Indiana Institute Of Technology Inc

CARES ACT - HIGHER EDUCATION STABILIZATION GRANT - INSTITUTIONAL FUNDS - THESE ARE THE FUNDS ALLOCATED TO THE INSITUTION.

CARES ACT - EDUCATION STABILIZATION FUNDING

STRENGTHENING INSTITUTIONS

THIS EDA INVESTMENT SUPPORTS THE INDIANA INSTITUTE OF TECHNOLOGY, INC. WITH PURCHASING TECHNICAL EQUIPMENT NEEDED TO TRAIN STUDENTS IN 11 ENGINEERING- AND MANUFACTURING-RELATED CERTIFICATION PROGRAMS AS THEY PREPARE TO SIT FOR AND PASS CERTIFICATION EXAMS. THE PROJECT WILL ALLOW THE UNIVERSITY TO EXPAND, ENHANCE AND ADD INDUSTRY-RECOGNIZED CERTIFICATE TRAINING PROGRAMS THAT ARE TAILORED TO THE JOB NEEDS OF EMPLOYERS IN NORTHEAST INDIANA, INCLUDING POSITIONS SUCH AS BATTERY MANAGEMENT ENGINEERS, DRONE PILOTS, AND PRINTED CIRCUIT BOARD DESIGN ENGINEERS. ONCE COMPLETED, THE PROJECT WILL HELP THE REGION RECOVER FROM THE CORONAVIRUS PANDEMIC, BY PROMOTING JOB CREATION AND RETENTION, WHICH WILL BOLSTER ECONOMIC RESILIENCY THROUGHOUT THE REGION.

TAS::89 0331::TAS RECOVERY RECOVERY ACT: PIONEERING HEAT PUMP PROJECT

STUDENT SUPPORT SERVICES PROGRAM

TRIO - STUDENT SUPPORT SERVICES - STUDENT SUPPORT SERVICES PROGRAM

HIGHER EDUCATION EMERGENCY RELIEF FUND-STRENGTHENING INSTITUTIONS PROGRAM - THESE FUNDS WILL BE USED TO OFFSET EXPENSES INCURRED DUE TO THE COVID-19 PANDEMIC.

