Grant List
Represents Grant table in the DB
GET /v1/grants?page%5Bnumber%5D=1392&sort=-keywords
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Of the 176 million tons of annually produced ammonia worldwide, about 85% is used for fertilizer production. Furthermore, ammonia has recently received considerable attention as a promising fuel due to convenience and safety in transportation and storage. Currently, ammonia is commercially produced by an energy-intensive process that relies on natural gas as a feedstock. Recently, ammonia production was interrupted due to the pandemic impacts and other geopolitical factors, resulting in an increase in ammonia cost and supply chain uncertainties. Meanwhile, nitrogen, the central element of ammonia, is prevalent in municipal, agricultural, and industrial wastewaters in various chemical forms. These sources of nitrogen-containing waste could provide a reliable and cheap nitrogen source (around 2.4 billion kg per year) for ammonia production. Current wastewater treatment processes consume energy to remove waste nitrogen compounds and convert them into nitrogen gas without any recovery mechanisms. Additionally, despite the prevalence of drinking and wastewater treatment processes, there are still over 40 million people in the US that do not have access to municipally treated water, instead relying mostly on private groundwater wells that may contain nitrate and other oxyanion pollutants. Even in public water systems, nitrate is among the most commonly reported water quality violations in the US and could compromise the health of millions of people. Therefore, this international collaborative project between researchers at the New Jersey Institute of Technology and Ben-Gurion University in Israel aims to address the knowledge gaps related to recovering nitrogen from waste and converting it into ammonia while treating wastewater using an innovative electrified membrane process. \n\nOverall, the ultimate project goal is to explore a sustainable pathway to generate ammonia from nitrate-containing wastewater and alleviate the stresses from nitrate pollution and industrial ammonia production. To achieve this goal, this team of international collaborators will employ multifaceted approaches including electrochemical membrane filtration studies, computational chemistry, and numerical simulations to unravel the molecular-level interactions of nitrate with catalysts and ammonia with membrane interfaces and to delineate the dynamics mapping of reaction species (e.g., nitrate or ammonia) on cathodic membrane surfaces. The expected project outcomes include (1) examination of a suite of novel catalyst-coated hydrophobic gas exchange membranes that enable efficient nitrate reduction and simultaneous ammonia gas transfer; (2) synchronization of cathodic and anodic reactions for nitrate reduction and in situ acid production to trap ammonia; (3) clarification of mechanisms of electrochemical catalysis and mass transfer in this three-phase membrane interface via computational simulations and density functional theory analyses; (4) determination of the effects of wastewater matrices such as solution pH and co-existing substances on the stability of cathodic membrane operations; and (5) elucidation of potential scaling mechanisms and preventive strategies on cathodic/anodic surfaces. This project will foster a collaboration between the US and Israeli researchers and provide excellent research and educational training opportunities to graduate and undergraduate students of the two collaborating institutions. A fair and meaningful involvement of diverse New Jersey communities affected by groundwater nitrate will be accomplished through community outreach activities, and underrepresented students from the Garden State Louis Stokes Alliance for Minority Participation (GS-LSAMP) will be involved in the green electrochemical chemistry and catalysis nanotechnology research.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10085", "attributes": { "award_id": "2142010", "title": "Supporting Feedback Loop Learning in Natural and Social 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": 3698, "first_name": "Bonnie", "last_name": "Green", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-10-01", "end_date": "2024-09-30", "award_amount": 214191, "principal_investigator": { "id": 25977, "first_name": "Thomas", "last_name": "Shipley", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25976, "first_name": "Alexandra", "last_name": "Davatzes", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 277, "ror": "https://ror.org/00kx1jb78", "name": "Temple University", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true }, "abstract": "This project aims to serve the national interest by improving undergraduates’ ability to understand complex systems and how such systems may be \"influenced\" towards desirable outcomes. The project focuses on feedback loops, which are systems in which an initial action triggers a chain of influences that either amplifies or counteracts the initial action. Feedback loops drive many important natural and engineered systems. They may foster growth/decay/instability (as in pandemic disease spread, nuclear chain reactions, or environmental change) or stability (as in a car’s cruise control system or a predator/prey system). As feedback loop thinking becomes more common, society will benefit in different settings. For example, each time an individual is able to discern that they may be trapped in a damaging feedback loop and strategize a way out; or each time a leader uses feedback loop thinking to bring stability to a fraught