Iona University

IONA COLLEGE EDUCATION STABILIZATION FUND - INSTITUTIONAL PORTION

IONA COLLEGE EDUCATION STABILIZATION FUND

IONA UNIVERSITY LEXICON CENTER: FOSTERING COMPREHENSIVE TEACHER DEVELOPMENT

BEHAVIORAL HEALTH WORKFORCE EDUCATION AND TRAINING PROGRAM- AMERICAN RESCUE PLAN

COMMON SENSE AND THE CONSTITUTION: CIVIC ENGAGEMENT IN THE SPIRIT OF 1776

DEVELOPMENT OF EXCELLENCE IN SCIENCE THROUGH INTERVENTION, RESILIENCE, AND ENRICHMENT, TRACK II -THIS PROJECT WILL CONTRIBUTE TO THE NATIONAL NEED FOR WELL-EDUCATED SCIENTISTS, MATHEMATICIANS, ENGINEERS, AND TECHNICIANS BY SUPPORTING THE RETENTION AND GRADUATION OF HIGH-ACHIEVING, LOW-INCOME STUDENTS WITH DEMONSTRATED FINANCIAL NEED AT IONA COLLEGE. IONA IS A PRIVATE INSTITUTION IN THE NEW YORK CITY METROPOLITAN AREA THAT ENROLLS A LARGE PROPORTION OF UNDERREPRESENTED MINORITY AND COMMUTER STUDENTS WHO NEED STRONG SUPPORT TO DEVELOP CONNECTIONS TO THEIR STEM MAJOR AND THE COLLEGE. OVER ITS SIX-YEAR DURATION, THIS PROJECT WILL FUND SCHOLARSHIPS TO 24 UNIQUE FULL-TIME STUDENTS WHO ARE PURSUING BACHELOR?S DEGREES IN COMPUTER SCIENCE, BIOLOGY, CHEMISTRY (INCLUDING BIOCHEMISTRY), AND MATHEMATICS. SCHOLARS WILL ENTER AS FIRST-YEAR STUDENTS AND WILL RECEIVE SCHOLARSHIPS FOR FOUR YEARS. THE PROJECT OBJECTIVES ARE TO IMPROVE RECRUITMENT, RETENTION, AND GRADUATION OF THE SCHOLARS; FACILITATE THE SCHOLARS? ABILITY TO DEVELOP STRONG CONNECTIONS WITH FACULTY AND PEERS; INCREASE THEIR AWARENESS OF STEM PROFESSIONAL ACTIVITIES AND PROFESSIONS THROUGH RESEARCH AND INTERNSHIP EXPERIENCES; IMPROVE THEIR UNDERSTANDING OF CAREERS AND ENTREPRENEURIAL ACTIVITIES; AND FACILITATE THEIR PLACEMENT IN A STEM CAREER OR GRADUATE PROGRAM. THE PROJECT INITIATIVES INCLUDE A FIRST-YEAR LEARNING COMMUNITY, FACULTY MENTORING, PEER-LED ACADEMIC AND SOCIAL NETWORK SUPPORT, UNDERGRADUATE RESEARCH EXPERIENCES AND CONFERENCE PRESENTATIONS, ENTREPRENEURIAL EDUCATION, AND A FOUR-YEAR CAREER DEVELOPMENT PLAN. THE PROJECT ADDS TO THE KNOWLEDGE BASE BY EVALUATING THE EFFECTIVENESS OF INDIVIDUALIZED ATTENTION FROM FACULTY, STRONG RELATIONSHIPS WITH PEERS, AND OF FIRST-HAND EXPERIENCES OF STEM PROFESSIONAL ACTIVITIES THROUGH RESEARCH AND INTERNSHIPS AND ENTREPRENEURIAL EDUCATION ON THE RETENTION AND SUCCESS OF LOW-INCOME STEM MAJORS, SPECIFICALLY IONA?S MINORITY AND PRIMARILY COMMUTER UNDERGRADUATES. THE PROJECT HOPES TO DEVELOP HIGHLY TRAINED STEM PROFESSIONALS FROM LOW-INCOME BACKGROUNDS, THUS IMPROVING THEIR ECONOMIC PROSPECTS, MEETING