COLLABORATIVE RESEARCH: A SEMICONDUCTOR CURRICULUM AND LEARNING FRAMEWORK FOR HIGH-SCHOOLERS USING ARTIFICIAL INTELLIGENCE, GAME MODULES, AND HANDS-ON EXPERIENCES -SEMICONDUCTORS ARE ESSENTIAL COMPONENTS OF ELECTRONIC DEVICES, ENABLING ADVANCES IN IMPORTANT APPLICATIONS AND SYSTEMS SUCH AS COMMUNICATION, HEALTHCARE, AND NATIONAL SECURITY. IN ORDER TO SUSTAIN THE U.S.'S GLOBAL COMPETITIVENESS IN THE SEMICONDUCTOR INDUSTRY, THERE IS A GROWING DEMAND FOR A SKILLED SEMICONDUCTOR WORKFORCE. HIGH-SCHOOLERS ARE AMONG THE MOST FREQUENT USERS OF ELECTRONIC DEVICES. HOWEVER, MANY DO NOT KNOW HOW THESE DEVICES ARE DESIGNED AND MANUFACTURED. TO ADDRESS THE KNOWLEDGE GAPS AND WORKFORCE NEEDS EQUITABLY, THIS PROJECT WILL DEVELOP A SEMICONDUCTOR CURRICULUM WITH HIGH-SCHOOL-AGED STUDENTS FROM DIVERSE BACKGROUNDS, AND WITH PARTNERS IN HIGHER EDUCATION, K-12, AND INDUSTRIES, ENHANCED WITH ARTIFICIAL INTELLIGENCE (AI) AND OTHER INNOVATIVE TECHNOLOGIES. GAME-BASED SEMICONDUCTOR MODULES WILL BE CREATED FOR STUDENTS TO PLAY AND LEARN WITH PEERS CHOOSING CULTURALLY DIVERSE AVATARS. THESE LEARNING MODULES WILL BE MADE AVAILABLE TO A WIDE RANGE OF STUDENTS THROUGH THE PROJECT COLLABORATOR STEMULI, A GAME-BASED LEARNING COMPANY. IN ADDITION, APPROXIMATELY 50 STUDENTS EACH SUMMER (YEARS 2-4) WILL BE ENGAGED IN IN-PERSON WORKSHOPS HOSTED IN MAINE AND TEXAS. THROUGH THESE WORKSHOPS, STUDENTS WILL BE ENGAGED IN HANDS-ON ACTIVITIES AND FIELD TRIPS TO SEMICONDUCTOR COMPANIES WHERE THEY WILL CONNECT THEIR GAME-BASED LEARNING WITH INDUSTRY EXPERIENCES. BASED ON STUDENTS' FEEDBACK, THE WORKSHOP AND GAME CURRICULUM WILL BE DESIGNED AND IMPROVED ITERATIVELY. THIS DEVELOPING AND TESTING INNOVATIONS (DTI) PROJECT AIMS TO HELP HIGH-SCHOOL STUDENTS DEVELOP SKILLS AND CAREER INTERESTS IN THE SEMICONDUCTOR FIELDS THROUGH AN INNOVATIVE GAME-BASED LEARNING PLATFORM, HANDS-ON ACTIVITIES, AND INDUSTRY FIELD TRIPS. THE OVERARCHING RESEARCH QUESTION IS: TO WHAT EXTENT DO THE DESIGNS AND INTEGRATION OF AI EDUCATOR(A GENERATIVE AI TOOL FOR EDUCATION), GAME-BASED LEARNING, AND HANDS-ON EXPERIENCES PROVIDE EQUITABLE ACCESS AND STRENGTHEN STUDENTS? ENGAGEMENTS, AWARENESS, INTERESTS, AND KNOWLEDGE IN STEM CAREERS? THE AI EDUCATOR WILL PROVIDE STUDENTS WITH SUGGESTIONS, ASSISTANCE, AND ADDITIONAL STUDY MATERIALS ABOUT THE SUBJECT MATTER. THE AI COMPONENT WILL BE RESPONSIBLE FOR TUNING THE OUTPUT CONTENT BASED ON THE STUDENT?S INTERESTS, HOBBIES, AND PREFERENCES TO MAKE THE EXPERIENCE MORE RELATABLE. DATA COLLECTION WILL INCLUDE STUDENTS? ATTITUDES, GAME ACTIVITIES, AND HANDS-ON LEARNING OUTCOMES. DESIGN-BASED RESEARCH METHODS WILL BE USED INCORPORATING THE NASA TASK LOAD INDEX, T-TEST, INTERVIEWS, AND SURVEYS TO UNDERSTAND STUDENTS? LEARNING AND EFFICACY OF THE GAME AND WORKSHOP CURRICULUM. THE TECHNOLOGY, PEDAGOGY, AND CONTENT KNOWLEDGE (TPACK) FRAMEWORK WILL BE USED AND REFINED THROUGHOUT THE AI AND GAME TECHNOLOGY INTEGRATIONS INTO THE SEMICONDUCTOR CURRICULUM AND EDUCATION PATHWAYS. THE PROJECT WILL BE DESIGNED WITH A FOCUS ON EQUITY, ACCESSIBILITY, ENGAGEMENT, AND COLLABORATION, CATERING TO STUDENTS FROM DIVERSE BACKGROUNDS. THIS PROJECT IS CO-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 PROJECT IS ALSO CO-FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM AND THE DISCOVERY RESEARCH PREK-12 (DRK-12) PROGRAM. 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.

