Lewis University

HIGHER EDUCATION RELIEF FUND - INSTITUTIONAL - LEWIS UNIVERSITY

HIGHER EDUCATION RELIEF FUNDS FOR LEWIS UNIVERSITY.

CARES ACT - HIGHER EDUCATION EMERGENCY STUDENT FINANCIAL AID

CARES ACT - HIGHER EDUCATION EMERGENCY STUDENT FINANCIAL AID

PROJECT PURPOSE:ST. AUGUSTINE COLLEGE (SAC)'S CONNECTING MINORITY COMMUNITIES PILOT PROGRAM AIMS TO ADDRESS DIGITAL INEQUITIES THROUGH INVESTMENTS IN INFRASTRUCTURE, AFFORDABLE BROADBAND CONNECTIONS AND DEVICES, AND DIGITAL LITERACY TRAINING. THE PROJECT WILL HELP CLOSE THE DIGITAL DIVIDE, SPUR ECONOMIC DEVELOPMENT, AND CREATE OPPORTUNITIES FOR EMPLOYMENT AND ENTREPRENEURSHIP FOR COMMUNITIES OF COLOR AND NONTRADITIONAL POPULATIONS EXPERIENCING BARRIERS TO DIGITAL INCLUSION.ACTIVITIES: THE CONNECTING MINORITY COMMUNITIES PILOT PROGRAM WILL PROVIDE FREE BASIC INTERNET ACCESS TO LOW-INCOME MINORITIES AND NONTRADITIONAL POPULATIONS IN TARGET ANCHOR COMMUNITIES. THE PROGRAM WILL ALSO DESIGN AND DELIVER LINGUISTICALLY, CULTURALLY, AND AGE-APPROPRIATE DIGITAL LITERACY SERVICES TO A CONTINUUM OF AT-RISK POPULATIONS. ADDITIONALLY, THE PROJECT WILL ENABLE EVERY ST. AUGUSTINE COLLEGE STUDENT HOUSEHOLD TO ACCESS A REMOTE LEARNING DEVICE FOR TWO YEARS. OUTCOMES: ST. AUGUSTINE COLLEGE (SAC)'S CONNECTING MINORITY COMMUNITIES PILOT PROGRAM WILL RESULT IN LOW-INCOME HOUSEHOLDS PROVIDED WITH SUBSIDIZED BROADBAND ACCESS AND EQUIPMENT. IT WILL STIMULATE THE ADOPTION AND COMMUNITY USE OF BROADBAND SERVICES FOR REMOTE LEARNING, TELEWORK AND ENTREPRENEURSHIP, ECONOMIC GROWTH, AND JOB CREATION IN TARGET ANCHOR COMMUNITIES BY DELIVERING DIGITAL SKILLS, DIGITAL INCLUSION, WORKFORCE DEVELOPMENT PROGRAMS, AND TECHNOLOGY SERVICES TO TARGET POPULATIONS. BENEFICIARIES: ALL STUDENTS, STAFF, AND FACULTY OF ST. AUGUSTINE COLLEGE (SAC) AND COMMUNITY MEMBERS IN LITTLE VILLAGE AND SOUTH LAWNDALE NEIGHBORHOODS OF CHICAGO, IL WILL BENEFIT FROM THIS PROJECT. COMMUNITY HOUSEHOLDS WILL RECEIVE FREE INTERNET ACCESS SERVICES AND EVERY SAC STUDENT WILL RECEIVE A REMOTE LEARNING DEVICE. SUBRECIPIENT ACTIVITIES (IF APPLICABLE): THE RECIPIENT DOES NOT INTEND TO SUBAWARD FUNDS.

