Xyz Corporation

THE CITADEL: INSTITUTIONAL PORTION OF THE HIGHER EDUCATION EMERGENCY RELIEF FUND FORMULA GRANT (CARES ACT)

THE CITADEL: EMERGENCY FINANCIAL AID GRANTS TO STUDENTS UNDER THE CORONAVIRUS AID, RELIEF, AND ECONOMIC SECURITY (CARES) ACT

CYBERCORPS: PRINCIPLED LEADERS WITH CYBERSECURITY EXPERTISE

COLLABORATIVE RESEARCH: UNPACKING COMPUTATIONAL THINKING FOR ELEMENTARY TEACHERS AND LEARNERS -THE GOAL OF THIS PROJECT IS TO INVESTIGATE THE INTEGRATION OF COMPUTATIONAL THINKING (CT) INTO ELEMENTARY SCHOOL CURRICULA BY STUDYING HOW TEACHERS DEVELOP EXPERTISE IN INTEGRATING CT ACTIVITIES THAT ALIGN WITH INTERDISCIPLINARY STANDARDS AND EXISTING CURRICULA. THIS PROJECT ADDRESSES THE CRITICAL NEED FOR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) LITERACY BY INVESTIGATING EFFECTIVE MODELS OF PROFESSIONAL DEVELOPMENT (PD) THAT IMPROVE STEM TEACHING AND LEARNING. LEVERAGING AN ASSET-BASED APPROACH, THE PROJECT WILL PROVIDE OPPORTUNITIES TO BROADEN PARTICIPATION IN COMPUTER SCIENCE EDUCATION THROUGH BUILDING A COMMUNITY OF PRACTICE FOR TEACHERS AND DESIGNING CT-INFUSED CURRICULA. TO ENSURE THAT ALL TEACHERS HAVE THE NECESSARY SUPPORT TO PARTICIPATE IN NEW PEDAGOGICAL PRACTICES OF INCREASING COMPLEXITY, THE PROJECT WILL UTILIZE A COLLABORATIVE TEACHER PD AND MENTORSHIP STRUCTURE IN WHICH TEACHERS WILL WORK CLOSELY WITH PEERS AND PROJECT TEAM MEMBERS TO PREPARE, TEACH, AND REFLECT UPON LESSONS THROUGH MULTI-YEAR PARTICIPATION. THE RESEARCH WILL DOCUMENT HOW TEACHERS COME TO UNDERSTAND CT AND TAKE UP THESE PRACTICES IN THEIR CLASSROOMS. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF 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. OVER FOUR YEARS, THIS PROJECT WILL DIRECTLY IMPACT 135 TEACHERS IN MULTI-YEAR PARTICIPATION IN PROFESSIONAL DEVELOPMENT AND APPROXIMATELY 12,000 STUDENTS INDIRECTLY IN THEIR CLASSROOMS. THIS PROJECT WILL INITIALLY FOCUS ON SCHOOLS IN SOUTH CAROLINA, ESPECIALLY IN RURAL DISTRICTS. THE PROJECT WILL BE GUIDED BY THREE PRIMARY RESEARCH QUESTIONS: 1) HOW DO PREK-5 TEACHERS INTEGRATE CT INTO THEIR DISCIPLINARY TEACHING?; 2) WHAT ARE THE PERSONAL LEARNING TRAJECTORIES THAT TEACHERS MOVE THROUGH AS THEY WORK TOWARDS CT INTEGRATION?; 3) WHAT ARE THE BARRIERS AND ACCELERATORS FOR TEACHERS? IMPLEMENTATION OF CT-INFUSED LESSONS? THIS PROJECT IS GROUNDED IN THE IDEA THAT INCREMENTAL, SUSTAINABLE, AND SUBSTANTIAL TEACHER LEARNING COMES WHEN TEACHERS ARE FULLY INVESTED IN THE CYCLE OF LEARNING AND HAVE OPPORTUNITIES TO BUILD AND STRENGTHEN THEIR COMMUNITIES OF PRACTICE. IN REFLECTIVE PD SESSIONS HELD THROUGHOUT THE ACADEMIC YEAR AND SUMMER, TEACHERS WILL EXPLORE, CO-DESIGN, IMPLEMENT, AND REFINE STUDENT LEARNING ACTIVITIES THAT INTEGRATE CT INTO EXISTING CONTENT AREA STANDARDS AND CURRICULA. THE CT ACTIVITIES, WHICH WILL INCLUDE STANDARDS-BASED LESSON PLANS, ASSESSMENTS, AND SUPPLEMENTAL RESOURCES, WILL OFFER BOTH PLUGGED AND UNPLUGGED COMPONENTS, SO THAT STUDENTS AND TEACHERS HAVE OPPORTUNITIES TO UNDERSTAND THE CONCEPTUAL UNDERPINNINGS OF COMPUTATIONAL THINKING WITH AND WITHOUT COMPUTERS. A MINIMUM OF 120 LESSONS AND RELATED PEDAGOGICAL MATERIALS MAPPED TO CORE-CONTENT STANDARDS WILL BE DEVELOPED AND MADE FREELY AVAILABLE TO THE PUBLIC ON THE PROJECT WEBSITE. USING A MIXED METHODS APPROACH, THIS STUDY WILL DOCUMENT THE TRAJECTORIES THROUGH WHICH ELEMENTARY TEACHERS MOVE AS THEY BEGIN TO INTEGRATE CT INTO DISCIPLINARY TEACHING, AS WELL AS BARRIERS AND ACCELERATORS FACED AS THEY INTEGRATE CT INTO DISCIPLINARY TEACHING. QUANTITATIVE SURVEY METHODOLOGIES AND MULTIMODAL ANALYSIS OF NARRATIVE INTERVIEWS, CLASSROOM VIDEO, TEACHER REFLECTIONS, AND PEDAGOGICAL ARTIFACTS WILL BE USED TO ANALYZE TEACHERS? SENSE MAKING ABOUT CT OVER TIME AND THE UPTAKE OF NEW PEDAGOGICAL APPROACHES IN THEIR TEACHING. ULTIMATELY, THIS STUDY WILL PRODUCE A SET OF EMPIRICALLY-TESTED LEARNING TRAJECTORIES THAT CAN BE USED TO SUPPORT TEACHERS IN INTEGRATING CT INTO THEIR CLASSROOMS. AS A MEANS OF EXPANDING THE COMMUNITY OF PRACTICE, SHARING RESOURCES, AND DISSEMINATING PROJECT FINDINGS TO A NATIONWIDE AUDIENCE, THE PROJECT ALSO INCORPORATES A VIRTUAL PD COMPONENT TO SUPPORT PD ACCESS TO ELEMENTARY SCHOOL TEACHERS FROM UNDERREPRESENTED AND UNDERSERVED SCHOOLS ACROSS THE UNITED STATES. 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.