CREATING A VIRTUAL VETERANS CENTER OF EXCELLENCE FOR STUDENT SUCCESS AT INDIANA TECH

DEVELOPING INDUSTRY AND INNOVATION SCHOLARS IN THE MIDWEST -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 INDIANA INSTITUTE OF TECHNOLOGY (INDIANA TECH). INDIANA TECH PROVIDES CAREER-FOCUSED, PROFESSIONAL PROGRAMS OF HIGHER EDUCATION AT 19 LOCATIONS THROUGHOUT INDIANA, ILLINOIS, AND KENTUCKY. OVER HALF OF INDIANA TECH STUDENTS ARE LOW-INCOME AND 47% IDENTIFY AS NON-WHITE. OVER ITS SIX-YEAR DURATION, THIS PROJECT WILL FUND SCHOLARSHIPS TO 21 UNIQUE FULL-TIME STUDENTS WHO ARE PURSUING BACHELOR'S DEGREES IN CYBERSECURITY, INFORMATION SYSTEMS, NETWORK ENGINEERING, SOFTWARE ENGINEERING, COMPUTER ENGINEERING, AND COMPUTER SCIENCE. FIRST-YEAR STUDENTS WILL RECEIVE UP TO FOUR YEARS OF SCHOLARSHIP SUPPORT. SCHOLARS WILL BENEFIT FROM A ROBUST ORIENTATION PROCESS, PARTICIPATION IN A COMMON FIRST-YEAR EXPERIENCE COURSE, MONTHLY INTERACTION WITH INDUSTRY PROFESSIONALS, SOCIAL EVENTS, ROBUST FACULTY AND PEER MENTORING PROGRAMS, AND EXPERIENTIAL LEARNING OPPORTUNITIES WITH A FOCUS ON CAREER PREPARATION. ADDITIONALLY, MENTAL HEALTH SUPPORT WILL BE AVAILABLE, AND STUDENTS WILL RECEIVE A LAPTOP TO ENSURE THAT THEY HAVE ADEQUATE RESOURCES TO COMPLETE THEIR DEGREE PROGRAMS IN COMPUTING-RELATED FIELDS. A ROBUST EVALUATION PLAN WILL MEASURE THE IMPACT OF PROJECT ACTIVITIES ON THE PARTICIPANTS. THE BROADER IMPACTS OF THE PROJECT INCLUDE CONTRIBUTIONS TO WORKFORCE DIVERSITY BY ADDING AT LEAST 21 LOW-INCOME COMPUTING PROFESSIONALS TO THE WORKFORCE. THE OVERALL GOAL OF THIS PROJECT IS TO INCREASE STEM DEGREE COMPLETION OF LOW-INCOME, HIGH-ACHIEVING UNDERGRADUATES WITH DEMONSTRATED FINANCIAL NEED. THE SPECIFIC AIMS OF THE PROJECT ARE TO ENROLL THREE COHORTS OF SEVEN LOW-INCOME, DOMESTIC STUDENTS WHO DEMONSTRATE ACADEMIC ACHIEVEMENT, TALENT, OR PROMISE AND UNMET NEED; ACHIEVE A FIRST- TO SECOND- YEAR RETENTION RATE OF 85% AND A SIX-YEAR GRADUATION RATE OF 75% FOR DEVELOPING INDUSTRY AND INNOVATION SCHOLARS IN THE MIDWEST (DIISM) SCHOLARS; PREPARE AND PLACE 100% OF THE DIISM GRADUATES IN THE STEM WORKFORCE OR A GRADUATE PROGRAM WITHIN SIX MONTHS OF GRADUATION; AND MEASURE THE EFFECTIVENESS OF THE PROGRAMMATIC ELEMENTS IN ORDER TO MOVE TOWARD INSTITUTIONALIZATION OF THE MOST PROMISING SUPPORTS. THE SIX MAJORS SELECTED FOR THIS PROJECT ARE ALL FAST-GROWING FIELDS WITH A LARGE NUMBER OF CAREER OPPORTUNITIES AT SALARIES SUFFICIENT FOR UPWARD SOCIAL MOBILITY. A FOCUS ON COMPUTING MAJORS ALLOWS US TO DEVELOP PEER SUPPORT AND NETWORKING OPPORTUNITIES TO INCREASE ENGAGEMENT WITH THE INSTITUTION AND PROGRAM. THE PROJECT TEAM IDENTIFIED FOUR CRITICAL NEEDS THAT WILL BE ADDRESSED BY THE PROJECT (1) INADEQUATE PREPARATION FOR COLLEGE-LEVEL WORK (TIME-MANAGEMENT, STUDY SKILLS, MATHEMATICS PREPARATION, ETC.); (2) TECHNOLOGY ISSUES, SUCH AS STUDENTS TRYING TO COMPLETE AN ENTIRE COURSE FROM A PHONE OR IPAD OR HAVING UNRELIABLE INTERNET; (3) TIME COMMITMENTS OUTSIDE OF THEIR CLASSES, SUCH HAVING TO WORK AT LEAST 20 HOURS PER WEEK TO AFFORD COLLEGE AND, IN SOME CASES, WORKING FULL TIME WHILE ALSO ATTENDING CLASSES FULL TIME; AND (4) AN INCREASE IN MENTAL HEALTH ISSUES. THE DIISM PROJECT WILL CONTRIBUTE TO KNOWLEDGE BY DISSEMINATING THE RESULTS OF THE EVALUATION OF PROJECT ACTIVITIES IN PEER-REVIEWED CONFERENCES AND JOURNALS. 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 NOT PLANNED FOR THIS AWARD.

