Grant List
Represents Grant table in the DB
GET /v1/grants?page%5Bnumber%5D=1405&sort=abstract
{ "links": { "first": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1&sort=abstract", "last": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1424&sort=abstract", "next": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1406&sort=abstract", "prev": "https://cic-apps.datascience.columbia.edu/v1/grants?page%5Bnumber%5D=1404&sort=abstract" }, "data": [ { "type": "Grant", "id": "2090", "attributes": { "award_id": "2033488", "title": "RAPID: Reimagined Virtual STEM Laboratory Experiences in Response to COVID-19 Pandemic Impacts on Undergraduate Education", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)" ], "program_reference_codes": [ "097Z", "7914", "8209", "9178" ], "program_officials": [ { "id": 5619, "first_name": "Michael", "last_name": "Davis", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2020-07-01", "end_date": "2022-06-30", "award_amount": 197870, "principal_investigator": { "id": 5621, "first_name": "Frank A", "last_name": "Gomez", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 719, "ror": "", "name": "California State University Channel Islands", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 5620, "first_name": "David B", "last_name": "Gillespie", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 719, "ror": "", "name": "California State University Channel Islands", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this RAPID project will address critical instructional challenges in undergraduate STEM education that result from the COVID-19 pandemic. Specifically, it will produce and deploy virtual labs in upper-division chemistry, physics, and math courses. The rush to online course delivery in response to COVID-19 has revealed limitations of commercially available online virtual labs. Existing virtual lab experiences are generally poorly focused on student exploration. In addition, the effectiveness of virtual lab activities is not well understood, particularly for specific student populations such as Hispanic/Latinx students. To address these opportunities, the California State University system will design three virtual labs that focus on community building, are culturally responsive, and relate to real life events brought about by the pandemic. The project will also study the effectiveness of these virtual labs, thus adding to the body of knowledge about effective online instruction. The creation and delivery of the proposed labs have the potential to positively affect many students, as well as increase equitable access to high-quality learning opportunities. Beyond its immediate impact on improving online laboratory instruction in a time of crisis, this work may provide models for other STEM education initiatives and contribute to institutional and educational changes to better support STEM learning.The project aims to develop and test three virtual labs that are purposely designed to create and sustain a culture of inclusion and equity that supports the success of all students, particularly the large population of Hispanic/Latinx students served within the California State University system. The project seeks to increase opportunity and achievement by providing students with avenues to grow STEM identity, self-efficacy, and sense of belonging. The design criteria for the three virtual labs will be informed by culturally responsive and trauma-informed teaching practices. The virtual labs will support instruction across the California State University campuses and beyond, beginning as early as Fall 2020. The overall goal is to directly improve students’ knowledge and ability, STEM identity, and integration of identities. The project plans to examine disciplinary best practices in student learning through an informed equity perspective. The project will investigate how to best implement culturally responsive and relevant teaching in virtual science and math laboratory environments and gather and analyze data about the shift to online teaching/learning modalities. Data will be collected every three months from students participating in the virtual labs via pre/post assessments to provide insight into the role of metacognition in their learning. Results of the research will be disseminated through peer-reviewed scholarship, virtual and face-to-face workshops, and reports. This RAPID award is made by the Hispanic-Serving Institutions Program in the Division of Undergraduate Education, Directorate of Education and Human Resources. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs.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": "9590", "attributes": { "award_id": "2225206", "title": "HSI Pilot Project: Improving Online STEM Education for Undergraduate Students at HSIs", "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": 1859, "first_name": "Mike", "last_name": "Ferrara", "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": 199952, "principal_investigator": { "id": 25347, "first_name": "Ya", "last_name": "Ni", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25344, "first_name": "Yunfei", "last_name": "Hou", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 25345, "first_name": "Miranda M", "last_name": "McIntyre", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 25346, "first_name": "Pamela", "last_name": "Medina", "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": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 pilot project aims to study online education across several disciplines at California State University, San Bernardino. Online education provides flexibility and access for students that may otherwise struggle to engage in a traditional in-person college experience. At the same time, understanding and strengthening online STEM education can be a challenge due to the variety of needs and practices across disciplines. The need to understand effective online education was magnified during the COVID-19 pandemic, which necessitated rapid, whole-institution moves to