COLLABORATIVE RESEARCH: ENGAGING K-8 TEACHERS IN INTEGRATING COMPUTER SCIENCE, AI, AND CYBERSECURITY INTO STANDARD-BASED TEACHING -AS ARTIFICIAL INTELLIGENCE (AI) BECOMES INCREASINGLY EMBEDDED IN THE TECHNOLOGIES USED BY BOTH STUDENTS AND TEACHERS, IT IS ESSENTIAL FOR THEM TO UNDERSTAND HOW TO BE SAFE WHILE USING AI. FURTHERMORE, AI AND CYBERSECURITY TECHNOLOGY TOGETHER ARE BETTER AT DETECTING MALICIOUS ACTIVITIES THAN CONVENTIONAL SECURITY SYSTEMS. THE NEED TO BLEND THE TWO DISCIPLINES INTO A SINGLE, INTEGRATED CURRICULUM FOR K-8 EDUCATION IS HIGHLIGHTED BY THE INTERCONNECTEDNESS OF AI AND CYBERSECURITY AS COMPLEMENTARY SYSTEMS. THIS PROJECT WILL PLANT THE SEEDS OF THESE LITERACIES BY SPIRALING CONTENT ON TOPICS FROM COMPUTER PROGRAMMING, INTERNET FUNDAMENTALS, AND INTRODUCTION TO DATA AND AI ALONG WITH CYBERSECURITY TOPICS IN SMALL DOSES THROUGHOUT STUDENTS' K-8 EDUCATION. THIS PROJECT WILL LAY THE FOUNDATION FOR THE STUDENTS TO EVENTUALLY DEVELOP A COMPREHENSIVE UNDERSTANDING OF HOW DIFFERENT TECHNOLOGIES WORK AND INTERACT. THIS PROJECT AIMS TO INVESTIGATE HOW TEACHERS FROM RURAL SCHOOLS APPROACH THE INTEGRATION OF COMPUTER SCIENCE (CS), AND IN PARTICULAR, AI AND CYBERSECURITY COMPONENTS, INTO THEIR EXISTING CURRICULA. THIS PROJECT WILL DIRECTLY IMPACT AT LEAST 82 RURAL TEACHERS FROM SOUTH CAROLINA THROUGH MULTI-YEAR PARTICIPATION IN PROFESSIONAL DEVELOPMENT AND COACHING AND APPROXIMATELY 8,100 STUDENTS INDIRECTLY IN THEIR CLASSROOMS. RESOURCES, INCLUDING LESSON PLANS, DEVELOPED THROUGH THE PROJECT WILL BE MADE AVAILABLE AS OPEN ACCESS ON THE PROJECT WEBSITE, THROUGH PARTNERSHIPS, AND VIA CONFERENCE PRESENTATIONS AND PUBLICATIONS. THE OVERARCHING GOAL OF THIS PROJECT IS TO IMPROVE STEM TEACHING AND LEARNING BY EXAMINING SUCCESSFUL TEACHER PROFESSIONAL DEVELOPMENT (PD) MODELS IN RESPONSE TO A NEED FOR PREPARING STUDENTS WITH BOTH STEM LITERACY SKILLS AND OTHER TECHNICAL COMPETENCIES NEEDED TO BE INFORMED CITIZENS AND CONTRIBUTORS TO SOCIETY. THE PROJECT WILL BLEND AI AND CYBERSECURITY INTO A UNIFIED CURRICULA, SUPPORTED BY THE FOLLOWING OBJECTIVES: (1) ANALYZE HOW K-8 EDUCATORS INCORPORATE AI AND CYBERSECURITY TOPICS INTO DISCIPLINARY TEACHING COMPONENTS; (2) EXPLORE THE LEARNING SUPPORTS THAT K-8 EDUCATORS NEED TO EFFECTIVELY INCORPORATE AI AND CYBERSECURITY TOPICS INTO CURRENT CURRICULA TO ASSIST STUDENTS IN MEETING CONTENT-FOCUSED LEARNING OBJECTIVES; AND (3) COMPARE THE INTEGRATION OPPORTUNITIES AVAILABLE TO K-8 EDUCATORS IN RURAL AREAS OF SOUTH CAROLINA. IN THE END, HYPOTHESIZING THAT THIS RESEARCH CAN FORM THE BASIS FOR THE CREATION OF MORE SCALABLE PD PROGRAMS FOR K-8 TEACHERS AS WELL AS CONTINUOUS ASSISTANCE WITH CS INTEGRATION. THE RESEARCH WILL FOLLOW A MIXED-METHODS DESIGN, COMBINING SURVEY DATA, CLASSROOM OBSERVATIONS, AND INTERVIEWS TO EXAMINE HOW EDUCATORS MAKE SENSE OF AND APPLY THESE CONCEPTS OVER TIME. STATISTICAL ANALYSES WILL IDENTIFY SIGNIFICANT PATTERNS ACROSS TEACHER IMPLEMENTATION CONTEXTS. QUALITATIVE DATA--DRAWN FROM SEMI-STRUCTURED INTERVIEWS, TEACHING ARTIFACTS, VIDEO DOCUMENTATION, AND FIELD NOTES--WILL BE CODED TO SURFACE PEDAGOGICAL STRATEGIES, CHALLENGES, AND EVOLVING TEACHER UNDERSTANDINGS. IN ADDITION, AN APP WILL BE CREATED TO ALLOW TEACHERS TO DOCUMENT REAL-TIME CLASSROOM INTEGRATION OF AI AND CYBERSECURITY, PROVIDING A ROBUST, LONGITUDINAL DATASET. THE FINDINGS WILL INFORM SCALABLE, CONTEXT-SENSITIVE PROFESSIONAL DEVELOPMENT MODELS AND CONTRIBUTE TO A BROADER UNDERSTANDING OF HOW TO SUPPORT INTERDISCIPLINARY CS LEARNING IN K-8 SETTINGS. ALL DATA COLLECTION WILL BE DESIGNED TO ENSURE METHODOLOGICAL RIGOR AND TRUSTWORTHINESS THROUGH TRIANGULATION AND ONGOING MEMBER CHECKS WITH PARTICIPATING EDUCATORS. 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.