LOCAL WORKFORCE DEMAND, AND BROADENING PARTICIPATION IN STEM. THE OVERALL GOAL OF THIS PROJECT IS TO INCREASE STEM DEGREE COMPLETION OF LOW-INCOME, HIGH-ACHIEVING UNDERGRADUATES WITH DEMONSTRATED FINANCIAL NEED. SPECIFICALLY, THE PROJECT AIMS TO REDUCE THE ATTRITION RATE IN STEM MAJORS CAUSED BY ADJUSTMENT DIFFICULTIES IN INTRODUCTORY STEM COURSES COUPLED WITH A LACK OF RESILIENCE IN STRUGGLING STUDENTS, LOW FEELINGS OF CONNECTION AND HIGH CAREER UNCERTAINTY THAT DISCOURAGE STUDENTS FROM OVERCOMING INITIAL ACADEMIC CHALLENGES, AND THE DIFFICULTY FACED BY NONRESIDENTIAL STUDENTS IN FORMING STUDENT-FACULTY AND STUDENT-PEER RELATIONSHIPS AND DEVELOPING A SENSE OF BELONGING TO THE INSTITUTIONAL COMMUNITY. BASED ON IONA COLLEGE?S PRIOR S-STEM EXPERIENCE AND THE LITERATURE, RETENTION AND GRADUATION RATES CAN BE IMPROVED THROUGH INDIVIDUALIZED ATTENTION FROM FACULTY, STRONG RELATIONSHIPS WITH PEERS, UNDERSTANDING OF THE CONNECTIONS BETWEEN SCIENCE AND SOCIETY, AND FIRSTHAND EXPERIENCES OF STEM PROFESSIONAL ACTIVITIES. THE PROJECT WILL CONDUCT AN EFFECTIVENESS STUDY TO GENERATE EVIDENCE IN SUPPORT OF THESE STRATEGIES, SPECIFICALLY FACULTY AND PEER MENTORING, PEER TUTORING TO INCREASE FIRST-YEAR SUCCESS, AND UNDERGRADUATE RESEARCH AND INTERNSHIPS COUPLED WITH CAREER AWARENESS AND DEVELOPMENT OF AN ENTREPRENEURIAL MINDSET. THE EVALUATION SEEKS TO SPECIFICALLY DETERMINE THE IMPACT OF ACTIVITIES THAT AIM TO INCREASE RETENTION IN STEM AND DEGREE ATTAINMENT BY (1) IMPROVING THE SCHOLARS? RELATIONSHIPS AND FEELINGS OF CONNECTION TO THEIR MAJOR AND THE COLLEGE AND (2) ENHANCING STUDENT MOTIVATION TO PERSIST THROUGH INCREASED KNOWLEDGE OF STEM PROFESSIONS, SOCIETAL IMPACTS, AND CAREER PATHS. FINDINGS SHARED THROUGH REGIONAL AND NATIONAL CONFERENCES AND PUBLICATIONS SHOULD INFORM EXTERNAL STEM FACULTY AND ADMINISTRATORS OF THE MERITS OF INCREASING INDIVIDUALIZED ATTENTION AND EXTENSIVE RESEARCH EXPERIENCES AND COULD ENCOURAGE INSTITUTIONS TO ADOPT SIMILAR PRACTICES. THIS PROJECT IS FUNDED BY NSF?S SCHOLARSHIPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS PROGRAM, WHICH SEEKS TO INCREASE THE NUMBER OF LOW-INCOME ACADEMICALLY TALENTED STUDENTS WITH DEMONSTRATED FINANCIAL NEED WHO EARN DEGREES IN STEM FIELDS. IT ALSO AIMS TO IMPROVE THE EDUCATION OF FUTURE STEM WORKERS, AND TO GENERATE KNOWLEDGE ABOUT ACADEMIC SUCCESS, RETENTION, TRANSFER, GRADUATION, AND ACADEMIC/CAREER PATHWAYS OF LOW-INCOME STUDENTS. 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.

