Education Development Center Inc

INCREMENTAL FUNDS - $2 825 916.00

OHS NATIONAL CENTER ON HEALTH, BEHAVIORAL HEALTH, AND SAFETY

PACKAGE FOR IMPROVING EDUCATION QUALITY

ADVANCING YOUTH PROJECT

TEACHER TRAINING PROGRAM

NATIONAL CENTER FOR MENTAL HEALTH PROMOTION AND YOUTH VIOLENCE PREVENTION

USAID/PHILIPPINES OPPORTUNITY 2.0 ACTIVITY

THE PURPOSE OF THIS AGREEMENT IS TO IMPLEMENT ACTIVITIES TO SUPPORT A PROGRAM THAT BUILDS THE CAPACITY OF VULNERABLE YOUTH AND EMPOWERS THEM TO LEAD HEALTHY, ENGAGED, AND PRODUCTIVE LIVES IN THEIR COMMUNITIES, IN SOUTH SUDAN.

TO SUPPORT THE MALI OUT OF SCHOOL YOUTH PROJECT.

INTEGRATED YOUTH DEVELOPMENT ACTIVITY

LITERACY. LANGUAGE AND LEARNING INITIATIVE

SUICIDE PREVENTION RESOURCE CENTER AT EDUCATION DEVELOPMENT CENTER INC.

TEACH FOR TOMORROW, IN-SERVICE CONTINUOUS PROFESSIONAL DEVELOPMENT ACTIVITY FOR EDUCATORS IN THE PRIMARY CYCLE AND THE INSTITUTIONALIZATION OF A PROFESSIONAL DEVELOPMENT CERTIFICATION AND INCENTIVE SYSTEM.

IMPROVE THE QUALITY AND RELEVANCE OF TEACHER PREPARATION IN EGYPTIAN PUBLIC UNIVERSITIES SO THAT CURRENT AND FUTURE PRIMARY SCHOOL TEACHERS HAVE ENHANCED SKILLS TO INCREASE STUDENT LEARNING AND ADVANCE THE MINISTRY OF EDUCATION AND TECHNICAL EDUCATION’S (MOETE) REFORM.

WORKFORCE DEVELOPMENT

USAID TEACHER PROFESSIONAL DEVELOPMENT PROGRAM

HUGUKA DUKORE

THE PRIMARY OBJECTIVE FOR USAID/LEBANON?S D-RASATI PROGRAM IS TO INCREASE EDUCATIONAL OUTCOMES IN ALL LEBANESE PUBLIC SCHOOLS BY IMPROVING LEARNING E

USAID FOUNDATIONAL LITERACY FOR IMPROVED EDUCATION RESILIENCE (FLIER)

THE KEY OBJECTIVE OF THIS EDUCATION ACTIVITY IS TO IMPROVE THE READING, WRITING AND MATH SKILLS OF YOUNG LEARNERS, AGES 6-12, INCLUDING DISABLED STUDENTS (EQUIVALENT TO GRADES 1-4) IN THE REGIONS OF KOULIKORO, SIKASSO, SEGOU, AND BAMAKO DISTRICT.

TO ENTER INTO A COOPERATIVE AGREEMENT WITH EDUCATION DEVELOPMENT CENTER THROUGH THE DOT-EDU LWA AWARD. THE TOTAL ESTIMATED AMOUNT IS $7 800 00 AND $1

SUICIDE PREVENTION RESOURCE CENTER (SPRC)

NATIONAL CENTER ON PROGRAM MANAGEMENT AND FISCAL OPERATIONS

EDUCATION RECOVERY SUPPORT ACTIVITY

MINDANAO YOUTH FOR DEVELOPMENT (MYDEV)

THIS AGREEMENT WAS SIGNED WITH THE ASSOCIATE EDC TO SUPPORT THE PROGRAM "DOT EDUCATIO FOR SOUTHERN SUDAN. THE PROGRAM FOR EDUCATING LEARNERS AND TRA

WORKFORCE YOUTH AT RISK PROGRAM

MATH FOR ALL: EXPANDING PROFESSIONAL LEARNING TO IMPROVE MATHEMATICS OUTCOMES FOR STUDENTS IN HIGH-NEED SCHOOLS

THE HIGHER EDUCATION CAPACITY DEVELOPMENT (HECD) ACTIVITY WILL PROVIDE TECHNICAL ASSISTANCE TO HIGHER EDUCATION INSTITUTIONS. THE TOTAL ESTIMATED AMOUNT IS UP TO $10MILLION OVER FIVE YEARS OF IMPLEMENTATION.

NATIONAL CENTER FOR AFTERSCHOOL AND SUMMER ENRICHMENT (NCASE)

INSTITUTE FOR HOME VISITING WORKFORCE DEVELOPMENT AND JACKIE WALORSKI CENTER FOR EVIDENCE-BASED CASE

TO AMEND THE AGREEMENT TO ADD A LITERACY SUPPORT INITIATIVE TO THE PROGRAM DESCRIPTION

PROVIDE SUPPORT FOR USAID/REDSO PROGRAM - SOMALIA RADIO PROGRAM FOR ENHANCEMENT OF INTERACTIVE RADIO INSTRUCTION

USAID/OTI PROPOSES TO CREATE A RADIO SERVICE FOR SOUTHERN SUDAN. THE RADIO SERVICE WILL PRESENT A DIVERSE MIX OF TIMELY AND RELEVANT PROGRAMMING BROA

COOPERATIVE AGREEMENT

SUICIDE PREVENTION RESOURCE CENTER (SPRC)

ASSOCIATE COOPERATIVE AGREEMENT NUMBER

HOME VISITING COLLABORATIVE IMPROVEMENT AND INNOVATION NETWORK

THE WORK ENTAILS DESIGN AND IMPLEMENT PROGRAM, INCLUDING AN ASSESSMENT PHASE, TO BE UNDERTAKEN BY USAID/KENYA TO ADDRESS CHALLENGES FACING YOUTH IN

INCREASE IN FUNDING, EXTENSION DATE, REVISE PROGRAM DESCRPTION

SOMALIA YOUTH LIVELIHOOD PROGRAM

USAID/ WEST BANK AND GAZA S ASSOCIATE AWARD UNDER THE EQUIP3 LEADER WITH ASSOCIATES MECHANISM, THE RUWWAD PROGRAM (YOUTH VOLUNTEERS FOR COMMUNITY ASS

CHANGING ADOLESCENTS’ READING TRAJECTORIES: BUILDING FUTURES WITH HIGH-IMPACT TUTORING

EDUCATION RESEARCH AND DEVELOPMENT CENTERS

THE GOAL OF THE YOUTH EMPLOYMENT ACTIVITY IS TO INCREASE YOUTH EMPLOYMENT THROUGH STRENGTHENED WORKFORCE PROGRAMS AND EXPANDED LINKS TO QUALITY JOBS. THE ACTIVITY’S OBJECTIVE IS TO INCREASE EMPLOYMENT WITH GREATER ACCESS, EQUITY, AND EFFECTIVENESS.

SUICIDE PREVENTION RESOURCE CENTER

DR-K12 RESOURCE NETWORK

DESIGNING FOR EQUITY BY THINKING IN AND ABOUT MATHEMATICS

CHILD AND ADOLESCENT INJURY AND VIOLENCE PREVENTION RESOURCE CENTERS COOPERATIVE AGREEMENT

BRINGING A RIGOROUS COMPUTER SCIENCE PRINCIPLES COURSE TO THE LARGEST SCHOOL SYSTEM IN THE UNITED STATES

MATH FOR ALL: BROADENING AND SUSTAINING EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT TO SUPPORT RIGOROUS PERSONALIZED MATHEMATICS INSTRUCTION FOR HIGH-NEED STUDENTS IN GRADES K–5

CHILD AND ADOLESCENT INJURY AND VIOLENCE PREVENTION RESOURCE CENTERS COOPERATIVE AGREEMENT

CBSI SKILLS AND KNOWLEDGE FOR YOUTH EMPLOYMENT PROJECT

TO IMPLEMENT THE YOUTH EMPLOYABILITY SKILLS (YES) NETWORK PROGRAM IN MACEDONIA

CENTER FOR ADVANCING ELEMENTARY SCIENCE THROUGH ASSESSMENT, RESEARCH AND TECHNOLOGY (CAESART)

THE PURPOSE OF THIS AWARD IS TO PROVIDE THE SUM OF $16 550 000.00 FOR THE SUPPORT OF THE IMPLEMENTATION OF THE "YOUTH EMPLOYMENT AND PARTICIPATION (

THE ACTIVITY WILL ESTABLISH A YSEALI MEKONG PROGRAM AND ENHANCE THE CAPACITY OF A HOST VIETNAMESE HIGHER EDUCATION INSTITUTION TO BUILD THE LEADERSHIP CAPABILITIES OF TARGETED YOUTH IN SOUTHEAST ASIA

THE PROGRAM AIMS TO PROVIDE RUAL YOUTH IN EAST TIMOR WIHT THE PRODUCTIVE SKILLS THEY NEED TO CONTRIBUTE TO THIS YOUNG COUNTRY'S EMERGING ECONOMY.

NSF INCLUDES ALLIANCE: STEM OPPORTUNITIES IN PRISON SETTINGS (STEM-OPS)

IDEA IS A NEW LEADER WITH ASSOCIATES AWARD WHICH IS DESIGNED TO PROVIDE SUBGRANTS AND CAPACITY BUILDING TO LOCAL ORGANIZATIONS THAT FOCUS ON INCLUSIVE DEVELOPMENT, AS WELL AS IMPLEMENTING RAPID RESPONSES TO CRISES AND OPPORTUNITIES RELATED TO ID HUB CONSTITUENCIES. IT'S ALSO DESIGNED TO BE AVAILABLE FOR MISSION BUY-IN THROUGH FIELD SUPPORT, AND OF COURSE HAS THE OPTION FOR ASSOCIATE AWARDS TO BE CREATED UNDERNEATH THE LEADER AWARD, TO SPECIALIZE EITHER IN ONE COUNTRY OR REGION OR ONE TECHNICAL AREA RELATED TO INCLUSIVE DEVELOPMENT.