NURSING WORKFORCE DIVERSITY

LEWIS UNIVERSITY COMMUNITY SCHOOLS CONSORTIUM

JOLIET-LEWIS PARTNERSHIP FOR STUDENT MENTAL HEALTH (JOLLE)

BEHAVIORAL HEALTH WORKFORCE EDUCATION AND TRAINING PROGRAM

PROJECT SYNERGY: DEVELOPING CONNECTIONS AT THE INTERFACE OF CHEMISTRY, PHYSICS, ENGINEERING, AND DATA SCIENCE

USING REALITY-BASED LEARNING PRACTICUM AND MENTORING STRUCTURES TO ENHANCE STEM TEACHER PREPARATION FOR HIGH NEED SCHOOLS

STUDENT SUPPORT SERVICES PROGRAM

TRIO - STUDENT SUPPORT SERVICES - STUDENT SUPPORT SERVICES PROGRAM

YOUTH BUILD

BIOLOGY TRANSITIONS

PURPOSE: THE PURPOSE OF THIS GRANT IS TO PERFORM RESEARCH INTO NEW MECHANISMS FOR CHEMICAL MECHANICAL PLANARIZATION (CMP) PROCESS STEPS USED THROUGHOUT SEMICONDUCTOR MANUFACTURING PROCESSES WITH THE PROCUREMENT OF ADVANCED EQUIPMENT, TO ESTABLISH COMMUNITY OUTREACH ACTIVITIES, AND TO ESTABLISH COURSES FOR STUDENTS AND PROFESSIONALS IN CMP METHODS.ACTIVITIES TO BE PERFORMED: THE RESEARCH TEAM WILL CONDUCT INVESTIGATIONS, USING THE PROCURED EQUIPMENT, TO INVESTIGATE NEW MODES FOR CMP TARGETED AT SEMICONDUCTOR MATERIALS THAT ARE NOT AS WIDELY USED IN THE INDUSTRY, BUT HAVE PROMISE TO ENHANCE DEVICE PERFORMANCE, SUCH AS SILICON CARBIDE (SIC). STUDIES WILL INCLUDE NON-CONTACT MODES FOR CMP CLEANING (MEGASONIC) AND NEW CHEMISTRIES (SUPRAMOLECULAR COMPLEXES).THE TEAM WILL ESTABLISH PROGRAMS TO EXTEND THE SEMICONDUCTOR TALENT BASE THROUGH OUTREACH TO MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS THAT ARE FOCUSED ON EXPERIENTIAL LEARNING WORKSHOPS. SHORT COURSE ON CMP WILL ALSO BE DEVELOPED FOR STUDENTS AND PROFESSIONALS.EXPECTED OUTCOMES: NEW RESEARCH WILL BE PERFORMED ON NEW CMP METHODS THAT COULD EXPAND THE RANGE OF MATERIALS AVAILABLE TO SEMICONDUCTOR MANUFACTURERS. STUDENTS AND PROFESSIONALS WILL BE INTRODUCED TO SEMICONDUCTOR TECHNOLOGY PRINCIPLES AND TO IN-DEPTH TECHNICAL TRAINING.INTENDED BENEFICIARIES: LEWIS UNIVERSITY STUDENTS AND COMMUNITY STAKEHOLDERS WILL BE THE PRIMARY BENEFICIARIES. PROFESSIONALS THAT TAKE THE SHORT COURSES DEVELOPED WILL ALSO BENEFIT.SUBRECIPIENT ACTIVITIES:THE RECIPIENT DOES NOT INTEND TO SUBAWARD FUNDS.