WARRIOR MINDSET - INDIANA INSTITUTE OF TECHNOLOGY (INDIANA TECH) PROPOSES WARRIOR MINDSET. THE PROJECT GOALS ARE TO: (1) CREATE A NETWORK INFRASTRUCTURE TO BETTER RESPOND TO STUDENTS AT RISK FOR SUICIDE, DEPRESSION, MENTAL ILLNESS, AND/OR SUBSTANCE USE DISORDERS; (2) INCREASE UNDERSTANDING OF SUICIDE AND SUBSTANCE ABUSE PREVENTION AMONG STUDENTS, FACULTY, AND STAFF; AND (3) DEVELOP A ROBUST EDUCATION AND OUTREACH PROGRAM TO INCREASE AWARENESS OF AVAILABLE MENTAL HEALTH RESOURCES. INDIANA TECH EXPECTS TO SERVE APPROXIMATELY 3,000 INDIVIDUALS ANNUALLY, AND AT LEAST 7,500 TOTAL UNDUPLICATED INDIVIDUALS OVER THE THREE-YEAR GRANT PERIOD. THE TARGET POPULATIONS FOR WARRIOR MINDSET ARE: (1) THE APPROXIMATELY 1,500 TRADITIONAL UNDERGRADUATES ON THE FORT WAYNE CAMPUS, FOCUSING ON SPECIFIC POPULATIONS, INCLUDING STUDENTS LIVING ON CAMPUS (664 STUDENTS IN FALL 2020), THOSE WHO IDENTIFY AS LGBTQ (NUMBER NOT CURRENTLY TRACKED), UNDER-REPRESENTED MINORITY GROUPS (APPROXIMATELY HALF OF THE UNDERGRADUATE POPULATION), AND STUDENT ATHLETES (900 STUDENTS IN FALL 2020); AND (2) THE APPROXIMATELY 4,700 UNDERGRADUATES WHO ARE PURSUING DEGREES PRIMARILY ONLINE THROUGH INDIANA TECH’S COLLEGE OF PROFESSIONAL STUDIES (CPS), WITH A SPECIAL FOCUS ON THOSE WHO ARE VETERANS OR ACTIVE-DUTY MILITARY (620 STUDENTS IN FALL 2020). KEY STRATEGIES INCLUDE DEVELOPING A NETWORK INFRASTRUCTURE BY STRENGTHENING INDIANA TECH’S BEHAVIORAL INTERVENTION TEAM (BIT), EXPANDING DELIVERY OF EVIDENCE-BASED QPR GATEKEEPER TRAINING AND DEVELOPING ONLINE TRAINING FOR CPS STUDENTS, ENHANCING VOLUNTARY SCREENING AND ASSESSMENT ACTIVITIES, AND SIGNIFICANTLY EXPANDING OUTREACH AND EDUCATION ACTIVITIES TO INFORM ALL STUDENTS OF AND PROMOTE REGIONAL AND NATIONAL RESOURCES AND SERVICES RELATED TO MENTAL HEALTH AND SUBSTANCE USE DISORDERS. PROJECT OBJECTIVES INCLUDE: (1.1) EXPANDING THE WORK AND PARTNERSHIPS OF THE BIT BY COLLABORATING WITH AT LEAST ONE NEW COMMUNITY PARTNER EACH YEAR; (1.2) DEVELOPING A COMPREHENSIVE LIST OF LOCAL, REGIONAL, STATEWIDE, AND NATIONAL REFERRAL RESOURCES; (1.3) REVIEWING AND UPDATING THE CRISIS MANAGEMENT EMERGENCY PLAN ANNUALLY; (2.1): DELIVERING QPR TRAINING TO AT LEAST ONE NEW GROUP OF STUDENTS AND ONE NEW GROUP OF FACULTY AND STAFF EACH YEAR; (2.2) COMPILING AND MAKING AVAILABLE CULTURALLY COMPETENT PREVENTION MATERIALS TARGETING SPECIFIC STUDENT POPULATIONS; (2.3) INCREASING THE NUMBER OF VOLUNTARY MENTAL AND SUBSTANCE USE DISORDER SCREENINGS BY 10% ANNUALLY AFTER INITIAL BASELINE ESTABLISHMENT; (3.1) CONDUCTING THE HEALTHY MINDS SURVEY IN YEARS ONE AND THREE; (3.2) DELIVERING AT LEAST FOUR NEW OUTREACH PROGRAMS TARGETING SPECIFIC AT-RISK POPULATIONS; (3.3) DEVELOPING SPECIFIC RESOURCES AND OUTREACH FOR VETERAN AND ACTIVE-DUTY MILITARY STUDENTS; (3.4) MAKING MENTAL HEALTH AND SUBSTANCE USE DISORDERS RESOURCES AVAILABLE TO 100% OF CPS STUDENTS THROUGH THERAPY ASSISTANCE ONLINE (TAO); (3.5) DEVELOPING WEBPAGES THAT PUBLICIZE LOCAL, REGIONAL, AND NATIONAL RESOURCES AND PROMOTE LINKAGES TO STATEWIDE AND NATIONAL HOTLINES; AND (3.6) WORKING WITH AT LEAST TWO UNIQUE ON-CAMPUS STUDENT GROUPS EACH YEAR TO DEVELOP OUTREACH AND EDUCATION PROGRAMMING.