IONA COLLEGE TRIO STUDENT SUPPORT SERVICE PROGRAM

INTERDISCIPLINARY ADVANCED CERTIFICATE TO PREPARE SPEECH-LANGUAGE PATHOLOGISTS AND SPECIAL EDUCATORS TO PROVIDE TEAM-BASED, FAMILY-CENTERED EARLY CHILDHOOD SERVICES TO DEAF/HARD OF HEARING CHILDREN

BEHAVIORAL HEALTH WORKFORCE EDUCATION AND TRAINING PROGRAM - IONA UNIVERSITY WILL EXPAND THE SCOPE OF OUR SUCCESSFUL IONA COLLEGE COLLABORATES (IC COLLABORATES) PROJECT, WHICH HAS INCREASED THE CAPACITY OF THE MENTAL AND BEHAVIORAL HEALTH WORKFORCE TO ADDRESS THE NEEDS OF OUR COMMUNITY, ESPECIALLY INDIVIDUALS WHO HAVE BEEN UNDERSERVED AND MARGINALIZED WITHIN EXISTING SYSTEMS OF CARE, THROUGH DIDACTIC AND EXPERIENTIAL TRAINING IN TRAUMA-INFORMED, CULTURALLY RESPONSIVE, INTERPROFESSIONAL BEHAVIORAL HEALTH SERVICES. OUR CONTINUATION PROJECT, IONA COLLABORATES (IC) WILL CONTINUE TO PREPARE GRADUATE-LEVEL MARRIAGE AND FAMILY THERAPY (MFT), OCCUPATIONAL THERAPY (OT), AND SCHOOL PSYCHOLOGY STUDENTS, BUT WILL EXPAND TO INCLUDE BOTH OUR MENTAL HEALTH COUNSELING (MHC) AND SOCIAL WORK (MSSW) GRADUATE STUDENTS, AND WILL ADOPT A FOCUS ON UNDERSERVED CHILDREN, ADOLESCENTS, AND/OR YOUNG ADULTS, FOR A TOTAL OF 48 IC FELLOWS. IC WILL ALSO INCREASE THE NUMBER OF EXPERIENTIAL TRAINING SITES SERVING YOUTH IN HIGH-NEEDS/HIGH-DEMAND AREAS AND PROVIDE ADDITIONAL TRAINING FOR EXPERIENTIAL SITE SUPERVISORS. WE WILL ALSO UTILIZE STIPENDS AND TARGETED STRATEGIES TO RECRUIT A DIVERSE WORKFORCE INTERESTED IN WORKING WITH CHILDREN, ADOLESCENTS, AND YOUNG ADULTS. IONA MEETS THE REQUIREMENTS FOR THE PROGRAM FUNDING PRIORITY 1 AND FUNDING PREFERENCES 1, 2 AND 3. THE SERVICE AREA OF OUR PROJECT INCLUDES SOUTHERN WESTCHESTER COUNTY, NEW YORK, AS WELL AS THE BRONX BOROUGH OF NEW YORK CITY, BOTH OF WHICH HAVE A HIGH NUMBER OF HRSA-DESIGNATED MENTAL HEALTH PROFESSIONAL SHORTAGE AREAS (HPSA-MH), MEDICALLY UNDERSERVED AREAS (MUAS), AND MEDICALLY UNDERSERVED POPULATIONS (MUPS). MOREOVER, THE WESTCHESTER COUNTY CITIES OF NEW ROCHELLE, MOUNT VERNON, AND YONKERS HAVE SECTIONS IDENTIFIED