials in STEM fields, as well as years of classroom teaching experiences are key teacher factors in supporting student outcomes. However, there has been limited prior research regarding (a) who teaches STEM-CTE courses and (b) whether the benefits of these courses and pathways are driven or influenced by specific characteristics of STEM-CTE teachers. This project will aim to explore these questions.<br/><br/>Using high school statewide longitudinal data from Maryland from 2012-2022, this study will first document who has taught STEM-CTE courses over this period. The dataset includes approximately 5,000 unique teacher observations and approximately 500,000 unique student observations. After exploring the teaching landscape, the study will then explore whether qualifications (i.e., education, credentials, teaching experience) of teachers in STEM-CTE high school courses were associated with their students’ success. Indicators of success in the dataset include end-of-course grades, STEM-CTE concentration/industry-recognized credentialing, advanced STEM coursetaking (e.g., honors, AP, IB, dual-enrollment), STEM standardized test scores, math SAT/ACT scores, attendance/suspension rates, on-time graduation, and reduced dropout. Data analysis includes multivariate regression analyses, supplemented with tests for nonrandom sorting of teachers to students.<br/><br/>The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. <br/><br/>This 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": "14420", "attributes": { "award_id": "2043237", "title": "CyberCorps Scholarship for Service (Renewal): Promoting Cybersecurity Excellence and Diversity via Dynamic and Applied Learning Tactics", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "CYBERCORPS: SCHLAR FOR SER" ], "program_reference_codes": [], "program_officials": [ { "id": 9732, "first_name": "Li", "last_name": "Yang", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-08-01", "end_date": null, "award_amount": 3872923, "principal_investigator": { "id": 31035, "first_name": "Tony", "last_name": "Coulson", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 31034, "first_name": "Vincent", "last_name": "Nestler", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 957, "ror": "", "name": "University Enterprises Corporation at CSUSB", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "This project supports continuation of the CyberCorps®: Scholarship for Service (SFS) program at California State University, San Bernardino (CSUSB). The CSUSB program promotes cybersecurity excellence through a dynamic curriculum, unique applied learning requirements, and a diverse student population. Students work on a curriculum designed around the needs of government organizations seeking well-qualified cybersecurity personnel. The program provides training options for many in-demand skills within the federal government and encompasses four bachelor’s and five master’s degree programs. A typical CSUSB CyberCorps® student is well-versed in cybersecurity policy, tactics, threat analysis, counterintelligence, networking, database, offensive and defensive hacking, penetration testing, and forensics, including with applied professional experiences. CSUSB's service area is richly populated with residents from diverse ethnic backgrounds, including those groups that are currently underrepresented in the cybersecurity field. In addition, most students are first generation minority students, transferring from community colleges, often from low-income and disadvantaged backgrounds. From tutoring to etiquette to professional behavior, CSUSB places great emphasis on ensuring this diverse student cohort (50% Hispanic and 43% female) learns the skills necessary to successfully obtain and retain professional employment. The CSUSB SFS program also mentors other institutions regarding best practices in recruitment diversity, placement strategies, leveraging university resources, and program management.<br/><br/>CSUSB’s CyberCorps® program will continue as a source of high-quality cybersecurity workforce personnel with three project objectives. First, the program will train four cohorts of graduate and undergraduate students from diverse backgrounds. Second, the project team will provide ongoing academic support and mentoring to the scholars with the goal of a 100% annual retention rate (barring extenuating circumstances). Last, the program aims to place all scholarship recipients in federal, state, local, or tribal cyber service positions, with at least 80% in federal executive branch positions. The program’s components and its effectiveness will contribute to the body of knowledge and best practice strategies for successful recruitment, mentorship, retention, and placement of cybersecurity professionals. Under the mentorship of experienced faculty and professionals, CyberCorps® students are required to work in applied activities beyond the classroom including competitions, research, and community outreach. The CSUSB program is also pursuing unconventional approaches to showcase student talents from game development and outreach to challenging technical projects, creating a nationally recognized cybersecurity program.<br/><br/>This project is supported by the CyberCorps® Scholarship for Service (SFS) program, which funds proposals establishing or continuing scholarship programs in cybersecurity and aligns with the U.S. National Cyber Strategy to develop a superior cybersecurity workforce. Following graduation, scholarship recipients are required to work in cybersecurity for a federal, state, local, or tribal Government organization for the same duration as their scholarship support.<br/><br/>This 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": 1383, "pages": 1419, "count": 14184 } } }