Grant List
Represents Grant table in the DB
GET /v1/grants?page%5Bnumber%5D=1417&sort=-id
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Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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": "400", "attributes": { "award_id": "2150671", "title": "Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)" ], "program_reference_codes": [], "program_officials": [ { "id": 753, "first_name": "Kathleen", "last_name": "Bergin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-07-01", "end_date": "2023-06-30", "award_amount": 14260, "principal_investigator": { "id": 754, "first_name": "Brett", "last_name": "Criswell", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 206, "ror": "", "name": "West Chester University of Pennsylvania", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 206, "ror": "", "name": "West Chester University of Pennsylvania", "address": "", "city": "", "state": "PA", "zip": "", "country": "United States", "approved": true }, "abstract": "The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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": "399", "attributes": { "award_id": "2150600", "title": "Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)" ], "program_reference_codes": [], "program_officials": [ { "id": 751, "first_name": "Kathleen", "last_name": "Bergin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-07-01", "end_date": "2023-06-30", "award_amount": 24250, "principal_investigator": { "id": 752, "first_name": "Heather", "last_name": "Johnson", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 189, "ror": "https://ror.org/02vm5rt34", "name": "Vanderbilt University", "address": "", "city": "", "state": "TN", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 189, "ror": "https://ror.org/02vm5rt34", "name": "Vanderbilt University", "address": "", "city": "", "state": "TN", "zip": "", "country": "United States", "approved": true }, "abstract": "The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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": "398", "attributes": { "award_id": "2150650", "title": "Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)" ], "program_reference_codes": [], "program_officials": [ { "id": 749, "first_name": "Kathleen", "last_name": "Bergin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-07-01", "end_date": "2023-06-30", "award_amount": 14250, "principal_investigator": { "id": 750, "first_name": "Jessica F", "last_name": "Riccio", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 205, "ror": "", "name": "Teachers College, Columbia University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 205, "ror": "", "name": "Teachers College, Columbia University", "address": "", "city": "", "state": "NY", "zip": "", "country": "United States", "approved": true }, "abstract": "The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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": "397", "attributes": { "award_id": "2150651", "title": "Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)" ], "program_reference_codes": [], "program_officials": [ { "id": 747, "first_name": "Kathleen", "last_name": "Bergin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-07-01", "end_date": "2023-06-30", "award_amount": 31500, "principal_investigator": { "id": 748, "first_name": "Michelle", "last_name": "Forsythe", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 204, "ror": "", "name": "Texas State University - San Marcos", "address": "", "city": "", "state": "TX", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 204, "ror": "", "name": "Texas State University - San Marcos", "address": "", "city": "", "state": "TX", "zip": "", "country": "United States", "approved": true }, "abstract": "The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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": "396", "attributes": { "award_id": "2150652", "title": "Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Education and Human Resources (EHR)" ], "program_reference_codes": [], "program_officials": [ { "id": 745, "first_name": "Kathleen", "last_name": "Bergin", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-07-01", "end_date": "2023-06-30", "award_amount": 14119, "principal_investigator": { "id": 746, "first_name": "Anna Marie", "last_name": "Arias", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 203, "ror": "", "name": "Kennesaw State University Research and Service Foundation", "address": "", "city": "", "state": "GA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 203, "ror": "", "name": "Kennesaw State University Research and Service Foundation", "address": "", "city": "", "state": "GA", "zip": "", "country": "United States", "approved": true }, "abstract": "The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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": "395", "attributes": { "award_id": "2148501", "title": "Collaborative Research: Parenting, Housework, Well-being, and the COVID-19 Pandemic", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Social, Behavioral, and Economic Sciences (SBE)" ], "program_reference_codes": [], "program_officials": [ { "id": 743, "first_name": "Melanie", "last_name": "Hughes", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-04-01", "end_date": "2025-03-31", "award_amount": 169747, "principal_investigator": { "id": 744, "first_name": "Daniel L", "last_name": "Carlson", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 202, "ror": "https://ror.org/03r0ha626", "name": "University of Utah", "address": "", "city": "", "state": "UT", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 202, "ror": "https://ror.org/03r0ha626", "name": "University of Utah", "address": "", "city": "", "state": "UT", "zip": "", "country": "United States", "approved": true }, "abstract": "The COVID-19 pandemic has dramatically altered family life in the United States. This project studies how parents’ engagement in domestic labor and paid work has changed throughout the pandemic and what factors may be driving these changes. It also investigates long-term consequences of the pandemic for the division of household labor