ROBERT NOYCE TEACHER SCHOLARSHIP PROGRAM TRACK 3 PROJECT: BUILDING HIGH-QUALITY COMPUTER SCIENCE TEACHER LEADERS -THIS NOYCE TRACK 3 PROJECT AIMS TO SERVE THE NATIONAL NEED OF DEVELOPING HIGHLY EFFECTIVE COMPUTER SCIENCE TEACHERS. ADDITIONALLY, THIS PROJECT AIMS TO SUPPORT 15 FELLOWS BY PROVIDING GRADUATE COURSEWORK CULMINATING IN A SOUTH CAROLINA ADD-ON CERTIFICATION ENDORSEMENT IN COMPUTER SCIENCE. THE PROJECT INTENDS TO ALLOW TEACHERS TO COLLABORATE WITH OTHER TEACHERS AND PROJECT STAFF TO CREATE A STATEWIDE RURAL COMPUTER SCIENCE TEACHER NETWORK, A TEACHER-DRIVEN PROFESSIONAL COMMUNITY FOCUSED ON ADDRESSING THE UNIQUE CHALLENGES AND OPPORTUNITIES FACED BY RURAL COMPUTER SCIENCE TEACHERS. THE PROPOSED PROJECT COMPONENTS ARE POSITIONED TO ENABLE HIGH-ACHIEVING PRACTICING TEACHERS TO BECOME COMPUTER SCIENCE TEACHER-LEADERS IN THEIR RURAL COMMUNITIES. THIS PROJECT AT THE CITADEL IS A COLLABORATION BETWEEN THE CITADEL?S ZUCKER FAMILY SCHOOL OF EDUCATION AND SWAIN FAMILY SCHOOL OF SCIENCE AND MATHEMATICS, AS WELL AS ORANGEBURG COUNTY SCHOOL DISTRICT AND THE COMPUTER SCIENCE TEACHERS ASSOCIATION. PROJECT GOALS INCLUDE: 1) BUILDING MASTER TEACHER FELLOWS' (MTFS) PEDAGOGICAL AND CS CONTENT KNOWLEDGE; 2) BUILDING MTFS' TEACHER LEADERSHIP SKILLS; AND 3) SUPPORTING MTFS TO SUSTAIN THE SOUTH CAROLINA CHAPTER OF THE CSTA. CS4SC WILL DRAW ON THEORIES SUCH AS COMMUNITY OF PRACTICE TO ACHIEVE THESE GOALS AND ANSWER THE FOLLOWING RESEARCH QUESTIONS: RQ1. WHICH EVIDENCE-BASED STRATEGIES ARE MOST EFFECTIVE IN THE CREATION OF HIGHLY EFFECTIVE TEACHER LEADERS IN RURAL DISTRICTS? RQ2. HOW DOES PARTICIPATION IN THE PROJECT IMPACT TEACHER SELF-EFFICACY AND IDENTITY AS A TEACHER LEADER? RQ3. HOW DOES A DISTRICT TEAM APPROACH COMPARE TO THE EXPERIENCES AND OUTCOMES OF SINGLE TEACHERS FROM DIFFERENT DISTRICTS IN DEVELOPING HIGHLY EFFECTIVE TEACHER LEADERS? THIS PROJECT IS DESIGNED TO ENHANCE CS EDUCATION IN SOUTH CAROLINA'S RURAL, HIGH-NEEDS SCHOOLS BY DEVELOPING 15 RURAL TEACHER LEADERS WITH ADVANCED PEDAGOGICAL AND LEADERSHIP SKILLS. PROFESSIONAL DEVELOPMENT (PD) CONTENT PLANS TO BE TAILORED TO THE SPECIFIC NEEDS OF THESE TEACHERS AND THEIR STUDENTS, PROPOSING TO IMPROVE CRITICAL THINKING, PROBLEM-SOLVING SKILLS, AND STUDENT MOTIVATION IN COMPUTER SCIENCE. THE PROJECT AIMS TO CREATE VIRTUAL PD, CURRICULUM RESOURCES, AND A STATEWIDE CS4SC TEACHER HUB TO SUPPORT SUSTAINABLE AND SCALABLE INTEGRATION OF THESE EFFORTS. EVALUATION OF THE PROJECT WILL BE GUIDED BY THE FOLLOWING EVALUATION QUESTIONS: (A) EQ1: HOW HAVE EACH OF THE PROJECT?S MAJOR ACTIVITIES CONTRIBUTED TO THE ACHIEVEMENT OF ITS GOALS AND OBJECTIVES?, (B) EQ2: WHAT ASPECTS OF THE PROPOSED PLAN WERE IMPLEMENTED AS PLANNED, AND WHAT REVISIONS TO THE PLAN OR LOGIC MODEL WERE REQUIRED TO ACHIEVE THE PROJECT'S GOALS AND OBJECTIVES?, (C) EQ3: HOW HAS THE IMPLEMENTATION OF THIS PROJECT INFLUENCED THE PARTNERS' CAPACITY FOR COLLABORATION AND THE QUALITY OF THE PARTNERSHIP?, (D) EQ4: WHAT HAS BEEN LEARNED REGARDING THE IMPLEMENTATION OF TEACHER LEADERSHIP PROGRAMS?, AND (E) EQ5: WHAT ASPECTS OF THIS PROJECT SHOULD BE SUSTAINED BEYOND ITS FUNDING PERIOD AND WHAT STRATEGIES FOR SUSTAINABILITY HAVE BEEN IDENTIFIED? THE DISSEMINATION OF THE RESULTS OF THIS PROJECT SHOULD HELP ENHANCE THE FIELD. THIS TRACK 3: MASTER TEACHING FELLOWSHIPS 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.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

COLLABORATIVE RESEARCH: INTEGRATING COMPUTING IN STEM: DESIGNING, DEVELOPING, AND INVESTIGATING A TEAM-BASED PROFESSIONAL DEVELOPMENT MODEL FOR MIDDLE- AND HIGH-SCHOOL TEACHERS