online courses. This project will explore online teaching and learning in four disciplines: biology, computer science and engineering, psychology, and information decision sciences, and will investigate and compare practices that specifically show potential to positively impact students in an HSI setting. \n\nAn overarching goal of the project is to focus on how best to serve a broad and diverse population of online learners. Four areas of online teaching practice will be investigated: lecture attributes, student practice strategies, online labs, and testing practices. In addition, the project will look at key, overlapping issues for students from groups traditionally underrepresented in STEM, low-income individuals, first-generation college students, and other groups. A key aim of the project is to understand how issues such as reduced online access, living conditions, and preference for structure and sense of community might impact student outcomes in online courses. Project research will use surveys, focus groups, and data from online classrooms to analyze practices in each of the four focal disciplines. Dissemination will focus on sharing both promising and potentially harmful educational practices (as cautions), as well as specific approaches that show promise to improve learning in each of the targeted disciplines or areas of online teaching practice. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs are supported by this 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": "12887", "attributes": { "award_id": "2150423", "title": "HSI Pilot Project: Including others in the teaching and practice of STEM disciplines", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "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": "2022-08-01", "end_date": null, "award_amount": 199982, "principal_investigator": { "id": 28838, "first_name": "Lissette", "last_name": "Delgado-Cruzata", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 516, "ror": "", "name": "CUNY John Jay College of Criminal Justice", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project aims to promote systemic change in the teaching of STEM disciplines in order to close the gap between learners, educators, and the pedagogical material used in the classroom. The expected outcomes of this work are to increase faculty expertise through training in anti-racist and inclusive approaches that promote diversity in the STEM classroom, to have STEM students engaged with the faculty-created culturally affirming and anti-racist materials and activities, and to share the newly created resources in an open resource repository to support STEM faculty across the university and improve their pedagogical skills regarding culturally affirming teaching practices. This project proposes to promote institutional transformation in the teaching of STEM disciplines that better represents the student populations at Hispanic Serving Institutions by applying this approach to seven STEM courses at CUNY John Jay College of Criminal Justice.<br/> <br/>The first objective of the project is to conduct an incentivized 1-year STEM faculty seminar in which faculty will learn about anti-racist and inclusive pedagogies, as well as discuss their role and determine actions to undertake to diversify the students’ voices in the classroom. The seminar outcomes include classroom materials and activities aligned with the course content and developed with a culturally affirming, anti-racist lens. The second objective is the implementation of these materials and activities in the first and second year STEM courses to effect change in their epistemological perspectives to reflect the diversity of the classrooms and to empower the students. The third objective is to carry out a robust evaluation that assesses the impact of these activities in relation to students’ sense of belonging to STEM and science identity. The fourth and final objective is to develop an open-resource platform that will house the created resources and tools to make them accessible to other STEM faculty members. Ultimately, this will promote widespread curricular change, enhance faculty engagement and equitable student outcomes. The research plan will include a mixed-method approach to analyze students’ experiences and outcomes after participating in this program. The project seeks to generate new knowledge about inclusive pedagogical practices to increase the connection of students with classroom materials, and shed light into new strategies to impact students’ persistence in STEM majors that promote the retention of marginalized and historically underrepresented minority students in STEM. 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.<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": "11258", "attributes": { "award_id": "2247976", "title": "Beyond Access: Leveraging Mobile-Friendly Design of Online Course Content to Support STEM Student Success", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [ { "id": 1859, "first_name": "Mike", "last_name": "Ferrara", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2023-06-01", "end_date": "2025-05-31", "award_amount": 400000, "principal_investigator": { "id": 27268, "first_name": "Alex", "last_name": "Rockey", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 2002, "ror": "https://ror.org/00tz9e151", "name": "Bakersfield College", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project responds to the pervasive lack of access to reliable home Internet that was highlighted as a barrier to student outcomes during the peak of the COVID-19 pandemic. A collaborative team of mathematics faculty, instructional designers, equity-minded practitioners, and accessibility experts will work together to design mobile-friendly course shells, or digital containers for course content, grading, and centralized student-instructor communication. In addition, they will also provide linked professional development opportunities to faculty. The majority of students in online courses use mobile devices to