PERSONAL RESPONSIBILITY EDUCATION PROGRAM (PREP) INNOVATIVE STRATEGIES

CHILD AND ADOLESCENT INJURY AND VIOLENCE PREVENTION RESOURCE CENTERS COOPERATIVE AGREEMENT

HOME VISITING COLLABORATIVE IMPROVEMENT AND INNOVATION NETWORK

TEACHING AND LEARNING MATERIALS (TLM) MARKET SYSTEMS DEVELOPMENT ACTIVITY OR THE "IBITABO HOSE, KU BANA BOSE (IHKBB)/BOOKS FOR KIDS EVERYWHERE" ACTIVITY WILL FACILITATE AN INTEGRAL STEP TOWARDS ACHIEVING AND SUSTAINING RWANDA’S LITERACY OBJECTIVES BY STRENGTHENING THE ABILITY OF PUBLIC AND PRIVATE MARKET ACTORS TO COLLABORATIVELY PLAN, MANAGE AND SUPPLY BOOKS FOR GENERATIONS OF RWANDANS TO COME, ENSURING A CULTURE OF READING TAKES HOLD, AND THRIVES.

STEM LEARNING AND RESEARCH (STELAR) CENTER: A RESOURCE CENTER TO SUPPORT RESEARCH AND DEVELOPMENT ON STEM CAREERS

RESOURCE CENTER: STEM LEARNING AND RESEARCH (STELAR) CENTER - SUPPORTING RESEARCH AND DEVELOPMENT OF STEM AND ICT CAREERS

SYSTEMIC CHANGE TO IMPROVE EQUITY IN COMPUTER SCIENCE STUDENT ACHIEVEMENT

IMPROVING EQUITY IN AP COMPUTER SCIENCE PRINCIPLES: SCALING BEAUTY AND JOY OF COMPUTING

COMMUNITY FOR ADVANCING DISCOVERY RESEARCH IN EDUCATION (CADRE): EXPANDING THE REACH AND IMPACT OF INNOVATIONS IN STEM EDUCATION

THE PURPOSE OF THIS MODIFICATION IS TO INCREASE THE TOTAL ESTIMATED AMOUNT AND EXTEND THE PERIOD OF PERFORMANCE.

SUPPORTING SUCCESS IN ALGEBRA: A STUDY OF THE IMPLEMENTATION OF TRANSITION TO ALGEBRA

COMPUTATIONAL SCIENCES PATHWAY OPTION FOR MASSACHUSETTS HIGH SCHOOL STUDENTS

THE EDC HIV E-LEARNING PROGRAM (HELP): ADDRESSING CURRENT AND FUTURE CHALLENGES

ITEST LEARNING RESOURCE CENTER

TRANSITION TO ALGEBRA: A HABITS OF MIND APPROACH

INCREMENTAL FUNDING FOR CONTINUATION OF PROGRAM

23-GIO23_2-0010 BROADENING ACCESS TO AND ENGAGEMENT IN GEOSCIENCES THROUGH GLOBE: EXPANDING THE MISSION OF THE GIO

EDUCATION RESEARCH PROGRAM

FORMATIVE ASSESSMENT IN THE MATHEMATICS' CLASSROOM: ENGAGING TEACHERS AND STUDENTS

CHANGING CURRICULUM CHANGING PRACTICE

FOUNDATION SCIENCE: A COMPREHENSIVE HIGH SCHOOL SCIENCE CURRICULUM

VISUAL ACCESS TO MATHEMATICS: PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH LEARNERS

INCLUDE COMOROS EDUCATION PROGRAM AND ADJUST THE BUDGET

IMPLEMENTING THE LIVING LIFE SKILLS CURRICULUM IN BOTSWANA

SALUD Y EL EXITO: ADDRESSING PROVEN FACTORS IN HIV PREVENTION FOR LATINO YOUTH

IMPLEMENTING THE MATHEMATICAL PRACTICE STANDARDS: ENHANCING TEACHERS' ABILITY TO SUPPORT THE COMMON CORE STATE STANDARDS

US HISTORY THROUGH YOUNG PEOPLE'S EYES: AN EFFICACY STUDY OF MISSION US

USAID YOUTH EMPOWER (EMPOWER) ACTIVITY WILL ADDRESS THE RISK AND RESILIENCE FACTORS THAT INFLUENCE TARGETED JAMAICAN YOUTH’S PARTICIPATION IN CRIME AND VIOLENCE BY BOLSTERING THEIR CIVIC EDUCATION AND PARTICIPATION, COMMUNITY BELONGING AND ENGAGEMENT, AND SKILLS FOR EMPLOYABILITY TO ACCESS LIVELIHOOD OPPORTUNITIES.

INVESTING IN INNOVATION - DEVELOPMENT GRANTS

BUILDING ON LATINX FAMILIES' STRENGTHS TO MODEL AND PROMOTE INFORMAL SCIENCE LEARNING THROUGH A CULTURALLY RESPONSIVE TELENOVELA SERIES

NATIONAL CENTER FOR EDUCATION RESEARCH

INTEGRATING COMPUTATIONAL THINKING INTO THE INSIGHTS ELEMENTARY SCIENCE CURRICULUM

THE AGEP 2024-2027 NATIONAL RESEARCH CONFERENCE SERIES -THE ?AGEP 2024-2027 NATIONAL RESEARCH CONFERENCE SERIES? WAS CREATED IN RESPONSE TO THE NSF'S ALLIANCES FOR GRADUATE EDUCATION AND THE PROFESSORIATE (AGEP) PROGRAM SOLICITATION (NSF 21-576). THE GOAL OF THE AGEP PROGRAM IS TO INCREASE THE NUMBER OF HISTORICALLY UNDERREPRESENTED MINORITY FACULTY IN STEM. THE USE OF THE TERM HISTORICALLY UNDERREPRESENTED MINORITY REFLECTS LANGUAGE FROM CONGRESS, AND IN THE CONTEXT OF THE AGEP PROGRAM, THE AGEP POPULATIONS ARE DEFINED AS STEM DOCTORAL CANDIDATES, POSTDOCTORAL SCHOLARS, AND FACULTY, WHO ARE BLACKS AND AFRICAN AMERICANS, HISPANIC AND LATINO AMERICANS, AMERICAN INDIANS, ALASKA NATIVES, NATIVE HAWAIIANS, AND NATIVE PACIFIC ISLANDERS. THE NSF AGEP PROGRAM SEEKS TO FUND GRANTS THAT ADVANCE AND ENHANCE THE SYSTEMIC FACTORS THAT SUPPORT EQUITY AND INCLUSION AND, CONSEQUENTLY, MITIGATE THE SYSTEMIC INEQUITIES IN THE STEM ACADEMIC PROFESSION AND WORKPLACE. AS THE NATION ADDRESSES STEM ACHIEVEMENT GAPS IN POSTSECONDARY EDUCATION, OUR UNIVERSITIES AND COLLEGES STRUGGLE TO RECRUIT, RETAIN, AND PROMOTE STEM FACULTY WHO ARE MEMBERS OF AGEP POPULATIONS AND WHO SERVE AS ROLE MODELS AND ACADEMIC LEADERS FOR STUDENTS TO LEARN FROM, WORK WITH AND EMULATE. NSF REPORTING INDICATES THAT STEM ASSOCIATE AND FULL PROFESSORS, WHO ARE MEMBERS OF RACIAL AND ETHNIC GROUPS, OCCUPY 8% OF SENIOR FACULTY POSITIONS AT ALL 4-YEAR COLLEGES AND UNIVERSITIES, AND ABOUT 6% OF FACULTY POSITIONS AT THE NATION'S MOST RESEARCH-INTENSIVE INSTITUTIONS. THIS AGEP NATIONAL RESEARCH CONFERENCE SERIES WILL ADVANCE KNOWLEDGE ABOUT INITIATIVES THAT CAN BE INSTITUTIONALIZED, SUSTAINED, AND STRENGTHENED TO INCREASE THE NUMBER OF HISTORICALLY UNDERREPRESENTED MINORITY FACULTY IN STEM.? THIS CONFERENCE SERIES WILL BRING TOGETHER HUNDREDS OF AGEP AWARDEE TEAM MEMBERS TO ADVANCE KNOWLEDGE AND BROADER IMPACTS ABOUT ACADEMIC STEM CAREER PATHWAYS, INSTITUTIONAL AND SYSTEMIC CHANGE, INTERSECTIONALITY, AND INSTITUTIONALIZATION. THE OBJECTIVES OF THE CONFERENCES ARE: 1) TO CELEBRATE THE AGEP PROGRAM AWARDEES BY BRINGING TOGETHER PROJECT TEAMS TO SHARE AND LEARN FROM EACH OTHER AND CELEBRATE THE OUTCOMES AND IMPACTS OF THEIR WORK TO INCREASE THE NUMBER OF HISTORICALLY UNDERREPRESENTED MINORITY FACULTY IN STEM AND STEM EDUCATION; 2) TO BRING TOGETHER AGEP AWARDEE TEAMS WITH EXPERTS WHO ARE KNOWLEDGEABLE ABOUT, AND WHO RESEARCH INSTITUTIONAL AND SYSTEMIC CHANGE, INTERSECTIONALITY, AND INSTITUTIONALIZATION; AND 3) TO SUPPORT THE AGEP AWARDEE TEAMS AND THE PUBLIC BY PROVIDING AN ONLINE CONFERENCE WEBSITE, WITH ANNUAL CONFERENCE MATERIALS AND PROCEEDINGS, AS WELL AS A PRINTED ANNUAL PROCEEDINGS PUBLICATION. ? EACH OF THE FOUR ANNUAL CONFERENCES WILL BE HELD IN THE WASHINGTON, DC METRO AREA IN CALENDAR YEARS 2024-2027. ALL CONFERENCES WILL INCLUDE PLENARY AND KEYNOTE SESSIONS, RESEARCH PRESENTATIONS, POSTER SESSIONS, BREAK-OUT SESSIONS, WITHIN-AGEP TRACK SESSIONS (E.G., TRANSFORMATION ALLIANCES, FC-PAMS, ACAS, ITAS), SESSIONS FOR SPECIFIC SUBGROUPS (E.G., EVALUATORS, PARTICIPANTS, LEAD PIS), AND NSF-LED SESSIONS ABOUT POST-AWARD MANAGEMENT AND FUNDING OPPORTUNITIES. THE PROPOSED WORK INCLUDES EVALUATION COMPONENTS TO ASSESS THE SUCCESS OF THE PROJECT WORK. THE DISSEMINATION PLAN WILL PRODUCE AN ONLINE CONFERENCE WEBSITE, WITH ANNUAL CONFERENCE MATERIALS AND PROCEEDINGS, AS WELL AS A PRINTED ANNUAL PROCEEDINGS PUBLICATION. 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.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