LEARNING TO LEAD (L2L): BUILDING STEM TEACHER LEADERS THAT BROADEN PARTICIPATION IN HIGH-NEED SCHOOLS -THIS ROBERT NOYCE TEACHER SCHOLARSHIP PROGRAM TRACK 3: MASTER TEACHER FELLOWS (MTF) PROJECT AIMS TO BROADEN PARTICIPATION BY CONNECTING RURAL TEACHERS TO PROFESSIONAL DEVELOPMENT AND ONE ANOTHER. TEACHERS WILL EXPERIENCE AND REFLECT ON EFFECTIVE PEDAGOGIES VIA GRADUATE COURSEWORK CULMINATING IN TWO SOUTH CAROLINA ADD-ON CERTIFICATION ENDORSEMENTS (PROBLEM BASED LEARNING AND ONLINE TEACHING AND TEACHER LEADER), AS WELL AS 30 ADDITIONAL HOURS OF GRADUATE CREDIT. WHILE TEACHER EDUCATION PROGRAMS HAVE PREPARED TEACHERS FOR THE CONTENT AND PEDAGOGIES OF THE TRADITIONAL SCHOOL, FEW, IF ANY, HAVE PREPARED TEACHERS FOR THE UNANTICIPATED IMMERSION INTO THE ONLINE SPACE THAT OCCURRED DURING THE FIRST 18 MONTHS OF THE COIVD-19 PANDEMIC. THE PROJECT BASED LEARNING CERTIFICATE WILL HELP MTFS EXPLORE WAYS TO LEVERAGE THEIR ENHANCED PEDAGOGICAL CONTENT KNOWLEDGE, INCLUDING NEW AND EXCITING FORMS OF STUDENT ENGAGEMENT, STUDENT-TO-STUDENT INTERACTION, AND ASSESSMENT. THROUGH THE TEACHER LEADER CERTIFICATE, THE MTFS WILL LEARN RESEARCH-BASED STRATEGIES THAT HAVE BEEN SHOWN TO PROMOTE QUALITY TEACHER LEADER OUTCOMES, INCLUDING BALANCING TEACHING AND LEADING, ATTENDING TO EQUITY-BASED NORMS OF TEACHING, AND KNOWLEDGE OF ADULT LEARNING AND CAREER DEVELOPMENT. TEACHERS WILL CONNECT WITH ONE ANOTHER AS THEY COLLABORATE WITH PROJECT STAFF TO CREATE A STATEWIDE RURAL MATH TEACHER NETWORK, A TEACHER-DRIVEN PROFESSIONAL COMMUNITY FOCUSED ON ADDRESSING THE UNIQUE CHALLENGES AND OPPORTUNITIES FACED BY RURAL MATHEMATICS TEACHERS. THE CITADEL?S LEARNING TO LEAD (L2L): BUILDING STEM TEACHER LEADERS THAT BROADEN PARTICIPATION IN HIGH-NEEDS SCHOOLS PROJECT IS A COLLABORATION BETWEEN THE CITADEL?S ZUCKER FAMILY SCHOOL OF EDUCATION AND SWAIN FAMILY SCHOOL OF SCIENCE AND MATHEMATICS (HIGHER EDUCATION), AS WELL AS GEORGETOWN COUNTY SCHOOL DISTRICT (HIGH-NEED LOCAL EDUCATION AGENCY) AND THE LOWCOUNTRY STEM COLLABORATIVE (NON-PROFIT). THIS PROJECT SEEKS TO DEVELOP 18 TEACHERS (WITH AT LEAST A MASTER?S DEGREE) INTO RURAL TEACHER LEADERS OVER FIVE YEARS. THE L2L PROJECT STRIVES TO STIMULATE SUSTAINABLE IMPROVEMENTS IN THE QUALITY OF MATHEMATICS TEACHING AND LEARNING IN RURAL HIGH-NEEDS SCHOOLS THROUGH THE FOLLOWING FOUR GOALS: (1) BUILDING MTFS? PEDAGOGICAL CONTENT KNOWLEDGE AND SKILLS, (2) BUILDING MTFS? TEACHER LEADERSHIP KNOWLEDGE AND SKILLS, (3) COLLABORATING WITH MTFS TO CREATE THE SC RURAL MATH TEACHER NETWORK (SC-RMTN) WITH ASSOCIATED PD RESOURCES, AND (4) SUPPORTING TEACHERS TO CONTINUE THE SC-RMTN INTO THE FUTURE. THE L2L PROJECT INCORPORATES AN INTENTIONAL FORM OF GRADUAL RELEASE IN WHICH MTFS TAKE OWNERSHIP OF THE KNOWLEDGE, RESOURCES, AND COMMUNITIES THEY HAVE HELPED TO CREATE, GREATLY INCREASING THE LIKELIHOOD OF PROJECT CONTINUATION LONG AFTER ITS INITIAL 5 YEAR PERIOD. THIS TRACK 3: MASTER TEACHING FELLOWSHIPS 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.

CYCLE 1 BASE AWARD PROJECT TITLE: LEVERAGING ENVIRONMENT AND CULTURE TO ANTICIPATE SOCIAL UNREST WITH INTEGRATED MODEL-AND-DATA-DRIVEN-APPROACHES.

RECRUIT,EDUCATE,CERTIFY AND OBTAIN NEW TEACHERS (RECON)

FISCAL YEAR 2025 DEPARTMENT OF DEFENSE CHIEF INFORMATION OFFICER CYBER SERVICE ACADEMY SCHOLARSHIPS: THE CITADEL

ENCOURAGING CIVIL ENGINEERING RETENTION BY INCREASING COMMUNITY AND SELF-EFFICACY

FY24 DEPARTMENT OF DEFENSE (DOD) CYBER SCHOLARSHIP PROGRAM (CYSP) AND DOD CYBER AND DIGITAL SERVICES ACADEMY (DCDSA) GRANTS: THE CITADEL

CITADEL CENTER OF EXCELLENCE FOR VETERAN STUDENT SUCCESS

ENHANCING UNDERGRADUATE CIVIL ENGINEERING OPPORTUNITIES FOR SOCIOECONOMICALLY DISADVANTAGED, MINORITIES AND FEMALE STUDENTS IN SOUTH CAROLINA

ANTICIPATING SOCIAL UNREST USING WEB-BASED SPATIO-TEMPORAL DATA-DRIVEN TECHNIQUES PREDICTING SOCIAL UNREST USING WEB MINING