access course content. However, research has shown that women, students of color, students with disabilities, first-generation students, students who are independent, and students from disadvantaged socioeconomic backgrounds see their devices as significantly more important to their success than do their peers outside these groups. While this establishes a clear need for mobile-friendly courses, there is a lack of research and guidelines on how to design online courses that are mobile accessible. In addition, there is a lack of research on how mobile-friendly courses affect student success in STEM. This project will develop empirically-based guidelines for designing mobile-friendly courses, as well as an understanding of how mobile-friendly courses can impact student success in STEM courses. Three principal outcomes are expected. First is the design of three mobile-friendly course shells with integrated grading for equity approaches intended to close equity gaps in anatomy and physiology, introductory physics, and statistics courses. Second is the completion of a research study that: (i) explores the impact of mobile-friendly course design on student success, (ii) develop understanding of student perspectives of mobile-friendly course design, and (iii) documents the student experiences in mobile-friendly courses. The third outcome is increased visibility and awareness to encourage broader faculty adoption of mobile-accessible courses. \n\nBy designing mobile-friendly STEM courses, this project is taking important strides toward designing for equity. Courses will be made freely and widely available on Canvas Commons. To generate interest and awareness of the importance of mobile design, the project will disseminate outcomes on both key components of mobile design and the impact of mobile-friendly courses on student experiences and outcomes. Publication, presentations, and a project website will guide researchers, faculty and instructional designers who are interested in creating mobile-friendly courses or engaging in further study. A mixed-method project evaluation will inform the project's progress towards the HSI Program's aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity for improved STEM learning at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research on: (i) engaged student learning; (ii) insights into what it takes to diversify and increase participation in STEM effectively; and (iii) improved understanding of how to build institutional capacity for transformation at HSIs are supported by this 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": "12462", "attributes": { "award_id": "2318302", "title": "Collaborative Research: HSI Implementation and Evaluation Project: Developing a Wastewater-based Epidemiology Student Training and Education Program at CUNY", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [], "start_date": "2023-09-01", "end_date": null, "award_amount": 0, "principal_investigator": { "id": 15387, "first_name": "Monica", "last_name": "Trujillo", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 1096, "ror": "", "name": "CUNY Queensborough Community College", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project aims to establish a wastewater-based epidemiology training program at The City University of New York to respond to declining minority student retention and graduation rates in STEM. These declines hamper workforce development in industries clamoring for STEM talent and ultimately U.S. competitiveness in emerging technologies. The project will train students with wastewater-based epidemiology technologies and competencies, preparing the next generation of workers to face challenges posed by emerging infectious diseases. It is hypothesized that inspiring community college students with career prospects in an emerging technology, such as wastewater-based epidemiology, and providing academic, research, and social mentoring from role models that they can identify with will improve student retention, graduation rates, and career success. The program will generate interest in wastewater-based epidemiology as a career option, thus enhancing US pandemic preparedness. The program will also have ripple effects in different areas of society, such as water management, healthcare, public recreation and health, regulatory policy, science education, and economic mobility for graduates of the program and their families. By participating in the training program, students will be well-positioned for high-paying jobs in the public and private sectors or for graduate school.The specific aims of the project are: Aim 1- Advance the effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment; Aim 2- Attract and train the Nation’s future STEM workforce through multiple pathways to educational and career opportunities; Aim 3- Increase participation of underserved and underrepresented groups in STEM education and workforce development programs, activities, and outreach; and Aim 4- Inspire community engagement in STEM education programs and activities to provide meaningful wastewater-based epidemiology learning opportunities for students and educators. The evaluation will include the use of surveys, interviews, observations, and career tracking to determine the impact of the program on students. The combination of pedagogical activities and hands-on experiential education, including internships and job training, will provide students with opportunities to commence STEM careers following graduation. The results of our work will be disseminated through publications, conference presentations, and through CUNY internal networks. 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.