between mothers and fathers, and the impacts of the pandemic on parents’ well-being. Starting in the first months of the pandemic and continuing for five years, this project illuminates how family and work life have changed over the course of the COVID-19 pandemic. Insights from this study inform decisionmakers to better meet the needs of working parents and families.This project uses longitudinal survey data from a sample of partnered U.S. parents. Parents were first surveyed in April 2020 and asked about their work and household activities prior to and one month after the pandemic began. These parents were surveyed again in November 2020 and October 2021, along with a new set of respondents at each wave. Follow-up surveys result in six waves of data spanning the period from March 2020 through September 2025. Approximately 6,500 parents are surveyed at least once during the study. These data are used to assess (a) changes in parents’ divisions of domestic labor, (b) the factors driving these changes, (c) effects on mothers’ labor force participation, and (d) changes in parents’ well-being and relationship quality. The novel nature of these data are uniquely situated to assess the long-term consequences of the COVID-19 pandemic for parents’ work and family life and their well-being.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": "394", "attributes": { "award_id": "2148610", "title": "Collaborative Research: Parenting, Housework, Well-being, and the COVID-19 Pandemic", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Social, Behavioral, and Economic Sciences (SBE)" ], "program_reference_codes": [], "program_officials": [ { "id": 741, "first_name": "Melanie", "last_name": "Hughes", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-04-01", "end_date": "2025-03-31", "award_amount": 160253, "principal_investigator": { "id": 742, "first_name": "Richard J", "last_name": "Petts", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 201, "ror": "https://ror.org/00k6tx165", "name": "Ball State University", "address": "", "city": "", "state": "IN", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 201, "ror": "https://ror.org/00k6tx165", "name": "Ball State University", "address": "", "city": "", "state": "IN", "zip": "", "country": "United States", "approved": true }, "abstract": "The COVID-19 pandemic has dramatically altered family life in the United States. This project studies how parents’ engagement in domestic labor and paid work has changed throughout the pandemic and what factors may be driving these changes. It also investigates long-term consequences of the pandemic for the division of household labor between mothers and fathers, and the impacts of the pandemic on parents’ well-being. Starting in the first months of the pandemic and continuing for five years, this project illuminates how family and work life have changed over the course of the COVID-19 pandemic. Insights from this study inform decisionmakers to better meet the needs of working parents and families.This project uses longitudinal survey data from a sample of partnered U.S. parents. Parents were first surveyed in April 2020 and asked about their work and household activities prior to and one month after the pandemic began. These parents were surveyed again in November 2020 and October 2021, along with a new set of respondents at each wave. Follow-up surveys result in six waves of data spanning the period from March 2020 through September 2025. Approximately 6,500 parents are surveyed at least once during the study. These data are used to assess (a) changes in parents’ divisions of domestic labor, (b) the factors driving these changes, (c) effects on mothers’ labor force participation, and (d) changes in parents’ well-being and relationship quality. The novel nature of these data are uniquely situated to assess the long-term consequences of the COVID-19 pandemic for parents’ work and family life and their well-being.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": "393", "attributes": { "award_id": "2217675", "title": "Conference: Society for Research on Biological Rhythms: From Molecules to Policy", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Biological Sciences (BIO)" ], "program_reference_codes": [], "program_officials": [ { "id": 739, "first_name": "Edda", "last_name": "Thiels", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-05-01", "end_date": "2023-04-30", "award_amount": 22463, "principal_investigator": { "id": 740, "first_name": "Ilia", "last_name": "Karatsoreos", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 200, "ror": "https://ror.org/0072zz521", "name": "University of Massachusetts Amherst", "address": "", "city": "", "state": "MA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 200, "ror": "https://ror.org/0072zz521", "name": "University of Massachusetts Amherst", "address": "", "city": "", "state": "MA", "zip": "", "country": "United States", "approved": true }, "abstract": "Nearly all organisms have evolved molecular, cellular, physiological and behavioral adaptations to predict regular oscillations in the environment. As such, biological rhythms are a core component on life on Earth, and run the gamut from oscillations occurring on the scale of seconds, and those on the scale of the seasons. The study of biological rhythms over the past century has led to the discovery of an exquisite cellular and molecular timekeeping system, which impacts everything from physiology to behavior. Indeed, in 2017 a group of pioneers in our field were awarded the Nobel Prize for Physiology or Medicine for their groundbreaking work unravelling this molecular puzzle. While biological clocks are a fundamental aspect of life, their effects on a wide range of biological processes are finally being appreciated. Our growing understanding of how biological rhythms impact many areas of the life sciences is starting to inform how we think about public health, labor and education systems, and the consequences of the built environment. The objective of the Society for Research on Biological Rhythms (SRBR) 2022 meeting is to foster discussion from “molecule to policy”, and highlight the groundbreaking work of both