AS “HEALTH DISPARITY HOTSPOTS,” CHARACTERIZED BY SIGNIFICANT RACIAL HEALTH DISPARITIES, WHICH ARE DEEPLY ROOTED IN SYSTEMIC INEQUITIES, CULTURAL STIGMA, AND BARRIERS TO ACCESSING QUALITY CARE. IN ADDITION, CHILDREN AND ADOLESCENTS IN OUR COMMUNITY ARE EXPERIENCING HIGH LEVELS OF BEHAVIORAL AND MENTAL HEALTH NEEDS, INCLUDING EMOTIONAL OR BEHAVIORAL HEALTH NEEDS, SEVERE DEPRESSION RISK, GAPS IN TREATMENT RESOURCES AND TREATMENT FOLLOW UP; THESE ARE EVEN MORE DISPARATE FOR BLACK OR HISPANIC YOUTH. WITH BHWET CONTINUATION FUNDING, IONA WILL BUILD THE CAPACITY OF OUR PROGRAM TO BETTER PREPARE STUDENTS TO WORK WITH CHILDREN (AGES 5 – 12), ADOLESCENTS (AGES 13 – 18), AND YOUNG ADULTS (AGES 19 – 25) IN MUAS AND WHO EXPERIENCE HIGH RATES OF ADVERSE CHILDHOOD EXPERIENCES (ACES), POVERTY, AND OTHER SOCIAL TRAUMAS. WE WILL: (1) DEVELOP NEW CURRICULA THAT FOCUS ON THE BEHAVIORAL HEALTH NEEDS OF CHILDREN, ADOLESCENTS, AND YOUNG ADULTS WHO HAVE BEEN MARGINALIZED DUE TO RACE, CULTURE, INCOME, GENDER, OR OTHER FACTOR; (2) INCORPORATE ADDITIONAL TRAINING USING AN INTERPROFESSIONAL EDUCATION (IPE) FRAMEWORK FOCUSED ON TEAM-BUILDING SKILLS, KNOWLEDGE OF PROFESSIONS, PATIENT-CENTERED CARE, THE IMPACT OF CULTURE ON HEALTHCARE, EDUCATIONAL DELIVERY, AND AN INTERPROFESSIONAL EXPERIENTIAL COMPONENT; (3) INCREASE INTERPROFESSIONAL LEARNING BY ENGAGING TWO NEW DISCIPLINES (MASTER OF SCIENCE IN SOCIAL WORK AND MASTER OF ARTS OF MENTAL HEALTH COUNSELING) IN IC PROGRAMING; (4) EXPAND OUR EXPERIENTIAL LEARNING SITES TO INCLUDE THOSE THAT SERVE CHILDREN AND YOUNG PEOPLE, ESPECIALLY YOUNG PEOPLE WITH SOCIAL OR ENVIRONMENTAL RISK FACTORS FOR BEHAVIORAL DISORDERS OR MENTAL ILLNESS; (5) INCREASE FACULTY AND SITE-SUPERVISOR TRAINING IN INTERPROFESSIONAL COLLABORATIVE PRACTICE, TRAUMA-INFORMED CARE, AND CULTURALLY RESPONSIVE SERVICES; AND (6) CONTINUE TO USE THE IPE FRAMEWORK TO CREATE COMMUNITY, WHOLE SELF- DEVELOPMENT, AND INTERPERSONAL SKILLS TO SUPPORT GRADUATE STUDENTS IN PURSUIT OF THEIR DEGREES AND PROFESSIONAL LIVES.