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": "12486", "attributes": { "award_id": "2318301", "title": "Collaborative Research: HSI Implementation and Evaluation Project: Developing a Wastewater-based Epidemiology Student Training and Education Program at CUNY", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [], "start_date": "2023-09-01", "end_date": null, "award_amount": 0, "principal_investigator": { "id": 28423, "first_name": "Olga", "last_name": "Calderon", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 367, "ror": "https://ror.org/01d03cj21", "name": "Research Foundation of The City University of New York", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project aims to establish a wastewater-based epidemiology training program at The City University of New York to respond to declining minority student retention and graduation rates in STEM. These declines hamper workforce development in industries clamoring for STEM talent and ultimately U.S. competitiveness in emerging technologies. The project will train students with wastewater-based epidemiology technologies and competencies, preparing the next generation of workers to face challenges posed by emerging infectious diseases. It is hypothesized that inspiring community college students with career prospects in an emerging technology, such as wastewater-based epidemiology, and providing academic, research, and social mentoring from role models that they can identify with will improve student retention, graduation rates, and career success. The program will generate interest in wastewater-based epidemiology as a career option, thus enhancing US pandemic preparedness. The program will also have ripple effects in different areas of society, such as water management, healthcare, public recreation and health, regulatory policy, science education, and economic mobility for graduates of the program and their families. By participating in the training program, students will be well-positioned for high-paying jobs in the public and private sectors or for graduate school.The specific aims of the project are: Aim 1- Advance the effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment; Aim 2- Attract and train the Nation’s future STEM workforce through multiple pathways to educational and career opportunities; Aim 3- Increase participation of underserved and underrepresented groups in STEM education and workforce development programs, activities, and outreach; and Aim 4- Inspire community engagement in STEM education programs and activities to provide meaningful wastewater-based epidemiology learning opportunities for students and educators. The evaluation will include the use of surveys, interviews, observations, and career tracking to determine the impact of the program on students. The combination of pedagogical activities and hands-on experiential education, including internships and job training, will provide students with opportunities to commence STEM careers following graduation. The results of our work will be disseminated through publications, conference presentations, and through CUNY internal networks. 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.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": "12492", "attributes": { "award_id": "2318300", "title": "Collaborative Research: HSI Implementation and Evaluation Project: Developing a Wastewater-based Epidemiology Student Training and Education Program at CUNY", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [], "start_date": "2023-09-01", "end_date": null, "award_amount": 0, "principal_investigator": { "id": 27558, "first_name": "John", "last_name": "Dennehy", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [], "awardee_organization": { "id": 722, "ror": "", "name": "CUNY Queens College", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project aims to establish a wastewater-based epidemiology training program at The City University of New York to respond to declining minority student retention and graduation rates in STEM. These declines hamper workforce development in industries clamoring for STEM talent and ultimately U.S. competitiveness in emerging technologies. The project will train students with wastewater-based epidemiology technologies and competencies, preparing the next generation of workers to face challenges posed by emerging infectious diseases. It is hypothesized that inspiring community college students with career prospects in an emerging technology, such as wastewater-based epidemiology, and providing academic, research, and social mentoring from role models that they can identify with will improve student retention, graduation rates, and career success. The program will generate interest in wastewater-based epidemiology as a career option, thus enhancing US pandemic preparedness. The program will also have ripple effects in different areas of society, such as water management, healthcare, public recreation and health, regulatory policy, science education, and economic mobility for graduates of the program and their families. By participating in the training program, students will be well-positioned for high-paying jobs in the public and private sectors or for graduate school.The specific aims of the project are: Aim 1- Advance the effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment; Aim 2- Attract and train the Nation’s future STEM workforce through multiple pathways to educational and career opportunities; Aim 3- Increase participation of underserved and underrepresented groups in STEM education and workforce development programs, activities, and outreach; and Aim 4- Inspire community engagement in STEM education programs and activities to provide meaningful wastewater-based epidemiology learning opportunities for students and educators. The evaluation will include the use of surveys, interviews, observations, and career tracking to determine the impact of the program on students. The combination of pedagogical activities and hands-on experiential education, including internships and job training, will provide students with opportunities to commence STEM careers following graduation. The results of our work will be disseminated through publications, conference presentations, and through CUNY internal networks. 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.