situation; or each time a professional uses feedback loop thinking to catalyze growth towards a desirable outcome. This is a Level 1 project, in the IUSE Engaged Student Learning Track, tackling the challenge of making feedback loop thinking accessible to all undergraduates. \n\nThe project's learning goals are that students will be able to recognize feedback loops when they encounter them in an unfamiliar context, and use feedback loop thinking to explain, predict and improve the behavior of systems they care about. An interdisciplinary team will design, develop, and field test a suite of six mini-lessons that can be adapted for any undergraduate course in which at least one feedback loop is currently being taught. These lessons aim to elevate students from understanding one feedback loop as an explanatory mechanism for one phenomenon in one course, to grasping feedback loops as a generalizable explanatory strategy applicable across multiple disciplines. Test beds for the initial instructional materials are in psychology, race and gender studies, environmental science, and neuroanatomy courses. To assess the first learning goal (recognize feedback loops in unfamiliar context), the project team is developing and validating a new instrument, in which participants read short narratives and state whether each is or is not a positive or negative feedback loop. The second learning goal will be assessed via student products from each lesson and instructors’ reflective journaling after teaching each lesson. An external Advisory Board will provide evaluative guidance on both the intellectual merit and the broader impacts of the project through twice-yearly meetings. Insights and materials emerging from the project will be disseminated by workshops and webinars for educators, and through a widely-used web-based portal that serves and reviews undergraduate instructional resources. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10086", "attributes": { "award_id": "2141982", "title": "Supporting Feedback Loop Learning in Natural and Social 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": 3698, "first_name": "Bonnie", "last_name": "Green", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-10-01", "end_date": "2024-09-30", "award_amount": 33062, "principal_investigator": { "id": 25978, "first_name": "Logan", "last_name": "Brenner", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 717, "ror": "https://ror.org/04rt94r53", "name": "Barnard College", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "This project aims to serve the national interest by improving undergraduates’ ability to understand complex systems and how such systems may be \"influenced\" towards desirable outcomes. The project focuses on feedback loops, which are systems in which an initial action triggers a chain of influences that either amplifies or counteracts the initial action. Feedback loops drive many important natural and engineered systems. They may foster growth/decay/instability (as in pandemic disease spread, nuclear chain reactions, or environmental change) or stability (as in a car’s cruise control system or a predator/prey system). As feedback loop thinking becomes more common, society will benefit in different settings. For example, each time an individual is able to discern that they may be trapped in a damaging feedback loop and strategize a way out; or each time a leader uses feedback loop thinking to bring stability to a fraught situation; or each time a professional uses feedback loop thinking to catalyze growth towards a desirable outcome. This is a Level 1 project, in the IUSE Engaged Student Learning Track, tackling the challenge of making feedback loop thinking accessible to all undergraduates. \n\nThe project's learning goals are that students will be able to recognize feedback loops when they encounter them in an unfamiliar context, and use feedback loop thinking to explain, predict and improve the behavior of systems they care about. An interdisciplinary team will design, develop, and field test a suite of six mini-lessons that can be adapted for any undergraduate course in which at least one feedback loop is currently being taught. These lessons aim to elevate students from understanding one feedback loop as an explanatory mechanism for one phenomenon in one course, to grasping feedback loops as a generalizable explanatory strategy applicable across multiple disciplines. Test beds for the initial instructional materials are in psychology, race and gender studies, environmental science, and neuroanatomy courses. To assess the first learning goal (recognize feedback loops in unfamiliar context), the project team is developing and validating a new instrument, in which participants read short narratives and state whether each is or is not a positive or negative feedback loop. The second learning goal will be assessed via student products from each lesson and instructors’ reflective journaling after teaching each lesson. An external Advisory Board will provide evaluative guidance on both the intellectual merit and the broader impacts of the project through twice-yearly meetings. Insights and materials emerging from the project will be disseminated by workshops and webinars for educators, and through a widely-used web-based portal that serves and reviews undergraduate instructional resources. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10087", "attributes": { "award_id": "2218044", "title": "Collaborative Research: RUI: Bank type, bank market ecologies, and support of small businesses", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Social, Behavioral, and Economic Sciences (SBE)", "SoO-Science Of Organizations" ], "program_reference_codes": [], "program_officials": [ { "id": 843, "first_name": "Tara", "last_name": "Behrend", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-01", "end_date": "2024-08-31", "award_amount": 163359, "principal_investigator": { "id": 25979, "first_name": "Marc", "last_name": "Schneiberg", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 1882, "ror": "https://ror.org/00a6ram87", "name": "Reed College", "address": "", "city": "", "state": "OR", "zip": "", "country": "United States", "approved": true }, "abstract": "American banking has long denied credit to borrowers in poor and marginalized communities. Yet that system contains a striking variety of lending organizations, ranging from global corporate behemoths to community banks, credit unions and community development institutions, that embrace very different business models missions and values, and that relate to borrowers and communities, including poor and traditionally marginalized minority ones, in very different ways. This project analyzes that organizational variety and its impact in the Paycheck Protection Program (PPP) to determine how differences in lending organizations and the ecologies or mixes of lenders that populate banking markets shape –and might enhance—access to credit for small business in poor and non-white communities. Ideally suited for this study, the PPP was a federal government program that worked though the nations’ existing lenders to issue nearly 12 million loans to businesses to keep workers on payroll during the pandemic, and produced detailed data on where and to whom lenders lent.\n\nTo address the impact of lender organizational form and bank market ecologies on credit flows, this project combines interviews of lenders and borrowers with multi-level quantitative analyses of a new data set on all PPP loans that links: a) data on lending by seven lender types and socio-economic conditions in 32,000 communities, with b) data on the organizational compositions of 625 regional banking markets that served those communities. These analyses contribute broadly to understanding how organization shapes inequality, while extending organizational ecology and institutional research on organizational form and complexity to new outcomes. They address a key gap in our knowledge of class and ethno-racial divides in banking and credit, integrating work in organizational studies, economic sociology and political economy on bank organization, banking systems and their economic impacts with research in sociology, law and allied fields, which extensively analyzes banking and credit as sites of discrimination and segregation, but commonly sets organizational variety in banking aside (or focus on large banks) to document broader systemic tendencies. And by identifying possibilities for greater inclusivity within American banking—and in government programs that work though that system – this project highlights new avenues for reform, including building the capacities of lenders that engage traditionally marginalized communities and altering mixes of institutions in regional markets.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10088", "attributes": { "award_id": "2218973", "title": "“Puerto Rican Higher Education Researchers Association, Thriving not just Surviving (HEARTS) conference", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [ { "id": 2964, "first_name": "Sonja", "last_name": "Montas-Hunter", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-08-15", "end_date": "2024-07-31", "award_amount": 34314, "principal_investigator": { "id": 25980, "first_name": "Kelly", "last_name": "Mack", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 1883, "ror": "https://ror.org/015t7hs32", "name": "Association of American Colleges and Universities", "address": "", "city": "", "state": "DC", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this conference aims to support faculty in Puerto Rico so that they can impact the retention and graduation rates of Hispanic students through implementing best practices and improving faculty wellness, resulting in improved student/faculty engagement and faculty grant-writing skills. Puerto Rican faculty are in urgent need of physical, emotional, pedagogical, and financial support so that they can refresh, rejuvenate, and adapt to transition from surviving to thriving in this pandemic-fueled “new normal.” The Puerto Rican Higher Education Researchers Association, Thriving not just Surviving (HEARTS) Conference will provide this support for faculty to heal, learn, share and grow to better support Hispanic STEM students and the HSIs of Puerto Rico. The conference will bring together faculty in higher education research programs from across the island. The conference will address topics of wellness, grant-writing support, best practices for virtual and/or hybrid learning (especially in STEM) and culturally competent pedagogy. These four topics, combined into one event, will offer holistic support for the faculty that are on the frontlines of the implementation of education research programming that seeks to improve outcomes for Hispanic students in STEM and broadly in higher education in Puerto Rico. Faculty will be better equipped to meet the challenges of this “new normal” if they are supported by each other, focused on their own wellness, trained for writing competitive grants, and trained in best practices for hybrid and/or virtual STEM instruction in a culturally supportive environment to promote the success of Hispanic STEM students.