COLLABORATIVE RESEARCH: GLUERS, GRIPPERS, AND GOUGERS: HOST-ADAPTED DIVERSIFICATION OF BARNACLES EPIZOOTIC WITH MARINE MEGAFAUNA AND THEIR TURTLESCAPE GENOMICS -SEA TURTLES AND WHALES SERVE AS THE ONLY ATTACHMENT SURFACES FOR APPROXIMATELY TWO DOZEN SPECIES OF BARNACLES. THESE STATIONARY CRUSTACEANS HAVE EVOLVED TO SEEK OUT SPECIFIC HOSTS AS MOBILE HOMES BECAUSE THEY PROVIDE BARNACLES AN EASY MEANS OF DISPERSING AND FEEDING, WHILE GIVING THEM PROTECTION FROM PREDATORS. BARNACLES ATTACH TO TURTLES AND WHALES BY THREE MECHANISMS: THERE ARE ?GLUERS? WHICH CEMENT THEMSELVES TO SHELL AND OTHER FIRM BODY PARTS WITH MINIMAL TO NO INVASIVE ACTION; ?GRIPPERS? WHICH CLING TO SOFT EPIDERMIS BY MEANS OF SKIN-PINCHING MECHANICS; AND ?GOUGERS? WHICH CAN PENETRATE TISSUE, SCUTES, SCALES, AND SOMETIMES TO THE UNDERLYING BONE. THIS RESEARCH WILL MAP GENETIC TAGS FROM BARNACLES COLLECTED WORLDWIDE TO 1) STUDY HOST CHOICE AND THE EVOLUTIONARY HISTORY OF BARNACLE ATTACHMENT, 2) DESCRIBE TO WHAT EXTENT BARNACLES MAY BE A ?FINGERPRINT? MANAGEMENT TOOL FOR TRACKING SEA TURTLE MOVEMENTS, AND 3) ESTABLISH A BASELINE DISTRIBUTION OF BARNACLE GENETIC TYPES FOR MONITORING ALTERATIONS IN SPECIES RANGES DUE TO CLIMATE CHANGE. THIS RESEARCH WILL TRAIN UNDERGRADUATE AND GRADUATE STUDENTS IN GENETICS AND EVOLUTIONARY ANALYSES AS WELL AS FIELD METHODS IN MARINE BIOLOGY VIA A FIELD COURSE IN COSTA RICA. OUTREACH INCLUDES THE DEVELOPMENT OF MUSEUM EXHIBITS AND THE PUBLICATION OF POPULAR ARTICLES FOR A BROAD AUDIENCE. THE EVOLUTIONARY HISTORY AND SPECIES DELINEATIONS OF THE CORONULOID BARNACLES (ARTHROPODA: CRUSTACEA: CIRRIPEDIA) IS UNCERTAIN. SPECIFICALLY, LITTLE IS KNOWN OF THEIR ROUTE TO EPIZOISM, THEIR DEGREE OF DEPENDENCE ON HOSTS FOR DISPERSAL AND DIVERSIFICATION, THEIR PATHWAYS TO VARIABLE ATTACHMENT MECHANISMS, AND THEIR CONTEMPORARY PHYLOGEOGRAPHIC DISTRIBUTIONS. THE RESEARCHERS AIM TO ADDRESS THESE DEFICIENCIES THROUGH PHYLOGENETIC AND POPULATION GENOMIC ANALYSIS WITH THREE PRINCIPLE OBJECTIVES: 1) CONSTRUCT A DEFINITIVE PHYLOGENY FOR THE WHALE AND TURTLE BARNACLES AND MAP TO IT THE EVOLUTIONARY CHRONOLOGY OF THEIR GLUING, GRIPPING, AND GOUGING ATTACHMENT MODES; 2) COMPARE GLOBAL PHYLOGEOGRAPHIC PATTERNS USING GENOME-WIDE MARKERS FOR THE THREE MOST-COMMON BARNACLE SPECIES FROM THE FOUR MOST-COMMON SEA TURTLE SPECIES, ASSESSING POPULATION CONNECTIVITY IN THE CONTEXT OF OCEANOGRAPHIC LARVAL DISPERSAL (GEOGRAPHIC LOCALITIES) VS. HOST TRANSPORT (HOST LINEAGES); AND 3) TEST WHETHER BARNACLE GENETIC LINEAGES WITHIN SPECIES ASSORT WITH RESPECT TO SEA TURTLE SPECIES. A NETWORK OF INTERNATIONAL COLLABORATORS AT 16 GLOBAL LOCALITIES WILL HELP COLLECT, FROM MORE THAN 130 SEA TURTLES, ~2,200 TOTAL BARNACLE SPECIMENS FOR POPULATION GENOMIC ANALYSIS. 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.

VBOC 2025-2026 THE CITADEL

VBOC 2024-2025-THE CITADEL VETERANS BUSINESS OUTREACH CENTER

VBOC 2023 EXPANSION THE CITADEL

GAINING EARLY AWARENESS AND READINESS FOR UNDERGRADUATE PROGRAMS (GEAR-UP) - GEAR-UP

CSFORALL: MAKING CT: INTEGRATING COMPUTATIONAL THINKING INTO ELEMENTARY CLASSROOMS

DCL: EAGER: MAKER: DETERMINING THE EFFICACY OF MAKER ACTIVITIES BY NAVIGATING DISCOURSE (DEMAND)