INSPIRING SCIENCE AND MATHEMATICS TEACHERS TO REACH UNDERSERVED CLASSROOMS BY IMPLEMENTING INNOVATIVE, DATA-SUPPORTED CONCEPTS -THIS PROJECT AIMS TO SERVE THE NATIONAL NEED FOR PREPARING HIGH-QUALITY MATHEMATICS AND SCIENCE TEACHERS. NATIONALLY, MATHEMATICS AND SCIENCE TEACHING POSITIONS ARE HARD TO STAFF PARTICULARLY IN HIGH-NEED SCHOOLS. THROUGH THE EDUCATION PATHWAY ENVISIONED BY THIS PROJECT, PARTICIPANTS WILL BEGIN AT A TWO-YEAR OR A FOUR-YEAR COLLEGE, TRANSFER TO A MATH OR SCIENCE EDUCATION/TEACHER LICENSURE PROGRAM AT A FOUR-YEAR COLLEGE, CO-ENROLL IN A MASTER?S DEGREE PROGRAM, GAIN TEACHER LICENSURE, AND RETURN TO HIGH-NEED SCHOOLS AS MATH OR SCIENCE TEACHERS. THE PROJECT WILL ENHANCE MATH AND SCIENCE EDUCATION COURSEWORK AND EXPERIENCES FOR UNDERGRADUATES AND GRADUATE STUDENTS BY INTEGRATING MENTORED STUDENT TEACHING EXPERIENCES; DEVELOPING INNOVATIVE COURSE CURRICULA USING DESIGN THINKING; CREATING MODULES SHOWING DESIGN THINKING IN ACTION THAT SCHOLARS AND EDUCATION PROFESSIONALS MAY ACCESS TO ENHANCE THEIR SCIENCE AND MATH CURRICULUM; AND FACILITATING PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO DEVELOP PARTICIPANTS? PROFESSIONAL IDENTITIES AS TEACHERS PREPARED TO SUCCEED IN HIGH-NEED SCHOOLS. THE PROPOSED PROJECT WILL SUPPORT 15 UNDERGRADUATE STUDENTS ALONG A FIVE-YEAR EDUCATION PATHWAY THROUGH A STEM DEGREE (CHEMISTRY, BIOLOGY, MATHEMATICS) AND A MASTER OF SCIENCE IN TEACHING (MST) AS PART OF THEIR PREPARATION FOR A NEW YORK STATE ADOLESCENT-EDUCATION TEACHING CERTIFICATION FOR GRADES 7?12. THE GOAL IS TO PREPARE THE SCHOLARSHIP RECIPIENTS TO TEACH IN HIGH-NEED LOCAL EDUCATIONAL AGENCY CLASSROOMS NEAR IONA UNIVERSITY, SUCH AS OSSINING UNION FREE SCHOOL DISTRICT AND MOUNT VERNON CITY SCHOOL DISTRICT. THIS PROJECT BUILDS FROM A SUCCESSFUL NOYCE CAPACITY BUILDING PROJECT, THROUGH WHICH IONA AND WESTCHESTER COMMUNITY COLLEGE (WCC) BUILT A 2+2+1 ARTICULATION AGREEMENT FOR STUDENTS TO EARN AN ASSOCIATE DEGREE AT WCC IN ADDITION TO A STEM DEGREE AND AN MST AT IONA. THIS PROJECT WILL MAKE USE OF A PLACE-BASED INTERDISCIPLINARY MODULE DESIGNED TO EXPOSE STUDENTS IN ENTRY-LEVEL CHEMISTRY COURSES TO THE IDEA OF USING URBAN ECOLOGY AS AN INTERDISCIPLINARY SUBJECT WITH CONNECTIONS TO MATH, CHEMISTRY, AND BIOLOGY. THE PROJECT WILL ALSO EMPLOY DESIGN THINKING WITHIN THE URBAN ECOLOGY MODULES. DESIGN THINKING IS AN INNOVATIVE CONCEPT REGULARLY USED BY FORTUNE 500 COMPANIES AS A CREATIVE PROBLEM-SOLVING PROCESS TO CONTEMPLATE AND DISCOVER INNOVATIVE SOLUTIONS TO PROBLEMS OF ALL KINDS. THE PROPOSED PROJECT IS DESIGNED TO ACCOMPLISH THE FOLLOWING OBJECTIVES. (1) RECRUIT A MINIMUM OF 15 IONA STEM MAJORS OR WCC TRANSFER STUDENTS WHO WILL HAVE THE COURSEWORK NEEDED FOR NYS TEACHING CERTIFICATION THROUGH PARTICIPATION IN THE NOYCE SCHOLARS PROGRAM. (2) RETAIN AT LEAST 93% OF ORIGINAL SCHOLARS THROUGH STRATEGIES THAT INCLUDE EXPERIENTIAL LEARNING OPPORTUNITIES, ACADEMIC ENRICHMENT, AND MENTORING. (3) PREPARE PROGRAM PARTICIPANTS TO TEACH IN HIGH-NEED LEAS. (4) GRADUATE AND PLACE 100% OF NOYCE SCHOLARS IN HIGH-NEED LEAS. (5) TRACK AND SUPPORT THE PERSISTENCE OF NOYCE SCHOLAR ALUMNI DURING THEIR HIGH-NEED LEA TEACHING SERVICE AND BEYOND BY PROVIDING MENTORSHIP AND INDUCTION SUPPORT ACTIVITIES. THE IONA NOYCE PROGRAM WILL CONTRIBUTE KNOWLEDGE TO THE FIELD OF TEACHER PREPARATION BY EXPLORING THE USE OF INTERDISCIPLINARY STEM MODULES AS A TOOL FOR SCHOLARS TO EXPERIENCE PLACE-BASED STEM TEACHING FIRST AS STUDENTS AND THEN LATER AS TEACHERS. ADDITIONALLY, SCHOLARS WILL ENGAGE IN EXPERIENCES THAT INCLUDE SUMMER RESEARCH, FIELDWORK, AND A DESIGN THINKING AND INNOVATION WORKSHOP INTRODUCING THE MAIN PRINCIPLES OF DESIGN THINKING AND THE USE OF DESIGN THINKING FOR DEVELOPING CURRICULA AND MOTIVATING EDUCATIONAL CHANGE. THIS COMBINATION OF CURRICULUM, ACTIVITIES, AND SUPPORT IS BUILT ON BEST PRACTICES AND IS INTENDED TO DEVELOP SCHOLARS? IDENTITIES AS TEACHERS, GIVING THEM A SENSE OF THEIR ABILITIES AS PROFESSIONALS, RESEARCHERS, INNOVATORS, AND MENTORS WHO CAN TACKLE CHALLENGES IN THE CLASSROOM. THIS TRACK 1: SCHOLARSHIPS AND STIPENDS 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 EFFECTIVENESS AND RETENTION 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.