NEXT GENERATION PRESCHOOL MATH

LINEAR ALGEBRA AND GEOMETRY: ADVANCED MATHEMATICS FOR MORE STUDENTS

ZOOM IN! LEARNING SCIENCE WITH DATA

PLAYING WITH THE DATA: DEVELOPING DIGITAL SUPPORTS FOR MIDDLE SCHOOL SCIENCE TEACHERS USING GAME-BASED FORMATIVE ASSESSMENT

ELECTRONIC TEACHER GUIDE: ITS DEVELOPMENT AND USE IN SUPPORTING EDUCATIVE CURRICULA

EARLY READING FIRST

BROADENING PARTICIPATION OF ELEMENTARY SCHOOL TEACHERS AND STUDENTS IN COMPUTER SCIENCE THROUGH STEM INTEGRATION AND STATEWIDE COLLABORATION

REDUCING HIV RISKS AMONG AFRICAN AMERICAN TEENS IN HIGH POVERTY URBAN SETTINGS

COHERENT IMPLEMENTATION OF MATHEMATICS INSTRUCTIONAL MATERIALS: A STUDY OF THE VARIATIONS AND EFFECTS OF DISTRICT SUPPORTS FOR IMPLEMENTATION

MAXIMIZING ONLINE DISSEMINATION AND E-LEARNING OF HIV CARE STRATEGIES (MODEL HIV

TO REVISE PROGRAM DESCRIPTION AND INCORPORATE MARKING AND BRANDING PLAN

SUPPORTING STAFF DEVELOPERS IN THE IMPLEMENTATION OF PROFESSIONAL DEVELOPMENT PROGRAMS TO IMPROVE MATHEMATICS EDUCATION FOR STUDENTS WITH DISABILITIE

BUILDING TEACHER CAPACITY TO INTEGRATE COMPUTER SCIENCE INTO ELEMENTARY MATHEMATICS -RAPID CHANGES IN COMPUTING, ESPECIALLY WITH ADVANCES IN ARTIFICIAL INTELLIGENCE, ARE RESHAPING THE FUTURE NEEDS OF SOCIETY AND THE DEMANDS ON THE STEM WORKFORCE. MORE THAN EVER, COMPUTER SCIENCE (CS) EDUCATION IS CRITICAL FOR ALL CHILDREN. MANY SCHOOLS ARE LOOKING FOR WAYS TO INTRODUCE CS SKILLS AND THINKING IN THE ELEMENTARY GRADES. WHEREAS SOME INITIATIVES HAVE FOCUSED ON CODING AS ITS OWN ENDEAVOR, NOT INTEGRATED WITH SUBJECTS LIKE MATHEMATICS, SCIENCE, OR LITERACY, DEVELOPERS AND RESEARCHERS ARE INCREASINGLY EXPLORING WAYS THAT PROGRAMMING AND COMPUTATIONAL THINKING (CT) CAN BE INTEGRATED INTO CORE CONTENT. THIS PROJECT INVESTIGATES THE IDEA THAT PROVIDING TEACHERS AND STUDENTS WITH RESOURCES TO INTEGRATE CS/CT WITH MATHEMATICS CAN MUTUALLY BENEFIT LEARNING IN BOTH DISCIPLINES. EMBEDDING PROGRAMMING INTO CORE MATHEMATICS INSTRUCTION FOR GRADES 2-5 ENSURES THAT ALL CHILDREN GAIN EXPERIENCE WITH CT AND PROGRAMMING IN DEVELOPMENTALLY APPROPRIATE WAYS. IT CAN ALSO INCREASE ACCESS TO CRITICAL MATHEMATICS CONTENT BY PROVIDING AN ENGAGING APPROACH TO MATHEMATICS THAT OFFERS DIFFERENT AFFORDANCES THAN PENCIL-AND-PAPER ACTIVITIES. THIS PROJECT WILL DEVELOP RESOURCES THAT STRENGTHEN TEACHER CAPACITY, ENGAGE CHILDREN IN MATHEMATICS LEARNING, AND PREPARE THEM FOR STEM EDUCATION PATHWAYS. WORKING WITH SCHOOL DISTRICT PARTNERS IN FOUR STATES ACROSS THE EASTERN U.S., THE PROJECT WILL IMPACT OVER 100 TEACHERS AND 2100 CHILDREN. AN ADDITIONAL 192 TEACHERS IN COMPARISON CLASSROOMS WILL BE INVOLVED IN RESEARCH ACTIVITIES. THIS PROJECT WILL DESIGN AND STUDY RESOURCES THAT BUILD TEACHER CAPACITY TO INTEGRATE CS/CT INTO MATHEMATICS BY BUILDING ON THE INVESTIGATORS' PRIOR WORK DEVELOPING INTEGRATED MATH+CS MODULES IN GRADES 2-5. THESE PROTOTYPE MODULES INTRODUCE CHILDREN TO RICH CS/CT CHALLENGES USING MICROWORLDS IN THE BLOCKS-BASED PROGRAMMING LANGUAGE SNAP!, SUPPORT CRITICAL GRADE-LEVEL MATHEMATICS, AND PROMOTE PERSISTENCE IN PROBLEM SOLVING. THE WORK WILL INVESTIGATE HOW THE USE OF MATH+CS MODULES, COMBINED WITH PROFESSIONAL LEARNING AND ONLINE TEACHER RESOURCES, INCLUDING VIDEO, CAN BUILD TEACHERS' CAPACITY FOR CS INTEGRATION IN ELEMENTARY MATHEMATICS. THE PROJECT WILL USE AN ITERATIVE DESIGN PROCESS TO CREATE, REFINE, AND TEST A SET OF TEACHER SUPPORTS FOR MATH+CS; EXPLORE FEASIBILITY OF IMPLEMENTATION; INVESTIGATE USABILITY OF THE MODULES; AND STUDY TEACHER AND STUDENT OUTCOMES. CLASSROOM OBSERVATIONS AND STUDENT INTERVIEWS WILL BE ANALYZED USING MIXED-METHODS APPROACHES IN ORDER TO INVESTIGATE CHILDREN'S ENGAGEMENT AND DEVELOPMENT OF PROGRAMMING SKILL, CS/CT, AND MATHEMATICAL THINKING. TO EXAMINE THE IMPACT ON TEACHERS' SELF-EFFICACY FOR CS/CT AND PROGRAMMING, SELF-EFFICACY FOR TEACHING CS/CT AND PROGRAMMING, AND BELIEFS ABOUT CS EDUCATION, THE STUDY WILL EMPLOY A QUASI-EXPERIMENTAL PRETEST-POSTTEST DESIGN USING HIERARCHICAL REGRESSION ANALYSIS TO EXAMINE TEACHER SURVEY RESULTS. DISSEMINATION WILL FOCUS ON MAKING THE PROJECT'S FINDINGS AND PRODUCTS WIDELY AVAILABLE TO BOTH PRACTITIONERS AND RESEARCHERS, PROVIDING FREE ACCESS TO THE MATH+CS MODULES AND TEACHER SUPPORTS AND REPORTING VIA PROFESSIONAL MEETINGS AND PUBLICATIONS. THIS PROJECT IS CO-FUNDED BY NSF'S DRK-12 AND ITEST PROGRAMS. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS, AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS. THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. 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.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

AN EXAMINATION OF THE IMPACT OF TEACHERS' DOMAIN AS A PROFESSIONAL AS A PROFESSIONAL DEVELOPMENT TOOL ON TEACHER KNOWLEDGE AND STUDENT ACHIEVEMENT IN

EQUITABLE COMPUTER SCIENCE IMPLEMENTATION IN ALL NEW YORK CITY (NYC) SCHOOLS

STEM LEARNING AND RESEARCH (STELAR) CENTER

MATHEMATICS THROUGH PROGRAMMING IN THE ELEMENTARY GRADES

TRIBAL YOUTH PROGRAM TRAINING AND TECHNICAL ASSISTANCE

THE 7TH GENERATION NATIONAL TRIBAL MENTORING PROGRAM

REDUCING BARRIERS TO HELP-SEEKING FOR MENTAL HEALTH ISSUES

R&D: FOSTERING MATHEMATICS SUCCESS IN ENGLISH LANGUAGE LEARNERS

DEVELOPING ABILITIES AND KNOWLEDGE FOR CAREERS IN DESIGN AND ENGINEERING FOR STUDENTS ON THE AUTISM SPECTRUM BY SCALING UP MAKING EXPERIENCES

NATIONAL CENTER FOR EDUCATION RESEARCH

DIFFERENTIATED PROFESSIONAL DEVELOPMENT: BUILDING MATHEMATICS KNOWLEDGE FOR TEACHING STRUGGLING LEARNERS

NEW TWO YWARS CA TO EDUCATION DEVELOPMENT CENTER FOR $2,200,000

YOUNG MATHEMATICIANS: EXPANDING AN INNOVATIVE AND PROMISING MODEL ACROSS LEARNING ENVIRONMENTS TO PROMOTE PRESCHOOLERS' MATHEMATICS KNOWLEDGE