INCORPORATING COMMUNITIES OF PRACTICE AND RESEARCH EXPERIENCES INTO THE PREPARATION OF HIGH SCHOOL STEM TEACHERS -THIS PROJECT AIMS TO SERVE THE NATIONAL NEED FOR PREPARING HIGHLY QUALIFIED HIGH SCHOOL STEM TEACHERS. IT HAS THE IMPORTANT GOAL TO PREPARE 30 HIGH SCHOOL STEM TEACHERS ACROSS THE SUBJECTS OF BIOLOGY, CHEMISTRY, PHYSICS, AND MATHEMATICS TO SERVE IN HIGH-NEED SCHOOLS IN ILLINOIS. THE PROJECT IS DESIGNED TO SUPPORT THE DEVELOPMENT AND RETENTION OF STEM TEACHER CANDIDATES IN MULTIPLE WAYS. THESE FUTURE TEACHERS WILL PARTICIPATE IN AN ON-GOING SUPPORT COMMUNITY DURING THEIR PREPARATION AND EARLY TEACHING YEARS. THIS STEM EDUCATION COMMUNITY AIMS TO BRING TOGETHER TEACHER CANDIDATES, UNIVERSITY FACULTY, MENTOR TEACHERS, AND TEACHER ALUMNI OF THE PROGRAM. IN ADDITION, PROSPECTIVE TEACHERS WILL COMPLETE EXTENSIVE CLASSROOM FIELD EXPERIENCES AND COURSEWORK FOCUSED ON CULTURALLY RESPONSIVE TEACHING PRACTICES TO PREPARE THEM TO BE SUCCESSFUL IN STEM CLASSROOMS IN HIGH-NEED SCHOOLS. FINALLY, PROSPECTIVE TEACHERS WILL HAVE THE OPPORTUNITY TO PARTICIPATE IN LABORATORY RESEARCH EXPERIENCES AND BE SUPPORTED IN DEVELOPING CURRICULAR MATERIALS THAT TRANSLATE THEIR RESEARCH EXPERIENCES INTO CLASSROOM LESSONS FOR THEIR FUTURE STUDENTS. THROUGH A COMBINATION OF FINANCIAL AND PROGRAMMATIC SUPPORT, THE PROJECT AIMS TO PRODUCE HIGH SCHOOL STEM TEACHERS WHO CAN SUCCEED AND PERSIST IN STEM CLASSROOMS IN HIGH-NEED SCHOOLS AND INSPIRE FUTURE GENERATIONS OF STUDENTS TO PURSUE STEM LEARNING AND CAREERS. THIS PROJECT AT LEWIS UNIVERSITY INCLUDES PARTNERSHIPS WITH THREE HIGH-NEED SCHOOL DISTRICTS IN THE GREATER CHICAGOLAND AREA IN ILLINOIS: VALLEY VIEW PUBLIC SCHOOL DISTRICT U365, JOLIET TOWNSHIP HIGH SCHOOL DISTRICT 204, AND BREMEN HIGH SCHOOL DISTRICT 228. PROJECT GOALS INCLUDE RECRUITING, SUPPORTING, AND RETAINING 30 UNDERGRADUATES, WHO OBTAIN DEGREES IN A STEM DISCIPLINE, AND BECOME SECONDARY STEM TEACHERS. SUPPORT OF THESE NOYCE SCHOLARS IN THEIR EARLY YEARS OF TEACHING IS INTENDED TO ENHANCE THEIR RETENTION AS CLASSROOM TEACHERS. TEACHER CANDIDATES WILL BE RECRUITED FROM UNDERGRADUATE BIOLOGY, CHEMISTRY, PHYSICS, AND MATHEMATICS MAJORS, WHICH INCLUDE SIGNIFICANT NUMBERS OF TRANSFER STUDENTS AND STUDENTS WHO IDENTIFY AS MEMBERS OF RACIAL AND ETHNIC POPULATIONS THAT ARE UNDERREPRESENTED IN STEM DISCIPLINES RELATIVE TO THEIR NUMBERS IN THE GENERAL POPULATION. A NEW EQUITY IN STEM EDUCATION COURSE WILL BE DEVELOPED TO EXPAND SECONDARY STEM TEACHER PREPARATION IN CULTURALLY RESPONSIVE TEACHING PRACTICES. LEARNING COMMUNITY ACTIVITIES AIM TO PROVIDE STEM PROFESSIONAL DEVELOPMENT TO AREA K-12 TEACHERS IN ADDITION TO PROSPECTIVE STEM TEACHERS. PROJECT ACTIVITIES ARE DESIGNED TO SUPPORT PROSPECTIVE TEACHERS IN DEEPENING THEIR CONTENT KNOWLEDGE, DEVELOPING SKILLS IN CULTURALLY RESPONSIVE TEACHING PRACTICES, ENGAGING IN COMMUNITIES OF PRACTICE, AND EXPERIENCING STEM RESEARCH WITHIN THEIR DISCIPLINE. ACTIVITIES ARE DESIGNED TO IMPROVE THE RETENTION AND EFFECTIVENESS OF FUTURE SECONDARY STEM TEACHERS IN HIGH-NEED SCHOOLS IN THE REGION. PROJECT EVALUATION AIMS TO MEASURE THE EXTENT TO WHICH THE PROJECT DEVELOPS PROSPECTIVE TEACHERS? SELF-EFFICACY IN CULTURALLY RELEVANT TEACHING PRACTICES, AS WELL AS HOW THE LEARNING COMMUNITY MODEL IMPACTS THEIR EFFICACY IN STEM CLASSROOMS AND ATTITUDES TOWARDS STEM TEACHING CAREERS. FURTHER, THE PROJECT AIMS TO INVESTIGATE HOW PROSPECTIVE TEACHERS? LEARNING THROUGH STEM RESEARCH EXPERIENCES MAY BE TRANSLATED INTO STEM CLASSROOM TEACHING. THESE AND OTHER FINDINGS WILL BE SHARED THROUGH MULTIPLE VENUES, INCLUDING THE UNIVERSITY?S SOCIAL MEDIA OUTLETS AND AT REGIONAL AND NATIONAL STEM TEACHER EDUCATION MEETINGS AND CONFERENCES. 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.