\n\nThe design and analysis of this mixed-methods evaluative research study are based on Kezar’s (2013) framework of organizational learning through “sensemaking.” The project will help faculty “make sense” of their value and how they require personal wellness and stronger communities to be effective. Participants in the conference will learn about successful capacity-building efforts of other STEM faculty and administrators which resulted in student success. The conference will address the topics of (1) faculty wellness, (2) creating communities through sustained dialogues, (3) grant-writing, and (4) culturally responsive pedagogies. The main goals are to (1) equip HSI faculty from PR to meet the challenges of today’s “new normal” by focusing on their own wellness; (2) create a sustained dialogue on the importance of collaboration among HSIs in Puerto Rico and in the US; (3) empower faculty to use best practices for Hispanic students to promote the success and (4) receive training for competitive grant-writing (to secure funds to support their work). The conference activities will generate evidence of faculty improved faculty wellbeing, sense of belonging, self-efficacy in grant-writing, and implementation of best practices in the classroom to support STEM students. This evidence will be used to seek additional funding to support yearly iterations of the conference with the long-term goal of forming a self-sustaining education research association on the island that will foster long-term excellence in higher education research for HSIs in Puerto Rico as well as collaborations with the US mainland to promote education research that builds capacity for student success. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10089", "attributes": { "award_id": "2155071", "title": "Using Computational Modeling to Transform Assessments of Creativity in Engineering Design", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)", "ECR-EHR Core Research" ], "program_reference_codes": [], "program_officials": [ { "id": 3698, "first_name": "Bonnie", "last_name": "Green", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-15", "end_date": "2025-08-31", "award_amount": 63316, "principal_investigator": { "id": 25981, "first_name": "Dan", "last_name": "Johnson", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 1884, "ror": "https://ror.org/05r9xgf14", "name": "Washington and Lee University", "address": "", "city": "", "state": "VA", "zip": "", "country": "United States", "approved": true }, "abstract": "This collaborative project from research teams at Pennsylvania State University, University of Maryland, and Washington and Lee University focuses on measuring creativity in undergraduate engineering education. The ability to think creatively is essential for success in STEM fields, particularly engineering, which requires designing solutions to complex problems that often have no single or \"correct\" solution. The Next Generation Science Standards identify creative thinking skills, such as problem solving and flexibility, as core competencies for modern STEM education. Yet educators are not currently equipped with adequate tools to assess creativity in their classrooms. To effectively prepare the STEM workforce, there is a critical need for assessment tools that educators and researchers can use to identify what works in STEM education to foster creativity. Current creativity tests present significant challenges for STEM educators, including (in-person) paper administration and, perhaps most problematically, manual scoring that requires teachers to count and code thousands of responses—a labor-intensive and often costly process, particularly for under-resourced schools. In light of the increasingly diverse student population, the availability of creativity tests that measure student ability fairly and consistently, regardless of race or ethnicity, is even more critical for equity of opportunity in STEM education. This project seeks to create an online platform for measuring creativity in engineering design that educators can use to cater to the needs of all their students. The tool will allow educators to administer a range of engineering creativity tasks and automatically calculate creativity scores. This project fits the intent of the ECR program to facilitate \"the development, refinement, and testing of new education research, measurement, and evaluation methodologies.\" It addresses the ECR research track, \"Research on STEM Learning and Learning Environments,\" and has additional impacts for \"Research on Broadening Participation in STEM Fields\" by designing inclusive and culturally and linguistically diverse assessment tools targeted to students who remain underrepresented in the pursuit of STEM courses of study and English as second language speakers.\n\nTwo aims guide this project. First is to build an online platform for large-scale engineering design assessment — validating all platform tasks with undergraduate engineering students — to allow teachers and researchers to easily assess creativity, automatically compute creativity metrics, and generate customizable student reports. Second is to apply the platform in an undergraduate design course at Penn State that includes a 3-week Creativity Module (with lessons and exercises on creativity in engineering design) to obtain valuable platform usability data from both instructors and students, while evaluating a promising undergraduate course intended to promote creativity in engineering design. The team will apply recent advances in computational modeling and machine learning — including active learning of design sketches and distributional semantic modeling of text-based responses