ETHICAL THINKING AND CASE ANALYSIS IN ARTIFICIAL INTELLIGENCE EDUCATION -THIS IUSE LEVEL 1 ENGAGED STUDENT LEARNING PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY ENHANCING ARTIFICIAL INTELLIGENCE (AI) EDUCATION THROUGH THE INTEGRATION OF ETHICAL CONSIDERATIONS IN AI CURRICULA, FOSTERING DESIGN AND DEVELOPMENT OF RESPONSIBLE AND SECURE AI SYSTEMS. THE PROJECT WILL DEVELOP AN INNOVATIVE PEDAGOGICAL STRATEGY THAT INCLUDES CLASSROOM DISCUSSIONS ON AI ETHICS CASE STUDIES AND AN OPEN-ACCESS REPOSITORY OF CASE STUDIES, TO EQUIP STUDENTS WITH PRACTICAL TOOLS FOR ETHICAL DECISION-MAKING. ITS UNIQUE FEATURE IS THE CASE-BASED PLUG-AND-PLAY INSTRUCTIONAL MODULE, WHICH ENSURES ADAPTABILITY AND SUSTAINABILITY BY ACCOMMODATING DIFFERENT LEARNING STYLES AND ENABLING EASY INTEGRATION INTO AI-RELATED COURSES. BY ADVANCING AI EDUCATION WITH A SCALABLE APPROACH TO ETHICS, THE PROJECT SUPPORTS THE DEVELOPMENT OF A RESPONSIBLE AI WORKFORCE AND PROMOTES THE APPLICATION OF ETHICAL PRINCIPLES IN REAL-WORLD AI CHALLENGES. THE PROJECT PLANS TO ADVANCE UNDERSTANDING OF AI ETHICS EDUCATION BY INTEGRATING CASE STUDIES AND GAMIFIED LEARNING MODULES TO ENHANCE UNDERGRADUATE STEM STUDENTS' ENGAGEMENT AND PROFICIENCY, ADDRESSING THE CRITICAL NEED FOR ETHICAL REASONING IN AI DEVELOPMENT. PROJECT GOALS INCLUDE DESIGNING AN ETHICS-FOCUSED TEACHING STRATEGY TO FOSTER ENGAGED DISCUSSIONS, DEVELOPING ACCESSIBLE PLUG-AND- PLAY INSTRUCTIONAL MODULES, AND CREATING A CASE-IN-GAME INTERACTIVE VISUALIZATION LAB PLATFORM, ALL HOSTED IN AN ONLINE REPOSITORY FOR BROAD ACCESSIBILITY. THE METHODOLOGY EMPLOYS INNOVATIVE PEDAGOGICAL STRATEGIES TO TEACH AI ALGORITHMS, GROUNDED IN THEORIES EMPHASIZING ETHICAL REASONING. RESEARCH QUESTIONS WILL INVESTIGATE WHETHER ETHICS-FOCUSED TEACHING ENHANCES AI ETHICS INSTRUCTION, HOW REAL-WORLD CASE STUDIES IMPROVE ALGORITHM UNDERSTANDING, IF GAMIFIED MODULES INCREASE ENGAGEMENT AND PROFICIENCY, AND WHICH PEDAGOGICAL FEATURES MOST EFFECTIVELY FOSTER ETHICAL REASONING. ASSESSMENT WILL BE CONDUCTED TO MEASURE COMPREHENSION AND LEARNING EASE. RESULTS WILL BE DISSEMINATED BROADLY, THROUGH PUBLICATIONS, CONFERENCE PRESENTATIONS, OPEN ACCESS MECHANISMS AND SOCIAL MEDIA. THE NSF IUSE: EDU PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH THE 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.