COLLABORATIVE RESEARCH: MATHEMATICS IMMERSION FOR SECONDARY TEACHERS AT SCALE

NATIONAL YOUTH MENTORING TRAINING AND TECHNICAL ASSISTANCE CENTER

CUE-P: INTEGRATING ARTIFICIAL INTELLIGENCE LITERACY INTO COMMUNITY COLLEGE PROGRAMS -IN A WORLD INCREASINGLY DRIVEN BY ARTIFICIAL INTELLIGENCE (AI), ACROSS THE NATION THERE IS A RISING NEED FOR AN AI LITERATE WORKFORCE THAT SPANS INDUSTRY SECTORS, A PUSH WHICH IS FELT ACROSS INSTITUTIONS OF HIGHER EDUCATION FROM STUDENTS, FACULTY, AND THE INDUSTRIES INTERESTED IN EMPLOYING THEIR GRADUATES. THIS NSF CUE PATHWAYS PROJECT IS A COLLABORATION BETWEEN EDUCATION DEVELOPMENT CENTER (EDC) AND GREEN RIVER COLLEGE (WA), ALONG WITH BRIDGERLAND TECHNICAL COLLEGE (UT), BUNKER HILL COMMUNITY COLLEGE (MA), HARFORD COMMUNITY COLLEGE (MD), AND NASHVILLE STATE COMMUNITY COLLEGE (TN) TO BUILD A REPLICABLE PATHWAY FROM 2 YEAR TO 4 YEAR CS DEGREES, INCREASING AI LITERACY AMONG FACULTY AND STUDENTS, BETTER PREPARING GRADUATES TO ADVANCE IN CS DEGREES AND PARTICIPATE EFFECTIVELY IN THE WORLD OF WORK THEY WILL ENTER UPON GRADUATION. THE PROJECT RAISES VISIBILITY OF COMMUNITY COLLEGES (CCS) AS THE WORKFORCE DEVELOPMENT ENGINE PRODUCING OUR NATION?S MIDDLE-SKILLED AI WORKFORCE. THE RICH DIVERSITY OF STUDENTS THAT ATTEND TWO-YEAR COLLEGES WILL SERVE TO BROADEN THE PARTICIPATION OF THESE GROUPS IN THE PATHWAYS TO AI AND COMPUTER SCIENCE (CS) DEGREES AND JOBS, THEREBY BUILDING A MORE ROBUST AND CREATIVE WORKFORCE ENABLED WITH AI. THIS PROJECT BUILDS ON A SUCCESSFUL FIVE-YEAR PARTNERSHIP OF FIVE CCS PREVIOUSLY FUNDED THROUGH NSF TO DEVELOP NEW PROGRAMS, COURSES, AND/OR CURRICULA IN DATA SCIENCE. THE PROJECT LEVERAGES BEST PRACTICES, CURRICULUM AND PROGRAM DEVELOPMENT, AND INTEGRATION TOOLS DEVELOPED AND TESTED THROUGH ATE AND STEM+C FUNDING, WHICH ENABLES SCHOOLS TO EXPEDITE DEVELOPMENT OF NEW PROGRAMS. PARTNER COLLEGES WILL DEVELOP AND IMPLEMENT A STRATEGIC PLAN FOR PATHWAY DEVELOPMENT; CO-DESIGN, TEST, AND IMPLEMENT AN AI LITERACY COURSE FOR STUDENTS; AND WILL INTEGRATE FOUNDATIONAL AI SKILLS INTO DATA SCIENCE COURSES. THESE COURSES WILL BUILD STUDENT?S INTEREST IN AI, DEVELOP AI LITERACY AND AI PROMPTING SKILLS, AND INTRODUCE THEM TO AI APPLICATIONS ACROSS CAREERS. THE PROJECT WILL (1) INCREASE THE NUMBER OF CCS DESIGNING AND TESTING EFFECTIVE PATHWAYS FROM COMMUNITY COLLEGE TO FOUR-YEAR CS AND AI DEGREE PROGRAMS, (2) INCREASE THE NUMBER OF CC STUDENTS WHO ARE AWARE OF THE IMPACT AND APPLICATIONS OF AI ACROSS INDUSTRY SECTORS, AND (3) BUILD THE AI LITERACY NEEDED FOR INDIVIDUALS TO BE ACTIVE, CONTRIBUTING CITIZENS AND WORKERS IN OUR TECHNOLOGY-DRIVEN WORLD. LASTLY, IT WILL INCREASE THE NUMBER OF FACULTY WHO ARE LITERATE IN AI AND EXPERIENCED IN INTEGRATING AI INTO THEIR COURSES. TO DO THIS, THE PROJECT WILL (A) SUPPORT EACH CC?S DEVELOPMENT AND IMPLEMENTATION OF A STRATEGIC PLAN; (B) DEVELOP A PROFILE OF THE MIDDLE-SKILLED AI WORKER AND ALIGN AI COURSES WITH LOCAL INDUSTRY SKILL DEMANDS; (C) CO-DESIGN AND PILOT COURSES AND CURRICULA WITH STAKEHOLDERS, AND RESEARCH EFFECTIVENESS OF THE AI LITERACY COURSE AND INTEGRATION; (D) BUILD THE CAPACITY OF FACULTY TO TEACH AI LITERACY AND INTEGRATE AI INTO DATA SCIENCE; (E) PROVIDE FACULTY EXTERNSHIPS IN INDUSTRY AND EXPERIENTIAL LEARNING FOR STUDENTS; AND (E) MODEL AND INSTITUTIONALIZE SUPPORTS FOR STUDENTS? TRANSITION TO BA/BS DEGREES. 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.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

WHAT CAN WE LEARN FROM MIDDLE SCHOOL SCIENCE FAIRS ABOUT TEACHING SCIENCE AND ENGINEERING PRACTICES?

NATIONAL DEFENSE EDUCATION PROGRAM - SUPPORTING READINESS THROUGH VITAL CIVIC EMPOWERMENT (SRVCE)

TV411 WHAT'S COOKING? SERVING UP MATH AND SCIENCE

TAKING NPASS TO SCALE (NPASS2): CREATING STATE-BASED PROFESSIONAL DEVELOPMENT NETWORKS FOR OUT-OF-SCHOOL TIME SCIENCE

ENGAGING PRESCHOOLERS IN DATA COLLECTION AND ANALYSIS TO PROMOTE COMPUTATIONAL THINKING IN MATHEMATICS: EXPLORING A TECHNOLOGY-BASED APPROACH

THE PURPOSE OF THIS AWARD IS TO PROVIDE ASSISTANCE IN THE ESTABLISHMENT OF SUSTAINABLE BUSINESS INNOVATION CENTERS (BICS) IN BOSNIA AND HERZ

OJJDP FY 2013 TRIBAL YOUTH PROGRAM TRAINING AND TECHNICAL ASSISTANCE

DEVELOPING AND RESEARCHING MAKING ACTIVITIES FOR STEM INNOVATION WITH YOUTH IN CARE FACILITIES -OUT-OF-SCHOOL STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) LEARNING SETTINGS CAN FOSTER A PREPARED FUTURE WORKFORCE THROUGH OFFERING A WIDE RANGE OF NOVEL, REAL-WORLD APPLICATIONS OF STEM CONCEPTS AND SKILLS. CARE FACILITIES, SUCH AS HOSPITALS, ARE ONE SETTING IN WHICH MANY PEOPLE SPEND A SUBSTANTIAL AMOUNT OF TIME. THEY AFFORD NUMEROUS OPPORTUNITIES FOR PEOPLE TO LEARN AND APPLY A RANGE OF STEM CONCEPTS AND SKILLS, YET RESEARCH AND DEVELOPMENT ACTIVITIES HAVE NOT FULLY EXPLORED HOW THESE SETTINGS CAN MAXIMIZE STEM LEARNING IN SUPPORT OF A MORE INNOVATIVE AND PREPARED WORKFORCE. THIS PROJECT WILL ADDRESS THIS GAP BY DEVELOPING AND RESEARCHING MAKING ACTIVITIES FOR YOUTH (AGES 12-18) WHO SPEND TIME IN CARE FACILITIES. YOUTH, WHO HAVE PREVIOUSLY SPENT A SUBSTANTIAL DURATION OF TIME IN HOSPITALS, WILL PARTNER WITH THE PROJECT TEAM AND OTHER EXPERT CARE PROVIDERS TO CO-DEVELOP MAKING ACTIVITIES THAT ARE GROUNDED IN THE EXPERIENCES OF YOUTH IN CARE FACILITIES. FOR EXAMPLE, THE YOUTH AND PROJECT TEAM MAY CO-DEVELOP MAKING ACTIVITIES DESIGNED TO IMPROVE VARIOUS TECHNOLOGIES, SUCH AS STETHOSCOPES, USED TO PROVIDE CARE. RESEARCH WILL EXPLORE WHETHER AND HOW THESE MAKING ACTIVITIES SUPPORTED THE STEM AGENCY, INTEREST, AND UNDERSTANDING OF YOUTH PARTICIPANTS. THE RESULTING EDUCATIONAL MATERIALS, SUCH AS SPECIFIC MAKER ACTIVITIES AND GUIDELINES ON HOW TO IMPLEMENT THEM RESPONSIBLY AMONG YOUTH RECEIVING CARE, WILL BE DISSEMINATED NATIONALLY TO ALL, RESULTING IN THE ADVANCEMENT OF YOUTHS' STEM LEARNING AND THE APPLICATION OF THEIR STEM SKILLS IN A PREVIOUSLY UNDERSTUDIED LEARNING CONTEXT. THE PROJECT TEAM WILL PARTNER WITH PREVIOUSLY HOSPITALIZED YOUTH AND CHILD LIFE SPECIALISTS, TRAINED PROFESSIONALS WHO PROVIDE EXPERT GUIDANCE AND SUPPORT TO FAMILIES WHOSE CHILDREN ARE RECEIVING CARE, TO ITERATIVELY DEVELOP, TEST, AND REFINE MAKING ACTIVITIES THAT CAN BE USED BY PROFESSIONALS IN SIMILAR POSITIONS ACROSS THE UNITED STATES. RESEARCH WILL IDENTIFY WHICH MAKER ACTIVITY FORMATS AND TOPICS ARE FEASIBLE FOR CHILD LIFE SPECIALISTS TO IMPLEMENT AMONG YOUTH WITH A RANGE OF DIFFERENT CONDITIONS AND DURATIONS OF STAY IN CARE FACILITIES. AFTER DETERMINING FEASIBILITY IN PARTNERSHIP WITH EXPERT PROVIDERS, THE PROJECT TEAM AND PARTNERS WILL IMPLEMENT MAKING ACTIVITIES WITH YOUTH IN CARE FACILITIES. MIXED METHODS RESEARCH WILL EXPLORE WHETHER AND HOW THE YOUTH CO-DESIGNERS EXPERIENCED AN INCREASE IN STEM AGENCY, AND WHETHER AND HOW THE USE OF MAKER ACTIVITIES AND ACCOMPANYING LEARNING MATERIALS IMPACTED THE STEM UNDERSTANDINGS AND INTEREST OF YOUTH WHO STAY IN CARE FACILITIES. RESULTING LEARNING MATERIALS WILL INCLUDE MAKING ACTIVITIES, AND COMPANION VIDEOS, WHICH CAN BE USED TO INCREASE THE STEM INTEREST AND SKILLS OF YOUTH WHO RECEIVE CARE IN HOSPITALS AND SIMILAR SETTINGS. THESE MATERIALS WILL BE WIDELY DISSEMINATED NATIONALLY TO CARE PROVIDERS, INFORMAL STEM EDUCATORS, AND OTHER AUDIENCES IN ORDER TO ADVANCE THE APPLICATION OF STEM SKILLS ACROSS A BROAD RANGE OF SETTINGS AND TO RESULT IN A MORE PROFICIENT STEM WORKFORCE THAT IS PREPARED TO EVALUATE AND INNOVATE UPON EXISTING TECHNOLOGIES. THIS INTEGRATING RESEARCH AND PRACTICE PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS INCLUDES PROVIDING EVERYONE MULTIPLE PATHWAYS FOR ACCESSING AND ENGAGING IN STEM LEARNING EXPERIENCES. 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.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