MCA - EXPLORING ALGAL CARBON CAPTURE POTENTIAL IN HIGH PH LABORATORY- AND FIELD-SCALE SYSTEMS -CREATIVE STRATEGIES ARE NEEDED TO MANAGE ATMOSPHERIC CARBON DIOXIDE (CO2) TO MITIGATE THE CONSEQUENCES OF CLIMATE CHANGE. THIS RESEARCH EXAMINES, THROUGH EXPERIMENT AND MODELING, THE POTENTIAL OF HIGH PH ALGAL CULTURES TO MAXIMIZE THE AMOUNT OF INORGANIC CARBON (THROUGH DISSOLVED CARBON SPECIES DERIVED FROM ATMOSPHERIC CO2) AVAILABLE FOR CONVERSION OF CO2 TO ALGAL BIOMASS. THIS BIOMASS CAN THEN BE USED FOR OTHER PURPOSES, SUCH AS BIO-DIESEL FUEL. TO DATE, HIGH PH ALGAL GROWTH SYSTEMS HAVE NOT BEEN ADEQUATELY EXPLORED EVEN THOUGH, AT THESE CONDITIONS, CARBON DIOXIDE IS CHEMICALLY CONSUMED AT THE AIR-WATER INFERENCE. TO BETTER UNDERSTAND THE POTENTIAL OF THE HIGH PH/ALGAL SYSTEM, EXPERIMENTS AND MATHEMATICAL MODELING OF THE DATA WILL BE USED TO EXPLORE HIGH PH/ALGAL CARBON CAPTURE PROCESSES, FEASIBILITY, AND PERFORMANCE. THE MODEL CAN BE USED BY RESEARCHERS AND PRACTITIONERS TO ESTIMATE THE CARBON OFFSETS OF LARGE-SCALE CULTURES AIMED AT PRODUCTION OF HIGH-VALUE PRODUCES (E.G., BIOFUELS). THROUGH MODEL DEVELOPMENT, THE RESEARCH WILL CLARIFY THE ROLE OF CARBONATE AND DESCRIBE HOW TOTAL DISSOLVED INORGANIC CARBON SPECIES KINETICALLY INTERACT DURING ALGAL GROWTH. THE IMPACTS OF NITROGEN-SOURCE CYCLING AS A NATURAL, COST-EFFECTIVE STRATEGY TO MANAGE PH AND IMPROVE CARBON CAPTURE WILL ALSO BE EXPLORED. BROADER IMPACTS OF THE WORK INCLUDE BENEFITS TO SOCIETY BY SUPPORTING CLIMATE CHANGE MANAGEMENT AND WORKFORCE DEVELOPMENT THROUGH DESIGNING ALGAL PRODUCTION SYSTEMS THAT MAXIMIZE ATMOSPHERIC CARBON DIOXIDE REMOVAL. THIS CAN SERVE AS PART OF AN INTEGRATED CARBON MANAGEMENT PLAN TO MINIMIZE A MYRIAD OF ECONOMIC, ECOLOGICAL AND SOCIAL CONSEQUENCES OF RISING TEMPERATURES DUE TO HIGH CONCENTRATIONS OF GREENHOUSE GASES. TO CARRY OUT THE WORK, STUDENTS FROM UNDERREPRESENTED GROUPS IN THE SCIENCES WILL BE ACTIVELY RECRUITED. THIS RESEARCH ENTAILS EXPERIMENTS WITH MIXED ALGAL CULTURES AND THE PRIMARY PRODUCT WILL BE AN EXPANDED, VALIDATED, ALGAL GROWTH MODEL FOR PREDICTING ALGAL BIOMASS PRODUCTION AND CARBON CAPTURE AS A FUNCTION OF INTERCONNECTED PARAMETERS OF TOTAL DISSOLVED INORGANIC CARBON AQUEOUS SPECIES AVAILABILITY, NITROGEN SOURCE TYPE, AND CULTURE PH. HIGH PH IS BEING INVESTIGATED BECAUSE AT HIGH PH MOST DISSOLVED TOTAL INORGANIC CARBON IS CONVERTED TO DISSOLVED CARBONATE, WHOSE SUITABILITY AS AN INORGANIC CARBON SOURCE HAS RECEIVED LITTLE ATTENTION. THUS, THIS RESEARCH SEEKS TO EXPAND AND VALIDATE A MATHEMATICAL MODEL TO QUANTIFY MIXED FRESHWATER ALGAL GROWTH IN HIGH PH SYSTEMS TO INFORM FUTURE CARBON CAPTURE EXPERIMENTS. THE EXPERIMENTS WILL BE CONDUCTED AT THE CLEMSON UNIVERSITY'S PARTITIONED AQUACULTURE SYSTEM. PROJECT GOALS ARE TO CHARACTERIZE AND MODEL TOTAL DISSOLVED INORGANIC CARBON-LIMITED GROWTH IN BATCH REACTORS THROUGH THE LENS OF FOUR OBJECTIVES, THE FIRST BEING TO IDENTIFY AND QUANTIFY THE ACCURACY OF ANALYTICAL METHODS FOR MEASURING INORGANIC CARBON SPECIES AT HIGH PH. THE SECOND AND THIRD ARE TO DETERMINE TO WHAT EXTENT CARBONATE KINETICALLY IMPACTS ALGAL GROWTH AND DETERMINE AN APPROPRIATE FORMULATION OF THE MONOD-TOTAL DISSOLVED INORGANIC CARBON-LIMITED GROWTH RATE OF MIXED CULTURE ALGAE. THE FOURTH GOAL WILL BE TO QUANTITATIVELY MEASURE CARBON CAPTURE BY THE ALGAL CULTURES IN OPEN BATCH REACTORS, DATA THAT WILL BE USED TO SUPPORT MODEL VALIDATION. AN ADDITIONAL OBJECTIVE WILL BE TO EXPLORE HOW NITROGEN SOURCE CYCLING COULD BE USED TO MANAGE PH FOR CARBON CAPTURE IN THE CULTURING REACTOR SO IMPACTS OF NITROGEN ON PH AND BIOMASS PRODUCTION CAN BE ESTIMATED AND TO DELIVER ESTIMATES OF CARBON CAPTURE BASED ON SEVERAL NUTRIENT LOADING SCENARIOS. DURING THE PROJECT, A GRADUATE STUDENT AND SEVERAL ADDITIONAL STUDENTS WILL BE ENGAGED. 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.

CURRENTLY, METHODS USED TO DIRECTLY MEASURE MICROBIAL CONTAMINATION ARE LABOR INTENSIVE AND TIME INSENSITIVE. THERE IS A NEED FOR A LOW COST, COMPACT FULLY AUTOMATED MICROBIAL DETECTION SYSTEM THAT CAN CAPTURE DYNAMIC MICROBIAL ACTIVITY IN VARIOUS FORMS OF WATERS. IN THIS STUDY, FLUORESCENCE SPECTROSCOPY IS USED IN COMBINATION WITH MACHINE LEARNING ALGORITHMS TO DETECT AND QUANTIFY A LARGE RANGE OF CONTAMINANTS IN WATER. THE GOAL OF THIS STUDY IS TO DEMONSTRATE THE MONITORING OF MICROBIOLOGY AGAINST REGULATORY REQUIREMENTS, AS WELL AS DETERMINING MAINTENANCE SCHEDULING THAT WILL BE DICTATED BY THE TYPES OF WATERS BEING MONITORED. TESTING WILL BE PERFORMED AT RECLAMATION'S WATER QUALITY IMPROVEMENT CENTER IN YUMA, AZ.

NEW EQUIPMENT START GRANT TITLED LASER MODIFIED LAYER BY LAYER ASSEMBLY FOR SUB-MILLIMETER PATTERNING OF MULTIPLE MATERIAL TYPE SYSTEMS