IONA COLLEGE TRIO MCNAIR PROGRAM

IONA DESIRE-DEVELOPMENT OF EXCELLENCE IN SCIENCE THROUGH INTERVENTION, RESILIENCE, AND ENRICHMENT

DATA SCIENCE FOR FUTURE LEADERS -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY ENABLING NON-COMPUTER SCIENCE STUDENTS IN ALL DISCIPLINES TO DEVELOP DATA LITERACY AND PREPARE THEM TO INCORPORATE DATA SCIENCE TECHNIQUES IN THEIR FUTURE CAREERS OR GRADUATE EDUCATION. GIVEN THE PERVASIVENESS OF DATA IN OUR WORLD AND THE FAST PACE OF TECHNOLOGICAL CHANGE, INCREASING NUMBERS OF EMPLOYERS AND GRADUATE PROGRAMS ACROSS ALL FIELDS ARE DEMANDING BASIC DATA FLUENCY, LITERACY, AND COMPETENCY. THIS PROJECT DEVELOPS A METHODOLOGY FOR TRAINING FACULTY IN THE SCIENCES, HUMANITIES, SOCIAL SCIENCES, AND BUSINESS TO DEVELOP SMALL DATA SCIENCE MODULES THAT CAN BE INCORPORATED INTO THEIR EXISTING CLASSES AND ARE DESIGNED TO ENGAGE STUDENTS FROM DIVERSE DISCIPLINES, ACADEMIC BACKGROUNDS, AND DEMOGRAPHICS. FACULTY WILL LEARN HOW TO DEVELOP AND TEACH THEIR OWN MODULES, ENHANCING THEIR ABILITY TO TAILOR THE CONTENT TO THEIR SPECIFIC CURRICULUM AND ENABLING THEM TO CREATE ADDITIONAL MODULES IN THE FUTURE. THE RESULTING LIBRARY OF MODULES WILL BE PILOTED IN CLASSES AND DISSEMINATED BROADLY TO ENABLE FACULTY NATIONWIDE TO INCORPORATE DATA LITERACY AND DATA SCIENCE PRINCIPLES ACROSS THE CURRICULUM. THIS APPROACH WILL ULTIMATELY RESULT IN IMPROVED STUDENT LEARNING AND ENGAGEMENT WITH DATA SCIENCE COMPARED TO PRIOR APPROACHES THAT INVOLVE SINGLE STANDALONE COURSES FOR NON-MAJORS INSTRUCTED BY COMPUTER SCIENCE FACULTY. AS FACULTY ACROSS DIVERSE DISCIPLINES BECOME AWARE OF THE VALUE OF DATA SCIENCE COMPETENCIES IN THEIR OWN FIELDS AND RECOGNIZE THE BENEFIT FOR THEIR STUDENTS, THEY WILL CONTRIBUTE TO A CULTURAL SHIFT THAT ELEVATES DATA SCIENCE AS AN INTEGRAL PART OF THE LIBERAL ARTS. THE STEM HIGHER EDUCATION ENTERPRISE HAS YET TO IDENTIFY A SINGLE BEST STRATEGY FOR TEACHING DATA SCIENCE OR DATA LITERACY TO NON-COMPUTER SCIENCE MAJORS. MANY PREVIOUS EFFORTS HAVE FOCUSED ON A SINGLE STANDALONE COURSE FOR NON-MAJORS, BUT STUDENTS WHO ARE UNDERREPRESENTED IN STEM DUE TO FEELINGS OF EXCLUSION MAY ALSO AVOID THESE COURSES. THE PROJECT GOAL IS TO DEMONSTRATE THAT SHORT DATA SCIENCE MODULES INTEGRATED INTO THE EXISTING CURRICULUM ACROSS DISCIPLINES, AS AN ALTERNATIVE TO A STANDALONE CLASS, WILL BE RELEVANT AND ENGAGING FOR STUDENTS ACROSS ALL MAJORS. THE PROJECT WILL PROVIDE WORKSHOPS AND A SUMMER RETREAT IN WHICH FACULTY INSTRUCTORS (STEM AND NON-STEM) LEARN TO DEVELOP AND SHARE DATA SCIENCE MODULES THAT ARE OF INTEREST TO THEM AND THEIR STUDENTS AND APPROPRIATE FOR THEIR DISCIPLINES. THE PROFESSIONAL DEVELOPMENT ACTIVITIES WILL BE DESIGNED TO CONSIDER A RANGE OF FACULTY BACKGROUNDS, THE CONSTRAINTS ON THEIR TIME, AND THE NEED FOR THEM TO TEACH A DIVERSE UNDERGRADUATE POPULATION, INCLUDING STUDENTS UNDERREPRESENTED IN STEM. IN ADDITION, COMMUNITY-BUILDING ACTIVITIES, INCLUDING A CAREER SPEAKER SERIES AND DATA SCIENCE SYMPOSIUM, ARE PLANNED TO INCREASE AWARENESS IN BOTH STUDENTS AND FACULTY ABOUT THE IMPORTANCE AND RELEVANCE OF DATA SCIENCE TO ALL DISCIPLINES. A RESEARCH STUDY WILL INVESTIGATE THE VALUE OF AND CHALLENGES IN INCORPORATING DATA SCIENCE EDUCATION THROUGHOUT THE CURRICULUM, ESPECIALLY FOR FACULTY TEACHING A DIVERSE STUDENT BODY ACROSS MULTIPLE MAJORS. THE PROJECT WILL ALSO EXAMINE HOW WELL THE MODULE DESIGN PROCESS AND COMMUNITY-BUILDING ACTIVITIES HELP FACULTY AND STUDENTS UNDERSTAND THE IMPORTANCE OF DATA SCIENCE TO THEIR OWN INTERESTS AND DISCIPLINES. THE NSF IUSE: EDU PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH ITS ENGAGED STUDENT LEARNING TRACK, THE PROGRAM SUPPORTS THE CREATION, EXPLORATION, AND IMPLEMENTATION OF PROMISING PRACTICES AND TOOLS. 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.