COLLABORATIVE FOR ADVANCING HEALTH EQUITY IN OUT-OF-SCHOOL TIME (CAHE-OST) - NATIONAL INITIATIVE TO ADVANCE HEALTH EQUITY IN K-12 EDUCATION BY PREVENTING CHRONIC DISEASE AND PROMOTING HEALTHY BEHAVIORS PRIORITY 3 - HEALTHY OUT-OF-SCHOOL-TIME THE COLLABORATIVE FOR ADVANCING HEALTH EQUITY IN OUT-OF-SCHOOL TIME (CAHE-OST), A PARTNERSHIP BETWEEN EDUCATION DEVELOPMENT CENTER, INC. (EDC) AND THE NATIONAL AFTERSCHOOL ASSOCIATION (NAA), IS DESIGNED IN RESPONSE TO THE CDC INITIATIVE TO ADVANCE HEALTH EQUITY IN K-12 EDUCATION. CAHE-OST’S GOAL IS TO SUPPORT CDC-FUNDED STATE EDUCATION AGENCIES (SEAS), DISTRICTS, SCHOOLS, AND SCHOOL-BASED OST PROGRAMS WITH SELECTING IMPLEMENTING, AND EVALUATING EVIDENCE-BASED HEALTH EQUITY POLICIES, PRACTICES, AND PROGRAMS TO IMPROVE THE HEALTH AND WELL-BEING OF YOUTH AND STAFF FROM DISPROPORTIONATELY AFFECTED COMMUNITIES. TO MEET THIS GOAL, CAHE-OST WILL PROVIDE PROFESSIONAL DEVELOPMENT (PD) AND TECHNICAL ASSISTANCE (TA) TO HELP OUR AUDIENCES MAKE EFFECTIVE CHANGES TO THEIR PRACTICES AND POLICIES; ENGAGE IN DISSEMINATION ACTIVITIES BY SUPPORTING THE USE OF CAPACITY BUILDING RESOURCES THAT EQUIP OUR AUDIENCE WITH TOOLS TO SUPPORT CONTINUOUS QUALITY IMPROVEMENT; FOSTER PARTNERSHIPS BY ENGAGING IN COORDINATION AND COLLABORATION WITH CDC AND LEADING NATIONAL ORGANIZATIONS SO THAT OUR MATERIALS AND SERVICES HAVE THE BROADEST POSSIBLE IMPACT AND ARE INFORMED BY A WIDE-RANGE OF EXPERTS AND PRACTITIONERS; AND SUPPORT THE IMPLEMENTATION OF GOAL-ORIENTATED ACTION ITEMS WITHIN THE WHOLE SCHOOL, WHOLE COMMUNITY, WHOLE CHILD FRAMEWORK. THESE VARIOUS STRATEGIES AND ACTIVITIES WILL BE IMPLEMENTED BY OUR DYNAMIC AND EXPERIENCED TEAM OF OST AND HEALTH EQUITY SUBJECT MATTER EXPERTS. TOGETHER, THE CAHE-OST TEAM, IN PARTNERSHIP WITH THE CDC, WILL PLAN, ORGANIZE, AND IMPLEMENT ACTIVITIES TO ACHIEVE THE FOLLOWING OUTCOMES: - INCREASED KNOWLEDGE AND SKILL AMONG PD AND TA PARTICIPANTS RELATED TO THE IMPLEMENTATION OF EVIDENCE-BASED OST HEALTH POLICIES, PRACTICES AND PROGRAMS THAT PROMOTE HEALTH AND EMOTIONAL WELL-BEING. - INCREASED USE OF EVIDENCE-BASED TOOLS AND RESOURCES THAT PROMOTE HEALTH EQUITY AMONG CDC-FUNDED SEAS, DISTRICTS, OR OST PROGRAMS. - INCREASE IN CDC-FUNDED SEAS, DISTRICTS, OR SCHOOLS THAT HAVE DEVELOPED, REVISED, OR ADOPTED OST HEALTH POLICIES ALIGNED WITH THE WSCC APPROACH AND/OR IMPLEMENTED EVIDENCE-BASED PRACTICES AND PROGRAMS THAT SUPPORT OST HEALTH, INCLUDING EMOTIONAL WELL-BEING AND MENTAL HEALTH FOR OST-PARTICIPATING STUDENTS AND STAFF, HEALTHY EATING, AND PHYSICAL ACTIVITY. - INCREASED ADOPTION AND IMPLEMENTATION OF EVIDENCE-BASED OST PRACTICES AND PROGRAMS BY CDC-FUNDED SEAS, DISTRICTS, OST PROGRAMS, AND RELATED CONSTITUENTS. - DEMONSTRATED EXPANSION OF OST-BASED MENTAL HEALTH AND HEALTH SERVICES. - INCREASED SYSTEMS AND ENVIRONMENTS SUPPORT THE PHYSICAL, MENTAL, AND EMOTIONAL WELL-BEING OF OST-PARTICIPATING STUDENTS AND STAFF.

TO PROVIDE SUPPORT FOR A PROGRAM IN "MINORITY EDUCATION AND SKILLS TRAINING FOR YOUTH PROGRAM" IN INDIA

TRIBAL REENTRY GREEN TRAINING AND TECHNICAL ASSISTANCE CENTER

COMMUNITY FOR ADVANCING DISCOVERY RESEARCH IN EDUCATION (CADRE)

PREPARATION FOR PERSISTENCE: BUILDING A COMMUNITY OF PRACTICE TO RESEARCH AND SUPPORT NOYCE SCHOLARS IN HIGH-NEED SCHOOLS

STRENGTHENING MATHEMATICS INTERVENTION CLASSES: IDENTIFYING AND ADDRESSING CHALLENGES TO IMPROVE INSTRUCTION FOR STRUGGLING LEARNERS

SCAFFOLDING MASTERY MOTIVATION: TESTING A THEORETICAL MODEL OF TEACHER PRACTICE AND PRESCHOOLERS' MATHEMATICS LEARNING

THE PURPOSE OF THIS AGREEMENT IS TO PROVIDE SUPPORT FOR CAPACITY BUILDING PROGRAM FOR AL SALEH YOUTH DEVELOPMENT AND VOCATIONAL CENTER IN YEMEN.

SUPPORTING SCIENCE INQUIRY, INTEREST, AND STEM THINKING FOR YOUNG DUAL LANGUAGE LEARNERS

NATIONAL CENTER FOR EDUCATION RESEARCH

FAMILY CHILD CARE AND BEYOND: EXPLORING TARGETED INVESTMENTS IN CHILD CARE PROGRAM SUSTAINABILITY AND WORKFORCE DEVELOPMENT IN RHODE ISLAND

COMMUNITY FOR ADVANCING DISCOVERY RESEARCH IN EDUCATION 2 (CADRE 2)

TRANSFORMING PRESCHOOLERS? SPATIAL ORIENTATION: LEVERAGING NEW TECHNOLOGIES FOR LEARNING IN EARLY CHILDHOOD CLASSROOMS AND AT HOME