PLANNING: IUSE/PFE:RED: UNITING CIVIL AND CONSTRUCTION ENGINEERING PROGRAMS TO TRAIN FLEXIBLE EXPERTS -CIVIL AND CONSTRUCTION ENGINEERS ARE LEADERS IN DELIVERING SUCCESSFUL BUILDING, MANUFACTURING, INFRASTRUCTURE AND LAND DEVELOPMENT PROJECTS. ACROSS THE UNITED STATES, CIVIL ENGINEERING PRACTICE HAS WITNESSED CONSIDERABLE TRANSFORMATION, REFLECTING AN INTEGRATED PLAN-DESIGN-BUILD PARADIGM, ENABLED THROUGH COMPREHENSIVE AGREEMENTS AND SEAMLESS COLLABORATION AMONG PLANNING, ENGINEERING, DESIGN, CONSTRUCTION AND PROJECT MANAGEMENT PROFESSIONALS. ENGINEERS, CONSTRUCTION INDUSTRY SPECIALISTS, AND PROJECT MANAGERS ALL WORK TOGETHER TO PROVIDE COMMUNITIES AND PRIVATE SECTOR OWNERS WITH MORE RELIABLE AND SUSTAINABLE COMPLETED PROJECTS THAT MEET EVER-INCREASING MARKET DEMANDS AND STRENGTHEN THE FABRIC OF FLOURISHING COMMUNITIES. TO PREPARE ENGINEERING STUDENTS TO MEET THESE EVOLVING CAREER OPPORTUNITIES, THIS PROJECT WILL SUPPORT EDUCATIONAL EXPERIENCES TO DEVELOP DESIGN, TECHNICAL, AND LIFELONG LEARNING SKILLS, WHICH WILL PREPARE STUDENTS TO PRACTICE UNDER A DESIGN-BUILD PARADIGM. ADDITIONAL EDUCATION COMPONENTS FURTHER SUPPORT STUDENT SUCCESS AND DEVELOPMENT, INCLUDING MATH PREPAREDNESS AND ESSENTIAL PROBLEM-SOLVING PROFICIENCIES, ALONG WITH AN ARRAY OF HIGH-IMPACT LEARNING EXPERIENCES THAT WILL HELP STUDENTS DEVELOP LIFELONG LEARNING PROFICIENCIES THROUGH MASTERY OF SPECIALTY SKILLS. EVIDENCE BASED STRATEGIES AND TACTICS WILL BE USED TO ADAPT EXISTING PARALLEL DEGREE PROGRAMS IN CIVIL ENGINEERING AND CONSTRUCTION ENGINEERING TO PROVIDE ENHANCED LEARNING EXPERIENCES AND KNOWLEDGE NEEDED TO MEET INCREASING DEMANDS OF THE CIVIL ENGINEERING PROFESSION. COLLECTIVELY, PROJECT OUTCOMES WILL PRODUCE GRADUATES WHO ARE BETTER PREPARED TO DELIVER INNOVATIVE DESIGN AND CONSTRUCTION PROJECTS THAT PERSONIFY THE HIGH CALLING OF THE ENGINEERING PROFESSION, IN FULFILLMENT OF THE NATIONAL SCIENCE FOUNDATION, NSF 24-564, FUNDING PROGRAM IMPROVING UNDERGRADUATE STEM EDUCATION BY REVOLUTIONIZING ENGINEERING DEPARTMENTS FOR THE PURPOSE OF PROFESSIONAL FORMATION OF SUCCESSFULLY EQUIPPED ENGINEERS PURSUING CIVILIAN AND MILITARY CAREERS. THE PURPOSE OF THE PROJECT WILL BE TO LEVERAGE COGNITIVE LOAD THEORY (CLT) TO SCAFFOLD EDUCATIONAL EXPERIENCES TO DEVELOP DESIGN, TECHNICAL, AND LIFELONG LEARNING SKILLS, ENABLING GRADUATES TO ENTER CIVILIAN AND MILITARY WORKFORCES WITH FLEXIBLE EXPERTISE. PROJECT GOALS WILL ADDRESS THE FOLLOWING STRATEGIC PROGRAM ADVANCEMENTS: 1) FIRST-YEAR FOUNDATIONAL MATH PREPAREDNESS FOR PROBLEM-SOLVING, 2) LIFELONG LEARNING FOR ENGINEERING DISCIPLINARY SPECIALIZATION, AND 3) DESIGN-BUILD INTEGRATION BETWEEN CIVIL AND CONSTRUCTION ENGINEERING. TOGETHER, GOALS WILL SUPPORT STUDENTS IN DEVELOPING (AND AUTOMATING) THE BASIC PROBLEM-SOLVING PROCESSES, DOMAIN-SPECIFIC ROUTINE EXPERTISE, AND SELF-REGULATED LEARNING SKILLS THAT ARE PREREQUISITES FOR FLEXIBLE EXPERTISE. FOR GOAL 1, CLT PRINCIPLES WILL BE USED TO DEVELOP A PLAN TO TRANSFORM MATH CURRICULUM TO ADDRESS KNOWLEDGE GAPS THROUGH INFUSION OF ENGINEERING APPLICATIONS, ENABLING STUDENTS TO CREATE BASIC PROBLEM-SOLVING SCHEMATA THAT CAN BE TRANSFERRED TO ENGINEERING COURSES. FOR GOAL 2, SUB-DISCIPLINARY COURSE THREADS WILL BE RE-IMAGINED TO SCAFFOLD TECHNICAL MASTERY AND PROGRESSIVE DEVELOPMENT OF LIFELONG LEARNING SKILLS TO SUPPORT KNOWLEDGE TRANSFER BETWEEN CLASSES AND INTO PROFESSIONAL PRACTICE. FOR GOAL 3, A DESIGN-BUILD CURRICULUM SEQUENCE WILL BE DEVELOPED TO PROVIDE STUDENTS WITH AUTHENTIC DESIGN-BUILD CHALLENGES, WHICH WILL PROVIDE OPPORTUNITIES TO APPLY BASIC PROBLEM-SOLVING SCHEMATA, DOMAIN-SPECIFIC ROUTINE EXPERTISE, AND SELF-REGULATION SKILLS NEEDED TO INTEGRATE KNOWLEDGE ACROSS SUB-DISCIPLINARY DOMAINS ? THEREBY BUILDING FLEXIBLE EXPERTISE. FACULTY WILL CONTRIBUTE TO KNOWLEDGE ON HOW TO LEVERAGE COMMUNITIES OF PRACTICE (COPS) TO AFFECT CHANGE. CULTIVATION OF FACULTY COPS BUILD A FOUNDATION FOR EVIDENCE-BASED CURRICULUM IMPROVEMENT. PRODUCTS AND OUTCOMES GENERATED BY COPS WILL PROVIDE GUIDANCE ON HOW TO LEVERAGE COGNITIVE LOAD THEORY TO DESIGN MATH AND ENGINEERING CURRICULA TO FOSTER FLEXIBLE EXPERTISE. KNOWLEDGE AND APPLICATION OF CLT IN CURRICULAR DESIGN IS A SCHOLARLY INNOVATION ATTRACTING BROAD ACADEMIC INTEREST, WITH POTENTIALLY TRANSFORMATIVE RESULTS. BROADER IMPACTS WILL INCLUDE FACULTY DEVELOPMENT RELATED TO CLT, CREATION OF DATABASE DOCUMENTING LINKAGES BETWEEN MATH SKILLS AND ENGINEERING COURSE CONTENT, A REPOSITORY OF DESIGN-BUILD STUDENT PROJECTS, AND RECOMMENDATIONS FOR AN APPLICATIONS-BASED ENGINEERING MATH SEQUENCE THAT MAY BE OF INTEREST ACROSS ENGINEERING DISCIPLINES AND INSTITUTIONS, AS LACK OF MATH PREPAREDNESS IS A WIDESPREAD BARRIER TO STUDENT PERSISTENCE AND PERFORMANCE. 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.