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": "9588", "attributes": { "award_id": "2225247", "title": "HSI Implementation and Evaluation Project: The Freshman Year Innovator Experience (FYIE) - Bridging the URM Gap in STEM", "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": 25339, "first_name": "Elsa", "last_name": "Gonzalez", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-09-01", "end_date": "2025-08-31", "award_amount": 499998, "principal_investigator": { "id": 25342, "first_name": "Noe", "last_name": "Vargas Hernandez", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 25340, "first_name": "Karen", "last_name": "Lozano", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 25341, "first_name": "Javier", "last_name": "Ortega", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 800, "ror": "https://ror.org/02p5xjf12", "name": "The University of Texas Rio Grande Valley", "address": "", "city": "", "state": "TX", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2: IEP aims to help freshman mechanical engineering students with their skills gap, exacerbated by the COVID-19 pandemic, to increase their chances for academic success and retention rates. The Freshman Year Innovator Experience will provide students with learning experience to develop critical self-transformation skills to help them face college’s academic challenges. Students will take two courses with parallel projects, in Introduction to Mechanical Engineering MECE 1101 they will work on a technical project: the redesign of a simple electric kitchen appliance while in Learning Frameworks (UNIV 1301) students will work on an academic project: the design of their academic pathways. Through adaptive expertise exercises, students will learn how to transfer engineering solving techniques as self-transformation skills from their technical project to their academic project. The outcomes of this project will include the coordinated curriculum development for both UNIV 1301 and MECE 1101 first-year courses, a summer professional development program for course instructors, and implementation and assessment of the coordinated courses. This work is important since it will equip students with critical skills to face academic challenges such as course planning, decision making, among others. This work will contribute a novel self-transformation approach where students apply technical knowledge to solve academic challenges. The project will broaden the participation of underrepresented student minorities in STEM at the University of Texas Rio Grande Valley, contributing to a diverse and prepared STEM workforce and encouraging them to pursue advanced degrees.\n\nThe goals of this project are: 1) increase the number of STEM degrees awarded to Hispanics, 2) broadening participation of females in STEM related fields, and 3) increase the persistence and self-efficacy in STEM fields amid COVID-19. The project hypothesizes that the Freshman Year Innovator Experience effectively contributes to the retention of underrepresented minority freshman mechanical engineering students, particularly female students, effectively contributing to an increase in their persistence and self-efficacy. The theoretical framework combines design innovation, design of academic pathways, and adaptive expertise for student self-transformation, and it will help undergraduate underrepresented minority students to develop valuable skills for academic success. The project will advance understanding of student self-transformation skills for academic success. The specific aims of the project include the development of the coordinated curricula for UNIV 1301 Learning Frameworks and MECE 1101 Introduction to Mechanical Engineering first-year courses, an instructors’ summer training program, implementation, assessment, and institutionalization of the activities. It is expected that participating students will improve their retention rates by 10% and that the implemented activities become institutionalized. This project will provide socioeconomic development opportunities to Rio Grande Valley students, many of whom are first-generation college students and are not yet fully aware of career opportunities in STEM fields. Furthermore, it will provide an evidence-based approach to be implemented at similar institutions across the nation. 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": "13686", "attributes": { "award_id": "2122942", "title": "Improving STEM Degree Completion with Professional Development to Support Inclusive and Equitable Classroom Practices", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "HSI-Hispanic Serving Instituti" ], "program_reference_codes": [], "program_officials": [ { "id": 1859, "first_name": "Mike", "last_name": "Ferrara", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2021-10-01", "end_date": null, "award_amount": 2999980, "principal_investigator": { "id": 14517, "first_name": "Michael", "last_name": "Dennin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 177, "ror": "", "name": "University of California-Irvine", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [ { "id": 29914, "first_name": "Michael B", "last_name": "Dennin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 29915, "first_name": "Glenda M", "last_name": "Flores", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 177, "ror": "", "name": "University of California-Irvine", "address": "", "city": "", "state": "CA", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program (HSI Program), this project aims to facilitate institutional transformation by addressing environmental factors that negatively influence STEM degree completion for groups of students. The project will offer a series of workshops that promote inclusivity in STEM fields by considering research on systemic issues and barriers to academic success. The project will seek to address degree completion disparities by providing faculty and administrators with activities, exercises, and facilitated discussions of research literature to examine social and cultural factors associated with their own and their students' lived experiences at the institution. The project will also leverage existing efforts on campus that aim to create more inclusive academic spaces. By taking a collaborative research-oriented approach to working with faculty and administrators, the project will seek to provide processes that other institutions can follow.