DIGITAL GAMES AS ANALOGICAL SOURCES FOR SCIENCE LEARNING

NATIONAL CENTER FOR EDUCATION RESEARCH

NATIONAL CENTER FOR EDUCATION RESEARCH

EMPLOYMENT AND ECONOMIC EMPOWERMENT OF YOUTH WITH DISABILITIES ACTIVITY

NATIONAL CENTER FOR EDUCATION RESEARCH

COLLABORATIVE RESEARCH: OCEAN TRACKS COLLEGE EDITION: INVESTIGATING MARINE MIGRATIONS IN A CHANGING OCEAN

MAKING MENTORS: ENHANCING ACCESS TO STEM CAREERS FOR AUTISTIC YOUTH THROUGH MENTORSHIP PROGRAMS IN MAKERSPACES -AUTISTIC YOUTH AND YOUNG ADULTS OFTEN POSSESS NUMEROUS SKILLS THAT HAVE THE POTENTIAL TO SUBSTANTIALLY CONTRIBUTE TO THE STEM WORKFORCE OF THE FUTURE. HOWEVER, AUTISTIC PEOPLE REMAIN UNDERREPRESENTED IN STEM CAREERS DUE IN PART TO A LACK OF TRANSITIONAL SUPPORTS BETWEEN HIGH SCHOOL AND COLLEGE. THIS PROJECT WILL ADDRESS THIS CRITICAL GAP BY PROVIDING THESE TRANSITIONAL SUPPORTS THROUGH A COMPREHENSIVE, PERSON-CENTERED, NEAR-PEER MENTORSHIP PROGRAM IN THE CONTEXT OF MAKER CLUBS ATTENDED BY OVER 135 AUTISTIC YOUTH AND UNDERGRADUATES. IN THIS PROGRAM, AUTISTIC COLLEGE STUDENTS WHO MAJOR IN STEM FIELDS WILL ACT AS NEAR-PEER MENTORS TO AUTISTIC HIGH SCHOOL STUDENTS AS THEY ENGAGE IN SELF-DIRECTED PROJECTS IN MAKER CLUBS. IN PARTNERSHIP WITH COLLEGE AND HIGH SCHOOL COUNSELORS, THE MENTORS WILL CONNECT THE STEM INTERESTS OF THE HIGH SCHOOL STUDENTS WITH RELEVANT STEM CAREERS AND CAREER PATHWAYS, WHILE SHARING PRACTICAL ADVICE ABOUT RESOURCES, NETWORKS, AND PRACTICES THAT FOSTER SELF-ADVOCACY AND SELF-DETERMINATION IN POST-SECONDARY STEM EDUCATION AND EMPLOYMENT. RESEARCH WILL EXPLORE WHETHER AND HOW THE TRANSITION PROGRAM FOSTERS INCREASED STEM IDENTITIES, SELF-ADVOCACY SKILLS, AND GREATER QUALITY OF LIFE AMONG THE HIGH SCHOOL STUDENTS AND THEIR MENTORS. THE RESULTING FIELD-TESTED AND EMPIRICALLY-BASED TRANSITION PROGRAM WILL BE DISSEMINATED WIDELY TO MAKERSPACES AND OTHER SETTINGS, ULTIMATELY PROVIDING INCREASED ACCESS TO STEM CAREERS FOR AUTISTIC YOUTH. AUTISTIC HIGH SCHOOL STUDENTS AND AUTISTIC UNDERGRADUATE STEM MAJORS WILL CO-DESIGN A STEM MENTORSHIP PROGRAM, EMBEDDED WITHIN MAKER CLUBS, WHICH WILL SUPPORT THE TRANSITION BETWEEN HIGH SCHOOL AND COLLEGE. DIVERSE MENTORS AND YOUTH WILL BE PAIRED BASED ON ATTRIBUTES THAT THEY IDENTIFY AS IMPORTANT TO THEIR MENTORSHIP EXPERIENCE, INCLUDING BUT NOT LIMITED TO RACE, ETHNICITY, GENDER, LANGUAGE, AUTISTIC TRAITS, AND STEM INTERESTS. PARTICIPATORY, MIXED-METHODS RESEARCH WILL INVESTIGATE WHETHER THE CO-DESIGNED MENTORSHIP PROGRAM IS ASSOCIATED WITH GREATER QUALITY OF LIFE, SELF-DETERMINATION, SELF-EFFICACY, SELF-ADVOCACY, AND STEM IDENTITY AMONG THE HIGH SCHOOL STUDENTS AND UNDERGRADUATES. ADDITIONALLY, THIS RESEARCH WILL EXAMINE HOW AND WHY SPECIFIC ASPECTS OF THE MENTORSHIP EXPERIENCE HAVE AN IMPACT ON THE EFFECTIVENESS OF THE PROGRAM. TO ACHIEVE THESE RESEARCH PURPOSES, STATISTICAL ANALYSES WILL BE CONDUCTED ON PRE- AND POST-SURVEYS, INCLUDING THE AUTISM SPECIFIC QUALITY OF LIFE SURVEY AND A STEM SELF-EFFICACY AND CAREER INTEREST SURVEY THAT HAS BEEN ADAPTED FOR AND VALIDATED WITH AUTISTIC YOUTH. THE FINDINGS FROM THESE DATA WILL BE TRIANGULATED WITH QUALITATIVE ANALYSES OF PRE- AND POST-INTERVIEWS WITH THE MENTORS AND YOUTH. THE RESULTING RESEARCH WILL ADVANCE KNOWLEDGE OF HOW STRENGTHS-BASED, PARTICIPATORY APPROACHES CAN SUPPORT AUTISTIC YOUTH IN PURSUING STEM CAREER PATHWAYS. THIS RESEARCH WILL BE DISSEMINATED WIDELY THROUGH CONFERENCES AND JOURNALS FOR AUTISM RESEARCHERS AND EDUCATORS, IN ADDITION TO STEM EDUCATION RESEARCHERS AND EDUCATORS. THE CO-DESIGNED, MENTORSHIP-BASED TRANSITION PROGRAM WILL BE SHARED THROUGH A DIGITAL MAKING MENTORS TOOLKIT. BECAUSE THIS TOOLKIT IS BASED IN THE EXPERIENCES AND EXPERTISE OF AUTISTIC YOUTH AND UNDERGRADUATES, IT IS LIKELY TO SUPPORT THE ACCURATE AND AUTHENTIC TRANSLATION OF RESEARCH INTO PRACTICE FOR AUTISTIC PEOPLE. THIS PROJECT IS FUNDED BY THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. 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.

ONLINE PROFESSIONAL DEVELOPMENT FOR EXPLORING COMPUTER SCIENCE

ANALYZING DIAGRAMS: A SUPPORT FOR ENGLISH LEARNERS (ADSEL)

CAREER ACADEMIES, PATHWAYS, AND ELECTIVE COURSES: EXPLORING VARIATION IN WORK-BASED LEARNING EXPERIENCES AND STUDENT OUTCOMES

ANNUAL CONFERENCES AND NETWORKING SUPPORT FOR TEACHER PROFESSIONAL CONTINUUM (TPC) PRINCIPAL INVESTIGATORS

COLLABORATIVE RESEARCH: ASSESSING SECONDARY TEACHERS' ALGEBRAIC HABITS OF MIND

USING INFORMAL EXPLORATIONS OF LIVING PHENOMENA TO ENHANCE SCIENCE LEARNING

THE 7TH GENERATION COMMUNITY-BASED MENTORING PROGRAM FOR COURT-INVOLVED TRIBAL YOUTH

COLLABORATIVE RESEARCH: STREAMS OF DATA: NURTURING DATA LITERACY IN YOUNG SCIENCE LEARNERS

INVESTIGATING DIGITAL BADGES AS ALTERNATIVE CREDENTIALS TO BROADEN STEM PARTICIPATION AMONG UNDERREPRESENTED YOUTH

MASSACHUSETTS EXPLORING COMPUTER SCIENCE PARTNERSHIP (MECSP)

THINK MATH + C: INTEGRATING PROGRAMMING INTO A COMPREHENSIVE K-5 MATHEMATICS CURRICULUM

INNOVATION PATHWAYS TO DATA CAREERS

STRATEGIES: UNDERSTANDING WEATHER EXTREMES WITH BIG DATA: INSPIRING RURAL YOUTH IN DATA SCIENCE

INCREASING ACCESS TO CHILD CARE AND EARLY EDUCATION: EVALUATING THE IMPACT OF CONNECTICUT?S CCDF SUBSIDY PAYMENT POLICIES ON PROVIDER AND FAMILY PARTICIPATION - INCREASING ACCESS TO CHILD CARE AND EARLY EDUCATION: EVALUATING THE IMPACT OF CONNECTICUT’S CCDF SUBSIDY PAYMENT POLICIES ON PROVIDER AND FAMILY PARTICIPATION

IDEAS: INVENTING, DESIGNING, AND ENGINEERING ON THE AUTISM SPECTRUM

THE TISAMALE MABUKU ACTIVITY WILL SUPPORT THE GOVERNMENT OF MALAWI’S MINISTRY OF EDUCATION’S IMPLEMENTATION OF SUPPORTED NATIONAL READING BY IMPROVING USE OF TEACHING AND LEARNING MATERIALS.

COLLABORATIVE RESEARCH: THE DEVELOPMENT OF COMPUTATIONAL LITERACY THROUGH THE INTEGRATION OF COMPUTATIONAL THINKING AND EARLY LANGUAGE AND LITERACY DEVELOPMENT IN URBAN PRESCHOOLS

INCREMENTAL FUNDING TO AN ASSOCIATE AWARD TO EDUCATION DEVELOPMENT CENTER TO IMPLEMENT THE INTERACTIVE RADIO INSTRUCTIONS ACTIVITIES IN MALA

COLLABORATIVE RESEARCH: UNIVERSAL DESIGN OF INQUIRY-BASED MIDDLE AND HIGH SCHOOL SCIENCE CURRICULA

ITEST STUDY: PROMOTING STEM CAREER INTEREST IN THE CLASSROOM: AN EXPLORATORY STUDY LINKING TEACHER PROFESSIONAL DEVELOPMENT WITH CHANGES IN TEACHING

THE 7TH GENERATION NATIONAL TRIBAL MENTORING PROGRAM

STRENGTHEN THE MEASUREMENT AND ASSESS THE IMPACT OF YOUTH AND COUNTERING VIOLENT EXTREMISM PROGRAMS AND INTERVENTIONS IN MOROCCO TO IMPROVE PROGRAM DESIGN, IMPLEMENTATION, AND DECISION-MAKING.