RUI: INVESTIGATING THE SYNTHESIS AND UNIQUE ACTIVITIES OF BACTOFILINS WITH MULTIPLE ISOFORMS

RUI: SELF-ASSEMBLED INTERFACES: PROTOLIPIDS, ASYMMETRY, AND ENERGETICS -WITH THE SUPPORT OF THE MACROMOLECULAR, SUPRAMOLECULAR AND NANOCHEMISTRY PROGRAM IN THE DIVISION OF CHEMISTRY, PROFESSOR SUNGHEE LEE AND HER RESEARCH GROUP IN THE DEPARTMENT OF CHEMISTRY AT IONA UNIVERSITY ARE UNDERTAKING STUDIES ON HOW LIVING CELLS ARRANGE MOLECULAR COMPONENTS IN THEIR MEMBRANES. THESE BOUNDARY LAYERS ARE COMPOSED OF LONG-TAILED LIPID (FATTY) MOLECULES THAT ASSEMBLE IN A DOUBLE LAYER (A BILAYER) WITH DIFFERENT KINDS OF LIPID MOLECULES ON THE INNER LAYER RELATIVE TO THE OUTER LAYER. THIS MOLECULAR DIFFERENCE, OR ASYMMETRY, IS VITAL FOR CELL FUNCTION, AND YET THE FUNDAMENTAL REASONS FOR THIS ARRANGEMENT ARE NOT FULLY KNOWN. PROFESSOR LEE AND HER TEAM WILL EXPLORE A LARGE ARRAY OF LIPID COMPOSITIONS OF CELL MEMBRANES, USING CELL-SIZE WATER DROPLETS THAT SELF-ARRANGE INTO ASYMMETRIC BILAYERS, AND MICROSCOPICALLY EXAMINE THE RESULTING PHYSICAL, CHEMICAL, AND MECHANICAL PROPERTIES OF THESE CELL-MIMICS. THE GOAL OF THE PROJECT IS TO DETERMINE HOW THE DIFFERING SHAPES AND SIZES OF INDIVIDUAL LIPID MOLECULES CAN IMPACT CELL-MEMBRANE MECHANICAL STRENGTH, LEAKINESS, AND STABILITY, WHICH DETERMINE THE FUNCTIONS AND THE LIFE CYCLE OF LIVING CELLS. THE PROJECT HAS THE POTENTIAL TO PROVIDE INSIGHTS THAT AID IN THE DESIGN OF SOFT MATTER SYSTEMS AND FUNCTIONAL MATERIALS, AND ALSO CONTRIBUTE TO BETTER UNDERSTANDING OF BIOLOGICALLY RELEVANT MATERIALS. THE SCIENTIFIC BROADER IMPACTS OF THE PROPOSED WORK RELATE TO POTENTIAL LONGER TERM IMPLICATIONS OF THESE STUDIES FOR THE PRODUCTION OF BIOSENSORS, DIAGNOSTICS, AND DRUG SCREENING PLATFORMS. THIS PROJECT WILL ALSO EMPLOY RESEARCH METHODS THAT WILL HELP TRAIN THE NEXT GENERATION OF GLOBALLY-COMPETITIVE SCIENTISTS WITH HYPOTHESIS-DRIVEN INTERDISCIPLINARY RESEARCH, AND IS EXPECTED TO INCLUDE PARTICIPATION FROM MEMBERS OF UNDERREPRESENTED GROUPS. OUTREACH ACTIVITIES ARE PLANNED TO EXTEND THE PUBLIC ENGAGEMENT WITH THIS RESEARCH BY INVOLVING MIDDLE/HIGH SCHOOL STUDENTS AND TEACHERS AT MINORITY SERVING INSTITUTIONS. UNDER THIS AWARD, PROFESSOR SUNGHEE LEE AND HER GROUP WILL IMPOSE INCREASING SPONTANEOUS CURVATURE UPON SYMMETRIC AND ASYMMETRIC PLANAR LIPID BILAYERS AND ASCERTAIN CHANGES IN THE DRIVING FORCE FOR BILAYER FORMATION, TO DEVELOP A DIRECT EXPERIMENTAL TRANSDUCER FOR CURVATURE ELASTIC STRESS ENERGY. MODELS OF SYMMETRIC AND ASYMMETRIC BILAYERS COMPRISING LIPIDS OF NEGATIVE CURVATURE WILL BE EXAMINED FOR THEIR EFFECT UPON THE THERMODYNAMIC DRIVING FORCE FOR BILAYER FORMATION. TO QUANTIFY THE EFFECTS OF LIPID SHAPE, THE LEE GROUP WILL ACQUIRE WATER TRANSPORT PARAMETERS ACROSS THE BILAYER, DETERMINE BILAYER STABILITY PARAMETERS, ASCERTAIN ELECTRICAL PROPERTIES, USE VIBRATIONAL SPECTROSCOPY FOR DETERMINATION OF ACYL CHAIN ORDER, AND PERFORM THERMOTROPIC ANALYSES OF LIPID DISPERSIONS. DISSEMINATION OF THE TECHNOLOGY WILL INCLUDE WORKING WITH COLLABORATORS TO APPLY THE TECHNIQUES OF ASYMMETRIC DROPLET INTERFACE BILAYERS FOR STUDIES OF PROTEIN FUNCTION. 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.