to creative problem solving tasks. It is expected that this approach will streamline educational assessment of creativity, resulting in a user-friendly technology to assist STEM educators in the classroom. The novel computational tools developed in this project will advance knowledge and understanding for creativity psychometric assessment and across different fields (not only engineering). The PI team will also design assessment tools that are culturally responsive and minimally biased — especially for the growing number of students who speak English as a second language — and collaborate with STEM educators to maximize the usability of the platform in their classrooms. The online platform and course materials will be publicly available, facilitating the national transition to remote education and research (accelerated by the current pandemic) by providing online resources for STEM teachers and researchers across the country.\n\nThis project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10090", "attributes": { "award_id": "2141253", "title": "Virtual Galápagos: A Novel, Project-Based Approach to Training Pre-Service STEM Teachers in Innovative Pedagogical Design", "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": 2088, "first_name": "Jennifer", "last_name": "Ellis", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-10-01", "end_date": "2024-09-30", "award_amount": 299979, "principal_investigator": { "id": 25983, "first_name": "Karen", "last_name": "Harpp", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25982, "first_name": "Margery", "last_name": "Gardner", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 1885, "ror": "https://ror.org/05d23ve83", "name": "Colgate University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "This project aims to serve the national interest by implementing an alternative approach to STEM teacher preparation that is grounded in a highly collaborative, project-based structure. For 2 summers, a diverse cohort of 10 undergraduate pre-service teachers from across rural New York State will engage in a 10-week, project-based experience to learn student-centered pedagogical design methods by using them to create an inquiry-driven, interactive, interdisciplinary science website for grades 3-5. The curricular materials designed by the pre-service teachers will encourage elementary students to employ evidence-based practices as they address scientific questions about the Galápagos Islands, carefully aligned with Next Generation Science Standards and delivered at a critical point to fuel interest in science. Curricular materials will be piloted in local schools, professional development workshops, and by pre-service teachers prior to being widely disseminated. As a result of the program, the future teacher participants will be equipped with the skills, knowledge, and dispositions necessary to create pedagogical materials that utilize proven project-based methods for enhancing student persistence in STEM; as the pre-service teachers gain proficiency using student-centered pedagogies, their instructional abilities improve, creating a positive feedback loop in which they, in turn, inspire their own P-12 students to pursue STEM careers. The new curricular materials will be free to all and available in English and Spanish, to expand their utility to underserved groups in rural settings. Furthermore, two new courses on pedagogical design in STEM and technology use in the classroom will be created at Colgate University, filling critical gaps in the existing Teacher Preparation Program. \n\nBy engaging pre-service teachers in an intensively collaborative pedagogical design process, the project will address three urgent needs in STEM education: limited science training and curricular resources for elementary teachers, the national shortage of quality STEM teachers, and the lack of STEM teachers in rural districts. Over the course of the project, a cohort of 20 undergraduate pre-service teachers will learn how to integrate emerging educational technologies using design-based frameworks into inquiry-based classrooms, an especially important training opportunity in rural, under-resourced districts post-pandemic. The project will build a learning environment of diverse individuals committed to STEM teaching in rural districts, to support recruitment and persistence of STEM teachers in such communities. Underserved groups will be strongly represented in the cohort and greater learning community, providing diverse, scientist role models and mentors for participants. Our knowledge-generation research will examine how pre-service STEM teachers approach curricular tasks to produce educational products in a design-based setting, informing teacher preparation programs about best practices to train and retain high quality childhood educators. Furthermore, our teacher-preparation model stresses the need for global curricular perspectives that feature an international bio-geologic treasure, the Galápagos Islands, but which can be adapted to address science issues in any location that offers depth of science content and significance. Thus, our project will result in a replicable, transferable teacher-training system adaptable for other institutions interested in preparing high-quality STEM teachers in student-centered pedagogy using design-thinking methods. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Partial funding is from the Robert Noyce Teacher Scholarship program.