ARTS IN EDUCATION - DEVELOPMENT AND DISSEMINATION GRANT PROGRAM

CHILD CARE COLLABORATIONS AND QUALITY

STRENGTHENING DATA LITERACY ACROSS THE CURRICULUM

"CREATION OF THE DAFUR NEWS AND INFORMATION SERVICE"- COST AMENDMENT

EMPIRICAL; CONTEXTUAL RESEARCH STRAND; TITLE: ELEMENTARY SCIENCE SPECIALISTS AND CLASSROOM GENERALISTS: ARE THERE DIFFERENCES IN SCIENCE INSTRUCTION,

CAN VISUAL ARTS LEARNING IMPROVE GEOMETRIC REASONING? A TRANSFER STUDY

COMMUNITY FOR ADVANCING DISCOVERY RESEARCH EDUCATION (CADRE) 2018

ALLIANCES FOR GRADUATE EDUCATION AND THE PROFESSORIATE (AGEP) EVALUATION CAPACITY BUILDING CONFERENCES (AGEP ECBCS)

CREATING PATHWAYS FOR BIG DATA CAREERS

OJJDP FY 2006 DEMONSTRATION PROGRAMS DIVISION (DPD) CONTINUATIONS

NEW MEDIA ENABLED TECHNICIAN

TOWARD OPTIMAL END-OF-LIFE CARE IN THE PICU

EFFECTIVE USE OF MATHEMATICAL INSTRUCTIONAL MATERIALS

COLLABORATIVE RESEARCH: OCEAN TRACKS: INVESTIGATING MARINE MIGRATIONS IN A CHANGING OCEAN

UNIVERSITY PREPARATION CAMP FOR ETHIOPIAN YOUNG WOMEN

PARTNERSHIP FOR MCH LEADERSHIP COMMUNITY - ABSTRACT: STRENGTHENING MATERNAL AND CHILD HEALTH LEADERSHIP FOR IMPROVED HOME VISITING OUTCOMES FOCUS AREA: THE EDUCATION DEVELOPMENT CENTER (EDC) PROPOSES TO LEAD THE PARTNERSHIP FOR NATIONAL MATERNAL AND CHILD HEALTH (MCH) LEADERSHIP PROJECT UNDER FOCUS AREA 4. THIS INITIATIVE AIMS TO ENHANCE THE LEADERSHIP AND WORKFORCE CAPACITY OF MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING (MIECHV) PROGRAM LEADERS THROUGH TARGETED TRAINING, PEER SUPPORT, AND CROSS-SYSTEM COORDINATION. THIS PROJECT SEEKS TO ENSURE EQUITABLE, EFFECTIVE, AND SUSTAINABLE HOME VISITING SERVICES FOR FAMILIES ACROSS THE UNITED STATES BY ADDRESSING CRITICAL WORKFORCE CHALLENGES AND FOSTERING LEADERSHIP DEVELOPMENT. TARGET AUDIENCE: THIS PROJECT WILL SERVE STATE AND TERRITORY MIECHV LEADERS, INCLUDING PROGRAM DIRECTORS AND KEY STAFF, WHO OVERSEE THE IMPLEMENTATION OF HOME VISITING SERVICES FOR FAMILIES NATIONWIDE. BY BUILDING THEIR LEADERSHIP CAPACITY AND FOSTERING CONNECTIONS ACROSS MATERNAL AND CHILD HEALTH SYSTEMS, THE INITIATIVE WILL ENHANCE THE QUALITY AND EQUITY OF SERVICES DELIVERED TO FAMILIES, INCLUDING THOSE IN HIGH-NEED OR UNDERSERVED COMMUNITIES. NEEDS TO BE ADDRESSED: STATE AND TERRITORY MIECHV LEADERS FACE COMPLEX CHALLENGES THAT HINDER PROGRAM EFFECTIVENESS AND SUSTAINABILITY. THESE INCLUDE PERSISTENT WORKFORCE SHORTAGES AND HIGH STAFF TURNOVER, WHICH DISRUPT SERVICE DELIVERY; LIMITED LEADERSHIP DEVELOPMENT OPPORTUNITIES TO PREPARE AND SUPPORT CURRENT AND EMERGING LEADERS; FRAGMENTED SYSTEMS OF CARE THAT REDUCE COLLABORATION AND EXACERBATE INEQUITIES; AND EMERGING PUBLIC HEALTH PRIORITIES SUCH AS ADDRESSING MENTAL HEALTH, SUBSTANCE USE DISORDERS, HOUSING INSTABILITY, AND THE NEEDS OF MULTILINGUAL FAMILIES. THESE BARRIERS LIMIT MIECHV LEADERS’ ABILITY TO ACHIEVE MEASURABLE IMPROVEMENTS IN MATERNAL AND CHILD HEALTH OUTCOMES. PROGRAM DESCRIPTION & PROPOSED SERVICES: EDC WILL IMPLEMENT A COMPREHENSIVE, TWO-LEVEL APPROACH TO ADDRESS THESE NEEDS AND SUPPORT MIECHV LEADERS. AT THE NATIONAL LEVEL, EDC WILL COLLABORATE WITH TITLE V, URBAN MCH, HEALTHY START PROGRAMS, AND OTHER MCHB-FUNDED CAPACITY-BUILDING PARTNERS TO ALIGN ACTIVITIES, DISSEMINATE EVIDENCE-BASED PRACTICES, AND STRENGTHEN SYSTEM-WIDE INTEGRATION. THIS COORDINATION WILL ENSURE THAT MIECHV PRIORITIES ARE EMBEDDED IN THE BROADER MCH ECOSYSTEM AND THAT RESOURCES ARE MAXIMIZED ACROSS PROGRAMS. AT THE MIECHV LEADERSHIP LEVEL, THE PROJECT WILL ESTABLISH THE MIECHV PEER CONNECTION HUB, AN INNOVATIVE LEADERSHIP PLATFORM WITH THREE KEY COMPONENTS: THE COLLABORATIVE LEADERSHIP PROGRAM (CLP), PEER MATCH PROGRAM (PMP), AND MCH CONNECTOR. THE CLP WILL LEAD FOUR COHORTS THROUGH A NINE-MONTH TRAINING PROGRAM TO BUILD LEADERSHIP COMPETENCIES, INCLUDING SYSTEMS THINKING, WORKFORCE SUSTAINABILITY, AND STRATEGIC PLANNING. THE CLP WILL ALSO CONNECT MIECHV LEADERS WITH SUBJECT MATTER EXPERTS TO BUILD CAPACITY TO ADDRESS CURRENT AND EMERGING PUBLIC HEALTH PRIORITIES. THE PMP WILL FOSTER MEANINGFUL, GOAL-ORIENTED PEER RELATIONSHIPS TO FACILITATE COLLABORATION AND SHARED PROBLEM-SOLVING AMONG MIECHV LEADERS. THE MCH CONNECTOR WILL SERVE AS A CENTRALIZED HUB FOR TOOLS, RESOURCES, AND COMMUNICATION, PROVIDING TIMELY UPDATES ON PUBLIC HEALTH PRIORITIES AND PROMOTING COLLABORATION ACROSS MCH SYSTEMS THROUGH PEER-LED OFFERINGS SUCH AS COMMUNITIES OF PRACTICE. THROUGH THESE ACTIVITIES, THE PROJECT WILL BUILD LEADERSHIP AND WORKFORCE CAPACITY TO ADDRESS LONGSTANDING AND EMERGING PUBLIC HEALTH CHALLENGES. IT WILL STRENGTHEN COLLABORATION ACROSS MIECHV, TITLE V, URBAN MCH, AND HEALTHY START PROGRAMS, PROMOTING ALIGNMENT AND COLLABORATION ACROSS FOCUS AREAS. ULTIMATELY, THE PROJECT WILL IMPROVE THE SUSTAINABILITY AND EFFECTIVENESS OF HOME VISITING SERVICES FOR FAMILIES ACROSS THE UNITED STATES. WITH EDC’S PROVEN EXPERTISE AS THE NATION’S LEADING TECHNICAL ASSISTANCE PROVIDER FOR MIECHV, WE ARE WELL-POSITIONED TO DRIVE IMPACTFUL, SUSTAINABLE IMPROVEMENTS IN MATERNAL AND CHILD HEALTH OUTCOMES.

PROMOTING SELF-MANAGEMENT: CF AS MODEL CASE

SUPPORT AND EXPANSION OF SUDAN RADIO SERVICE'S BROADCAST SERVICES TO DARFUR (DARFUR NEWS & INFORMATION SERVICE - DNIS)