RUI: STRUCTURAL DETERMINANTS OF PERMEATION AND NUCLEATION AT A SELF-ASSEMBLED INTERFACE

RUI: BIOMIMETIC SELF-ASSEMBLY: PHYSICAL STATE AND THE BARRIER FUNCTION TO WATER PERMEATION

IONA GIVE (GAEL INTERPERSONAL VIOLENCE EDUCATION)

MODELING HUMAN BEHAVIOR WITH FUZZY AND SOFT COMPUTING METHODS

FUZZY AND SOFT COMPUTING TECHNOLOGIES FOR HUMAN BEHAVIOR MODELING

IONA UNIVERSITY TRIO STUDENT SUPPORT SERVICES (SSS) PROGRAM

RUI: MICRODROPLET INTERFACE CHEMISTRY-FUNDAMENTAL STUDIES OF SELF-ASSEMBLED STRUCTURES AT THE LIQUID/LIQUID INTERFACE

HUMAN BEHAVIOR MODELING USING FUZZY AND SOFT TECHNOLOGIES

UNCERTAINTY AND INTELLIGENT DECISION SUPPORT

RISE: REACH FOR INDIVIDUAL SUCCESS AND EMPOWERMENT

MRI: ACQUISITION OF CONFOCAL RAMAN MICROSCOPE FOR THE ENHANCEMENT OF RESEARCH AND EDUCATION AT IONA COLLEGE

EAGER: COLLABORATIVE RESEARCH: COMPUTER-AIDED RESPONSE-TO-INTERVENTION FOR READING COMPREHENSION DISABILITIES

RUI: ROLE OF SURFACTANT IN MONOLAYER-DIRECTED CRYSTALLIZATION AT THE LIQUID-LIQUID MICRODROPLET INTERFACE

RUI: INFRARED SPECTROSCOPY OF THE MARTIAN ATMOSPHERE

BLACK HUMANITIES INITIATIVE: EMBEDDING THE BLACK EXPERIENCE IN THE HUMANITIES CURRICULA [IONA BLACK HUMANITIES INITIATIVE (IBHI) PROJECT AIMS TO BUILD OUT OUR EXISTING BLACK STUDIES (BST) MINOR INTO A FULL MAJOR, AND DIVERSIFY THE HUMANITIES CURRICULA UNIVERSITY-WIDE. IN FALL 2024 THERE WILL BE A CONVENING OF EIGHT FACULTY MEMBERS COLLABORATING TO DEVELOP SIX NEW BST-DESIGNATED COURSES. UPON IONA?S APPROVAL, THE COURSES WILL GO THROUGH NYSED APPROVAL PROCESS IN SPRING 2025. SEVEN FACULTY MEMBERS WILL JOIN THE FALL COHORT IN A TWO-WEEK SYMPOSIUM DURING SUMMER 2025. THEY WILL REVISE THEIR RESPECTIVE HUMANITIES COURSES TO INTEGRATE CONTENT FROM BLACK STUDIES. THESE WILL BE SLATED FOR INCLUSION IN FALL 2026. IN THE END, WE AIM TO HAVE A DEDICATED POOL OF FACULTY THAT WILL TEACH COURSES IN BLACK STUDIES MAJOR AND MINOR, AND A CRITICAL MASS OF UNIVERSITY -WIDE FACULTY THAT HELP EMBED AND DISSEMINATE MORE DIVERSE CURRICULAR CONTENT INTO THE UNIVERSITY HUMANITIES AND CORE CURRICULA. THIS WILL HAVE A SIGNIFICANT IMPACT ON PROGRAM DEVELOPMENT, AND THE PROMOTION OF DIVERSITY AT IONA.]

DEVELOPING AN INTERDISCIPLINARY URBAN ENVIRONMENTAL SCIENCE CURRICULUM AS A RECRUITMENT MECHANISM FOR FUTURE STEM TEACHERS