COLLABORATIVE RESEARCH: P2C2--EL NI?O SOUTHERN OSCILLATION (ENSO) VARIABILITY CHANGES DURING ABRUPT CLIMATE EVENTS

TAS::89 0222::TAS; NEW: PRECISION STUDIES OF HADRONIC AND ELECTRO-WEAK INTERACTIONS FOR COLLIDER PHYSICS; PI - SCOTT YOST

RAPID: IMPACTS OF UNPRECEDENTED SHIFT TO ONLINE LEARNING ON STUDENTS' COGNITIVE LOAD AND READINESS FOR SELF-DIRECTED LEARNING

EXPLORING THE ROLES OF ACADEMIC PATHWAYS AND INTERSECTING IDENTITIES ON PERSISTENCE AND TRANSLATION OF TWO-YEAR COLLEGE STUDENTS -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 THE CITADEL AND TRIDENT TECHNICAL COLLEGE (TTC). THIS COLLABORATION BETWEEN A FOUR-YEAR AND TWO-YEAR COLLEGE WILL FOCUS ON COLLEGE TRANSFER DEGREE PROGRAMS (CTP) IN ENGINEERING. OVER ITS ONE-YEAR DURATION, THIS COLLABORATIVE PLANNING GRANT PROJECT AIMS TO PREPARE FOR A TRACK 3 S-STEM PROPOSAL CENTERED ON TRANSFER STUDENTS IN STEM FIELDS BY DOCUMENTING CHALLENGES TO STUDENT PERSISTENCE INCLUDING MATH PREPAREDNESS, CURRICULAR BARRIERS, AND MULTIPLE IDENTITIES. WHILE RESEARCH ON THE BARRIERS FACING TRADITIONAL ENGINEERING STUDENTS IS EXTENSIVE, LESS WORK IS AVAILABLE ON THE BARRIERS FACING STUDENTS PURSUING A CTP PATHWAY IN STEM. THE PROJECT WILL ENGAGE STAKEHOLDERS AT BOTH INSTITUTIONS VIA WORKING GROUPS TO INFORM THE DESIGN OF A CROSS-INSTITUTIONAL SCHOLARSHIP PROGRAM SPECIFIC TO COLLEGE TRANSFER STUDENTS. TWO-YEAR COLLEGES ARE MORE ACCESSIBLE TO LOW-INCOME POPULATIONS THAN FOUR-YEAR INSTITUTIONS, SO THIS PROJECT HAS THE POTENTIAL TO BROADEN PARTICIPATION IN THE STEM FIELD AND INFORM CURRICULAR AND COCURRICULAR PROGRAM DEVELOPMENT TO SUPPORT TRANSFER STUDENTS. THE OVERALL GOAL OF THIS PROJECT IS TO INCREASE STEM DEGREE COMPLETION OF LOW-INCOME, HIGH-ACHIEVING UNDERGRADUATES WITH DEMONSTRATED FINANCIAL NEED. THE FOUR SPECIFIC PROJECT AIMS WILL SUPPORT THE PROJECT TEAM IN BUILDING CAPACITY ACROSS THE CITADEL AND TTC TO SUBMIT A TRACK 3 S-STEM PROJECT: (1) ASSESS THE MATH PREPAREDNESS OF INCOMING TWO-YEAR COLLEGE STUDENTS; (2) IDENTIFY CURRICULAR BARRIERS TO COMPLETION OF AN ENGINEERING ASSOCIATE?S DEGREE AT TTC; (3) EXPLORE HOW STUDENTS? IDENTITIES IMPACT THEIR ACADEMIC PATHWAYS; AND (4) USE INSTITUTIONAL, SURVEY, AND FOCUS GROUP DATA TO PLAN FUTURE S-STEM INTERVENTIONS. A SIGNIFICANT BODY OF LITERATURE SUPPORTS THE LACK OF MATH PREPAREDNESS AND THE PRESENCE OF ?BARRIER? OR ?GATEWAY? COURSES WITH STUDENT ATTRITION FROM STEM. ADDITIONALLY, THE DEVELOPMENT OF ?STUDENT? OR ?ENGINEER? IDENTITIES ARE ASSOCIATED WITH RETENTION IN STEM. HOWEVER, LITTLE IS KNOWN ABOUT HOW THESE FACTORS AFFECT PERSISTENCE OF TRANSFER STUDENTS IN ENGINEERING PROGRAMS. THIS PROJECT WILL DOCUMENT MATH-PREPAREDNESS, BARRIERS, IDENTITIES, AND ACADEMIC PERSISTENCE IN TRANSFER STUDENTS BY COMPARING PRE-, POST-, AND NON-TRANSFER POPULATIONS. ANALYSIS OF SURVEY, FOCUS GROUP, AND INSTITUTIONAL DATA WILL BE SUBJECT TO STATISTICAL AND REGRESSION ANALYSIS TO IDENTIFY TRENDS AND OUTLIERS. DISCUSSION OF THE DATA AT CROSS INSTITUTIONAL WORKING GROUP MEETINGS WILL INFORM DESIGN OF A FUTURE SCHOLARSHIP PROGRAM. RESULTS OF THIS PROJECT WILL BE MADE AVAILABLE AT REGIONAL AND NATIONAL ENGINEERING EDUCATION CONFERENCES AND THROUGH PUBLICATIONS. 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.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

CONFERENCE FOR CYBER RESILIENCY FOR CRITICAL INFRASTRUCTURES

COOPERATIVE AGREEMENT FOR PONDBERRY MAPPING AND MONITORING AT MARINE CORPS AIR STATION BEAUFORT, SOUTH CAROLINA

MONITORING EFFECTS OF LAUREL WILT DISEASE ON PLANT COMMUNITIES IN THE CAROLINAS

PONDBERRY MAPPING AND MONITORING AT MARINE CORPS AIR STATION BEAUFORT, SOUTH CAROLINA

TO SUPPORT THE NATURE OF WORDS LITERARY FESTIVAL.

AQUI ESTAMOS - DOCUMENTING THE LATINO HERITAGE OF THE SOUTH CAROLINA LOW COUNTRY

TO SUPPORT THE NATURE OF WORDS LITERARY FESTIVAL, AN EVENT FEATURING READINGS, CRAFT WORKSHOPS, LECTURES, AND PANEL DISCUSSIONS.

NIST SURF - GAITHERSBURG -[MML-CHEMBIO]

MONITOR AND SURVEY THE ENDANGERED SPECIES PONDBERRY

MONITORING OF THE FEDERALLY ENDANGERED LINDERA MELLISIFOLIA SPECIES PRESENT AT MCAS BEAUFORT

FY 2016 SUMMER UNDERGRADUATE RESEARCH FELLOWSHIP MML/NCNR-CHEMBIO

AWARD TO THE CITADEL AS A RESULT OF FOA NUMBER DE-FOA-0001487, NUCLEAR ENERGY UNIVERSITY PROGRAMS - FELLOWSHIP AND SCHOLARSHIP SUPPORT.

PRESERVATION NEEDS ASSESSMENT AND TRAINING FOR THE CITADEL ARCHIVES AND MUSEUM

DEOBLIGATE FUNDS