<br/><br/>To directly address the importance of culture in the classroom, the project will employ a mixed methods research design, and a multi-session faculty professional development series integrated into the broader campus community, that provides faculty with a curriculum that will advance inclusion and equity in their learning spaces. Three overarching goals guide this project. First is to lay a solid foundation of local and national data related to disparities in persistence and retention that will be used to inform participant practices and behaviors in the classroom. Second is to increase awareness of the social and cultural locations of STEM students. Third is to modify classroom practices and policies in order to increase student engagement and success. Several research questions will be explored by the project team. According to STEM students, what social and cultural factors need to be considered to improve the classroom climate? What is the impact of participation in project activities on faculty conceptions of diversity and inclusion in the classroom? How does faculty participation in the project lead to increased implementation of evidence-based inclusive teaching? The key motivating factors for this project are to address systemic inequity that is manifested in STEM degree completion disparities and to share methods, data, and findings with HSIs across the country. Dissemination efforts will include a project website for sharing pertinent project information, multiple research publications and presentations, a research conference on creating inclusive academic spaces, and strategic connections with existing programs that are part of the NSF INCLUDES Network. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to generate new knowledge on how to achieve these aims.<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": "11280", "attributes": { "award_id": "2247530", "title": "HSI Pilot Project: Investigating Impact of an Active Learning-informed and Creative-Video-based Psychosocial Enrichment Intervention on Retention of Hispanic Engineering Students", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Directorate for STEM Education (EDU)", "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": "2023-06-01", "end_date": "2025-05-31", "award_amount": 200000, "principal_investigator": { "id": 27304, "first_name": "Deepak", "last_name": "Ganta", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, "other_investigators": [ { "id": 27301, "first_name": "Marcus", "last_name": "Ynalvez", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 27302, "first_name": "Angelique M", "last_name": "Blackburn", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] }, { "id": 27303, "first_name": "Claudia San", "last_name": "Miguel", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "awardee_organization": { "id": 1318, "ror": "https://ror.org/028861t28", "name": "Texas A&M International University", "address": "", "city": "", "state": "TX", "zip": "", "country": "United States", "approved": true }, "abstract": "With support from the National Science Foundation's Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, this Track 1 project aims to research active learning techniques to improve the engineering retention rate of Hispanic students at Texas A&M International University (TAMIU). The COVID-19 pandemic has shifted classrooms to virtual learning modes, which negatively impacted the retention of many of our undergraduate students. Student success has always been a challenge for minority students in STEM fields and is even more so for TAMIU's at-risk student population. With these challenges, the project will provide engineering students with meaningful video-based learning and group-based activities to facilitate learning. Social and video interactions will be designed to benefit women and minorities, as almost 90% of TAMIU students are Hispanic, and more than half are female. Simultaneously, the project will study the effect and success of an evidence-based STEM enrichment program that can be implemented at other minority-serving institutions.\n\nThe Project's specific aim is to improve the persistence, completion, and graduation of Hispanic, under-represented, and low-income students pursuing undergraduate engineering degrees. The Project's research strategy will combine a randomized controlled trial design, a path-analytic approach, and a longitudinal approach, and will engage two cohorts of freshman engineering students. Each cohort will be equally divided into two groups, one with creative video projects and the other without creative video projects, in a 2-semester enrichment program. This intervention will be applied to two existing gateway engineering courses with low retention rates. The Project team includes experts from engineering, psychology, and sociology. The success of this project will generate insights into how psychosocial outcomes facilitate the impact of our intervention on engineering student retention and timely graduation. Findings will be disseminated through local, state, national, and international conferences and forums; manuscripts will be submitted for publication in engineering education, cognitive psychology, and sociology of science journals. This project will advance understanding and generate insights on how active learning strategies can further enhance learning and improve engagement, retention, completion, and persistence in undergraduate engineering education. 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 strategic 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 } } ], "meta": { "pagination": { "page": 1405, "pages": 1424, "count": 14233 } } }