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10091", "attributes": { "award_id": "2141939", "title": "Supporting Feedback Loop Learning in Natural and Social 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": 3698, "first_name": "Bonnie", "last_name": "Green", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-10-01", "end_date": "2024-09-30", "award_amount": 32586, "principal_investigator": { "id": 25984, "first_name": "Kim", "last_name": "Kastens", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 196, "ror": "https://ror.org/00hj8s172", "name": "Columbia University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "This project aims to serve the national interest by improving undergraduates’ ability to understand complex systems and how such systems may be \"influenced\" towards desirable outcomes. The project focuses on feedback loops, which are systems in which an initial action triggers a chain of influences that either amplifies or counteracts the initial action. Feedback loops drive many important natural and engineered systems. They may foster growth/decay/instability (as in pandemic disease spread, nuclear chain reactions, or environmental change) or stability (as in a car’s cruise control system or a predator/prey system). As feedback loop thinking becomes more common, society will benefit in different settings. For example, each time an individual is able to discern that they may be trapped in a damaging feedback loop and strategize a way out; or each time a leader uses feedback loop thinking to bring stability to a fraught situation; or each time a professional uses feedback loop thinking to catalyze growth towards a desirable outcome. This is a Level 1 project, in the IUSE Engaged Student Learning Track, tackling the challenge of making feedback loop thinking accessible to all undergraduates. \n\nThe project's learning goals are that students will be able to recognize feedback loops when they encounter them in an unfamiliar context, and use feedback loop thinking to explain, predict and improve the behavior of systems they care about. An interdisciplinary team will design, develop, and field test a suite of six mini-lessons that can be adapted for any undergraduate course in which at least one feedback loop is currently being taught. These lessons aim to elevate students from understanding one feedback loop as an explanatory mechanism for one phenomenon in one course, to grasping feedback loops as a generalizable explanatory strategy applicable across multiple disciplines. Test beds for the initial instructional materials are in psychology, race and gender studies, environmental science, and neuroanatomy courses. To assess the first learning goal (recognize feedback loops in unfamiliar context), the project team is developing and validating a new instrument, in which participants read short narratives and state whether each is or is not a positive or negative feedback loop. The second learning goal will be assessed via student products from each lesson and instructors’ reflective journaling after teaching each lesson. An external Advisory Board will provide evaluative guidance on both the intellectual merit and the broader impacts of the project through twice-yearly meetings. Insights and materials emerging from the project will be disseminated by workshops and webinars for educators, and through a widely-used web-based portal that serves and reviews undergraduate instructional resources. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10092", "attributes": { "award_id": "2204959", "title": "Research Initiation: Explore student virtual collaborations to prepare for future digital education", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Engineering (ENG)", "EngEd-Engineering Education" ], "program_reference_codes": [], "program_officials": [ { "id": 2357, "first_name": "Jumoke", "last_name": "Ladeji-Osias", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-01", "end_date": "2024-08-31", "award_amount": 200000, "principal_investigator": { "id": 25986, "first_name": "Dong", "last_name": "Zhao", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25985, "first_name": "Ken", "last_name": "Frank", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 521, "ror": "https://ror.org/05hs6h993", "name": "Michigan State University", "address": "", "city": "", "state": "MI", "zip": "", "country": "United States", "approved": true }, "abstract": "Collaboration skills in the virtual environment are critical to the future workforce in the architecture, construction, and engineering industry since virtual design and construction is becoming a work style and culture for construction projects in the United States. In addition, the ongoing trend of digital education (e-learning) provides a great potential to foster engineering students' virtual collaboration skills. A wide range of disciplines including civil engineering programs have started to offer students e-learning opportunities. Since 2010, more than 5,000 online courses have emerged and this number is growing. Many institutions have changed their instructional modality to include online or hybrid approaches and the trend of e-learning is expected to continue in the post-pandemic era. Thus, there is a critical and urgent need to investigate the collaboration characteristics and processes of engineering students in the virtual environment. This project will prepare the engineering education community to better foster students’ professional skills in the future era of digital education. Specifically, this project will improve strategies for the design and execution of digital courses or modules that benefit engineering faculty, administrators, and practitioners who are involved in leading, developing, or managing e-learning programs. \n\nE-learning refers to the use