CONFERENCE: GLOBE 30TH ANNIVERSARY ANNUAL MEETING: UNDERSTANDING THE PAST, PRESENT, AND FUTURE -THIS AWARD SUPPORTS THE 2025 ANNUAL MEETING FOR THE GLOBE (GLOBAL LEARNING AND OBSERVATIONS TO BENEFIT THE ENVIRONMENT) PROGRAM, WHICH WILL OCCUR JULY 13-17, 2025 IN WASHINGTON, D.C. THIS YEAR ALSO MARKS GLOBE?S 30TH ANNIVERSARY, AND THE CONVENING WILL INCLUDE RECOGNITION OF MILESTONES THROUGH GLOBE?S HISTORY AS WELL AS OPPORTUNITIES FOR PARTICIPANTS TO PLAN FOR FUTURE OPPORTUNITIES TO EXPAND THE REACH AND IMPLEMENTATION OF EARTH SYSTEMS DATA COLLECTION AND EDUCATION. THE GLOBE PROGRAM IS MANAGED AND SUPPORTED BY NASA, ALIGNING WITH NASA?S EARTH SCIENCE DIVISION?S RESEARCH ON THE PLANET?S SYSTEMS AND PROCESSES?PARTICIPANTS IN GLOBE CONTRIBUTE TO MONITORING THESE SYSTEMS AND PROVIDE VALUABLE GROUND-BASED OBSERVATIONS. A PRIMARY GOAL OF THE CONVENING IS TO ALLOW MEMBERS OF THE GLOBE COMMUNITY TO LEARN FROM EACH OTHER TO ENHANCE GLOBE PROJECTS WITHIN THEIR LOCAL COMMUNITY. THEREFORE, THIS YEAR?S AGENDA WILL INCLUDE SPEAKERS AND SESSIONS ON TOPICS SUCH AS USING GLOBE DATA TO SUPPORT SCIENTIFIC AND COMMUNITY-BASED RESEARCH AND ADDRESSING CHALLENGES TO DATA COLLECTION. ACTIVITIES WILL INCLUDE ALUMNI AND SCIENTIST PANELS, REGIONAL SPOTLIGHTS THAT WILL HIGHLIGHT ACTIVITIES AND STORIES FROM ACROSS GLOBE?S SIX REGIONS, EXPLORATION OF AN INTERACTIVE TIMELINE OF GLOBE?S HISTORY, AND KEYNOTE SPEAKERS WHO WILL RECOGNIZE GLOBE?S PAST AND FUTURE IMPACT. GLOBE PROMOTES SCIENCE AND DATA LITERACY BY CONNECTING STUDENTS, EDUCATORS, SCIENTISTS, AND CITIZENS IN A COMMUNITY OF PRACTICE THAT ENGAGES PARTICIPANTS IN HANDS-ON PROJECTS IN THEIR COMMUNITIES THAT CONTRIBUTE TO RESEARCH ON REAL-WORLD CHALLENGES. EDUCATION DEVELOPMENT CENTER, AS THE LEADER OF THE COMMUNITY ENGAGEMENT AND SUPPORT (CES) STRAND OF THE GLOBE IMPLEMENTATION OFFICE (GIO), WILL LEAD THE 2025 GLOBE ANNUAL MEETING. THE ANNUAL MEETING PLAYS A CRITICAL ROLE IN HELPING THE GLOBE COMMUNITY SUSTAIN AND ADVANCE ITS MISSION; STRENGTHEN OR CREATE NEW CONNECTIONS, COMMITMENTS, AND COLLABORATION WITHIN AND ACROSS REGIONS; AND IMPROVE EFFORTS TO SUPPORT AND EXPAND THE PROGRAM. THE MEETING WILL PROVIDE GLOBE MEMBERS WITH POWERFUL COMMUNITY-DRIVEN LEARNING EXPERIENCES, WITH OPPORTUNITIES TO SHARE CHALLENGES AND COLLABORATE ON STRATEGIES TO BETTER ENGAGE STEM PROFESSIONALS, EDUCATORS/MENTORS, STUDENTS AND CITIZEN SCIENTISTS IN KNOWLEDGE-BUILDING PARTNERSHIPS DESIGNED TO BUILD INCREASED ENVIRONMENTAL AWARENESS, COMMUNITY ENGAGEMENT IN EARTH SYSTEMS MONITORING, AND STEM SKILLS. MEETING GOALS, TOPICS, AND ACTIVITIES ARE DIRECTLY RESPONSIVE TO NSF?S STRATEGIC GOALS TO INCREASE ACCESS TO STEM LEARNING AND TRAINING, PROMOTE A SCIENTIFICALLY LITERATE POPULATION THAT IS WELL PREPARED FOR THE ECONOMY AND CHALLENGES OF THE 21ST CENTURY, ADDRESS SOCIETAL NEEDS BY PROMOTING THE TRANSLATION OF RESEARCH INTO APPLICATION, AND CULTIVATE A GLOBAL SCIENCE COMMUNITY BASED ON SHARED VALUES AND STRATEGIC COOPERATION. THE EVENT IS ALSO DIRECTLY RESPONSIVE TO THE GOALS OF THE DIRECTORATE FOR GEOSCIENCES TO INVEST IN PROGRAMS, INNOVATIONS, AND KNOWLEDGE BUILDING THAT CONTRIBUTE TO UNDERSTANDING AND ADAPTING TO THE CHANGES IN OUR EARTH, OCEAN, AND ATMOSPHERE. 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.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

REFINING, OPERATIONALIZING, AND DESCRIBING SCIENTIFIC INQUIRY INSTRUCTIONAL PRACTICE USING THE INQUIRY SCIENCE INSTRUCTION OBSERVATION PROTOCOL (ISIO

STEM EVALUATION COMMUNITY PROJECT

FOCUS ON INQUIRY AND EQUITY IN MATHEMATICS FOR EDUCATION FACULTY

RESOURCES FOR SUPPORTING LESSON STUDY IN MATHEMATICS

BUILDING DISTRICT CAPACITY TO IMPROVE MATHEMATICS LEARNING BY STUDENTS WITH SPECIAL NEEDS

MENTORING TO SUPPORT DESIGNING AND LAUNCHING OF NEW DATA SCIENCE CAREER PATHWAYS AT COMMUNITY COLLEGES

CHARACTERIZING ELDER MISTREATMENT AMONG OLDER ADULTS WITH DEMENTIA - PROJECT SUMMARY/ABSTRACT THIS MENTORED RESEARCH PROJECT FOCUSES ON THE INTERSECTION BETWEEN TWO URGENT AND RELATED THREATS TO OLDER ADULTS’ HEALTH AND SAFETY: ALZHEIMER’S DISEASE AND RELATED DEMENTIAS (ADRD) AND ELDER MISTREATMENT (EM). ELDER MISTREATMENT (EM) PREVALENCE ESTIMATES FOR OLDER ADULTS WITH COGNITIVE IMPAIRMENT RANGE FROM 27.5%- 55%. HIGH PREVALENCE OF EM AMONG PERSONS WITH DEMENTIA (PWD) IS UNSURPRISING CONSIDERING THAT MANY OF THE RISK FACTORS FOR EM ARE RELATED TO DEPENDENCY AND CAREGIVING. HOWEVER, LOGISTICAL AND METHODOLOGICAL CHALLENGES AS WELL AS THE HIGH COSTS ASSOCIATED WITH STUDYING MISTREATMENT AMONG PWD HAVE CONTRIBUTED TO A DEARTH OF RESEARCH ON THE TOPIC. EXISTING RESEARCH HAS RELIED ON SMALL, CROSS-SECTIONAL STUDIES AND HAVE NOT PROVIDED THE DATA REQUIRED TO PRODUCE EVIDENCE-BASED TOOLS FOR EM SCREENING AND INTERVENTION TAILORED TO THE GROWING POPULATION OF PWD. THIS PROJECT WILL FILL CRITICAL KNOWLEDGE GAPS BY LEVERAGING AN ALREADY EXISTING LARGE LONGITUDINAL DATASET FROM UCLA’S ALZHEIMER’S AND DEMENTIA CARE PROGRAM (ADC PROGRAM) TO DESCRIBE THE PHENOMENON OF EM AND IDENTIFY MODIFIABLE RISK FACTORS FOR EM AMONG PWD THAT CAN BE APPLIED IN SUBSEQUENT INTERVENTION GENERATION, REFINEMENT, AND ADAPTATION. AIM 1 IS A QUALITATIVE STUDY OF EXPERT DEMENTIA CARE SPECIALISTS (DCS) EXPERIENCES WITH EM TO INFORM REVISIONS TO A DATA ABSTRACTION TOOL USED IN AIM 2. FOCUS GROUPS WITH DCS FROM 16 CLINICAL SETTINGS ACROSS THE US WILL BE CONDUCTED TO EXAMINE: PERSPECTIVES ON EM FREQUENCY, SEVERITY, AND TRIGGERS; BARRIERS AND FACILITATORS TO IDENTIFYING EM IN PATIENTS WITH VARYING LEVELS OF DEMENTIA SEVERITY; AND ETHICAL AND PRACTICAL IMPLICATIONS OF ADDRESSING EM. AIM 2 WILL DESCRIBE EM TYPE AND FREQUENCIES AMONG A WELL-DEFINED SAMPLE OF PWD FROM THE ADC PROGRAM. TO CONDUCT THE ANALYSES, EM DATA WILL BE EXTRACTED FROM PATIENT MEDICAL RECORDS AND COMBINED WITH EXISTING SOCIODEMOGRAPHIC AND CLINICAL MEASURES. AIM 3 WILL UTILIZE THE SAME ADC PROGRAM DATASET TO CHARACTERIZE EM RISK AND PROTECTIVE FACTORS AMONG PATIENT/CAREGIVER DYADS USING HIERARCHICAL LOGISTIC REGRESSION MODELING COMPARING PWD WHO EXPERIENCED EM TO THOSE WHO DID NOT. KRISTIN LEES HAGGERTY, PHD, A PROJECT DIRECTOR AND RESEARCHER AT EDUCATION DEVELOPMENT CENTER (EDC), IS IN AN IDEAL POSITION TO LEAD THIS WORK. DR. LEES HAGGERTY HAS AN ACADEMIC BACKGROUND IN POPULATION HEALTH AND APPLIED PSYCHOLOGY, DEMONSTRATED PRODUCTIVITY IN AGING RESEARCH, AND A STRONG NETWORK OF COLLABORATORS AND MENTORS IN ACADEMIC, CLINICAL, AND COMMUNITY SETTINGS. DR. LEES HAGGERTY HAS DEVELOPED A COMPREHENSIVE TRAINING AND MENTORSHIP PLAN THAT WILL PREPARE HER TO BECOME AN INDEPENDENT INVESTIGATOR DEVOTED TO IMPROVING OLDER ADULTS’ HEALTH AND SAFETY. THE TRAINING PLAN INCLUDES COURSE WORK AND EXPERIENTIAL LEARNING OPPORTUNITIES ADDRESSING FOUR KEY AREAS: ADRD RESEARCH; CLINICAL TRIAL DESIGN AND IMPLEMENTATION SCIENCE; HEALTH CARE POLICY MAKING; AND MANUSCRIPT AND GRANT WRITING. THE INTERDISCIPLINARY MENTORSHIP TEAM INCLUDES NATIONAL LEADERS WITH EXPERTISE IN THE IDENTIFIED TRAINING AREAS AND EXTENSIVE EXPERIENCE MENTORING JUNIOR INVESTIGATORS WHO ARE STRONGLY COMMITTED TO SUPPORTING DR. LEES HAGGERTY’S DEVELOPMENT INTO AN INDEPENDENT INVESTIGATOR.

NATIONAL DEFENSE EDUCATION PROGRAM SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: SUPPORTING READINESS THROUGH VITAL CIVIC EMPOWERMENT (SRVCE) PHASE 2 - SYNERGIZING CIVICS AND STEM THROUGH TEACHER LEARNING

COLLABORATIVE RESEARCH: VALIDATING AN INNOVATIVE TECHNOLOGY CLASSROOM OBSERVATION PROTOCOL (IT-COP) IN HIGH SCHOOL SCIENCE CLASSROOMS