senior and junior scientists. The activity includes expansion of the mentoring and training efforts that SRBR has worked hard to establish. Emphasis is placed on recruitment and retention of members from underrepresented minority populations and increasing the diversity of our community. Collaboration between experts in biological timing and other scientists, engineers, and policy makers is critical to increase awareness of the global impact of biological rhythms. The theme for the 2022 SRBR meeting, “From Molecule to Policy”, will directly embrace this challenge. Comparative approaches are a critical component of this meeting, with inclusion of both model and non-model organisms, as well as both laboratory and field studies, in microbes, plants, humans and in non-human animals. The program includes topics such as the neural networks of timekeeping, rhythms in bacteria and microbes, mathematical models of oscillatory systems, analysis strategies for rhythms in “Big Data”, chronotherapeutics, effects of rhythms on metabolism, and even the intersection of biological rhythms and the COVID-19 pandemic. The scientific program is inclusive, diverse, and timely. SRBR 2022 fosters and strives to maintain a diverse and inclusive scientific community. A key component of this proposal is the support of the day-long Trainee and Professional Development event, which includes dozens of formal workshops and training events targeted at trainees and junior faculty. In addition to formal and informal mentoring and training events during the conference, this day-long event sets the stage for trainees’ active participation in the meeting. SRBR 2022 promotes increased attendance of underrepresented groups and researchers from low-income countries through a variety of awards and fellowships, with the goal of increasing participation as well as improving retention.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": "392", "attributes": { "award_id": "2223710", "title": "Towards a green and inclusive post-pandemic recovery of the Blue Economy and coastal communities", "funder": { "id": 3, "ror": "https://ror.org/021nxhr62", "name": "National Science Foundation", "approved": true }, "funder_divisions": [ "Social, Behavioral, and Economic Sciences (SBE)" ], "program_reference_codes": [], "program_officials": [ { "id": 737, "first_name": "Kwabena", "last_name": "Gyimah-Brempong", "orcid": null, "emails": "", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [] } ], "start_date": "2022-06-01", "end_date": "2025-05-31", "award_amount": 200000, "principal_investigator": { "id": 738, "first_name": "Marta", "last_name": "Vicarelli", "orcid": null, "emails": "[email protected]", "private_emails": "", "keywords": null, "approved": true, "websites": null, "desired_collaboration": null, "comments": null, "affiliations": [ { "id": 200, "ror": "https://ror.org/0072zz521", "name": "University of Massachusetts Amherst", "address": "", "city": "", "state": "MA", "zip": "", "country": "United States", "approved": true } ] }, "other_investigators": [], "awardee_organization": { "id": 200, "ror": "https://ror.org/0072zz521", "name": "University of Massachusetts Amherst", "address": "", "city": "", "state": "MA", "zip": "", "country": "United States", "approved": true }, "abstract": "This research project uses case studies from coastal communities in four countries---Costa Rica, Germany, Scotland (UK), and the United States---to study the environmental and economic impacts of the COVID-19 pandemic on these communities. These communities depend on coastal communities that depend on coastal tourism (Blue Economy) for their livelihoods, but the pandemic led to drastic reduction in tourism and other economic activities in these communities. The project assesses which aspects of the Blue Economy communities prefer to recover; determinants of resilient and inclusive development of coastal communities; and determinants coastal communities that depend on coastal tourism (Blue Economy) for their livelihoods of socioeconomic performance. In addition, the project involves the training of early career researchers. The research pays particular attention to the resilience of vulnerable people, and possible strategies for recovery. The results of this research project provide inputs into policies to mitigate the negative consequences of the COVID-19 pandemic on communities living in environmentally sensitive coastal communities and the development of resilient and fair post-pandemic development of coastal economies. The results of this research could therefore help to establish the U.S. as a global leader in environmental and climate friendly development.This research project uses several methods and a comparative approach to study the environmental and socioeconomic impacts of the COVID-19 pandemic, especially on coastal economies that depend on environmental tourism (Blue Economy). Specifically, the project studies the socioeconomic impacts of COVID-19 and policy response to the pandemic; short- and long-term COVID-19 recovery strategies of the Blue Economy; barriers to coastal green and inclusive recovery policies; elements of successful resilience recovery strategies; and lessons and best practices transferable across risks and locations to efficiently respond to or prevent future crises. The project employs large-scale surveys of coastal regional authorities and businesses, discrete choice experiments to value future recovery scenarios, and expert interviews. The results of this research are shared with other academic institutions, partners, and key stakeholders in each country. The results of this research project provide inputs into policies to mitigate the negative consequences of the COVID-19 on communities living in environmentally sensitive coastal communities and the development resilient and fair post-pandemic development of coastal economies. The results of this research therefore help to establish the U.S. as a global leader in environmental and climate friendly development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.", "keywords": [], "approved": true } } ], "meta": { "pagination": { "page": 1417, "pages": 1424, "count": 14234 } } }