of digital technology for learning purposes such as online learning, virtual learning, distance education, and mobile learning. The goal of this initiation project is to explore student collaboration in the virtual environment. The specific objectives of this project include: to describe student collaboration characteristics; to identify student collaboration processes and influences on learning; and to improve the PI’s methodological skills and experiences in engineering education research. The focus of this project will be on student collaboration with a scope of project-based learning. The project will apply a treatment and control research design which is built upon the theory of network for collaboration and the theory of the zone of proximal development for student learning and development. Both quantitative data and qualitative data will be collected, analyzed, and compared using network approaches to provide a holistic interpretation of students’ virtual collaboration. The outcomes of this project will advance the understanding of how construction and civil engineering students collaborate in the virtual environment, and why. The findings will include empirical data and case studies that contribute to the e-learning literature, network theory, and the student learning literature. The findings will lay the groundwork for engineering educators and scholars to better foster engineering students' virtual collaboration skills that are underlined by both accreditation requirements and the AEC industry demands.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } }, { "type": "Grant", "id": "10093", "attributes": { "award_id": "2217297", "title": "IntBIO: Collaborative Research: Integrated mechanisms of environment-host-virome interactions", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Biological Sciences (BIO)", "Symbiosis Infection & Immunity" ], "program_reference_codes": [], "program_officials": [ { "id": 2558, "first_name": "Joanna", "last_name": "Shisler", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-08-01", "end_date": "2025-07-31", "award_amount": 814512, "principal_investigator": { "id": 25987, "first_name": "Simon", "last_name": "Anthony", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 276, "ror": "", "name": "University of California-Davis", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "In nature, encounters between humans and wildlife correlate with greater viral burdens in wildlife and therefore with higher risk of new viral pathogens spilling over into human populations. Yet, the factors contributing to this risk remain poorly understood, especially among highly mobile, but tightly packed populations of animals, such as cave-dwelling bats. Using the Egyptian fruitbat as a study system, this project seeks to understand how factors such as access to food, overall animal health, and responses to immune challenges influence each other in the wild to control the degree of viral infection in populations experiencing variable exposure to humans. The project will use highly integrative approaches to illuminate the fundamental biology of disease risk and to enhance the capacity to predict risks of viral spillover from bats to other wildlife or to humans. The project will also have broader impact on education and training by implementing an innovative active-learning experience, called “From the Bat Cave – Integrative Disease Research for Undergraduates”, in which postdoctoral researchers will learn to apply integrative research and mentoring methods to involve cohorts of undergraduate students in research and peer-peer mentoring through GBatNet, a NSF-funded international network of bat research groups. \n \nHuman disruption of the environment is thought to play a central role in disease emergence in wildlife populations by reducing the availability of foods and refuge that animals rely upon, thereby stressing the animals and making them more susceptible to viruses. However, the mechanisms governing relationships among the environment, the wildlife host, and the viral communities they support are poorly known. To address this problem, the project will take advantage of a single cohesive wild system of Egyptian fruit bats (Rousettus aegyptiacus) to sample animals of different sex, age, and reproductive condition from caves that support different numbers of bats, are subject to variable levels of hunting, and are surrounded by different qualities of foraging habitat and hence food resources. Using each individual bat as the unit of observation, analyses will aim to relate landscape resources, and individual condition and immunity to viral profiles, thus answering three key questions: (1) how do host abundance, reproduction, age, and condition differentially or interactively influence viral diversity; (2) how do molecular immune mechanisms respond to environmental and physiological stressors in wild populations; and (3) how do gene expression profiles and viral infection influence one another in the wild? The results should allow links to be discerned that connect environmental gradients of human disturbance to virome diversity via organismal conditions, thereby providing essential new information for understanding disease dynamics in the wild, modeling risks, and thus preventing the next pandemic. Moreover, the project’s integrated and mechanistic systems approach to studying fundamental processes in disease emergence is expected to be generalizable across taxa at the human-wildlife disease interface.\n\nThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } } ], "meta": { "pagination": { "page": 1392, "pages": 1405, "count": 14046 } } }