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS CONNECTIONS

CARES ACT - HEERF MINORITY SERVING INSTITUTIONS

LEWIS UNIVERSITY S PROJECT S.O.A.R. (SUPPORTING OPPORTUNITIES IN AVIATION RESILIENCE) WILL INCREASE THE NUMBER, DIVERSITY, AND CAREER READINESS OF AVIATION MAINTENANCE PROFESSIONALS FROM UNDERREPRESENTED BACKGROUNDS, INCLUDING WOMEN, HISPANIC AND AFRICAN AMERICAN BLACK STUDENTS, FIRST-GENERATION, AND LOW-INCOME PELL-ELIGIBLE STUDENTS IN THE CHICAGOLAND AREA. LEWIS UNIVERSITY (LU) IS AN ELIGIBLE APPLICANT IN THE CATEGORY OF INSTITUTION OF HIGHER EDUCATION. THE UNIVERSITY IS ACCREDITED BY THE HIGHER LEARNING COMMISSION. LEWISS AVIATION MAINTENANCE TECHNICIAN SCHOOL AND OTHER AVIATION PROGRAMS ARE APPROVED BY THE FAA UNDER TITLE 14 OF THE CODE OF FEDERAL REGULATIONS (CFR). LUS PROJECT SOAR IS AN ELIGIBLE PROJECT, BELONGING TO MULTIPLE PROJECT CATEGORIES: (B) ESTABLISHING SCHOLARSHIPS (C) SUPPORTING OUTREACH TO SECONDARY SCHOOL STUDENTS, (D) SUPPORTING OPPORTUNITIES IN ECONOMICALLY DISADVANTAGED GEOGRAPHIC AREAS, AND (F) ENHANCING AVIATION MAINTENANCE TECHNICAL EDUCATION. PROJECT SOAR LEVERAGES KEY EDUCATIONAL PARTNERS IN DIVERSE COMMUNITIES: ST. AUGUSTINE COLLEGE (SAC), A HISPANIC-SERVING INSTITUTION (HSI), AND DUAL CREDIT PARTNERS TOWNSHIP HIGH SCHOOL DISTRICT 214 AND WILL COUNTY AREA CAREER CENTER (WILCO). ADDITIONALLY, THE CPASS FOUNDATION WILL SUPPORT THE PROJECT BY CONTRIBUTING EXPERTISE IN THE RECRUITMENT OF UNDERSERVED STUDENTS WITHIN COMMUNITIES OF COLOR. PROJECT SOAR WILL EXPAND LUS OUTREACH INTO CHICAGOS ECONOMICALLY DISADVANTAGED GEOGRAPHIC AREAS AND PROVIDE IMMERSIVE AVIATION MAINTENANCE EXPERIENCES FOR HIGH SCHOOL STUDENTS, STRENGTHEN EXISTING DUAL CREDIT PROGRAMS, PROVIDE BILINGUAL PROGRAM INFORMATION AND OUTREACH TO HISPANIC STUDENTS AND FAMILIES, AND LAUNCH CAREER EXPOSURE OPPORTUNITIES. LU WILL ALSO RECRUIT AND ENROLL TWO, 18-PERSON COHORTS OF DIVERSE SCHOLARS TO LU TO EARN A P CERTIFICATION AND POTENTIALLY CONTINUE THEIR EDUCATION IN PURSUIT OF ASSOCIATES OR BACHELORS DEGREES IN AVIATION MAINTENANCE PROGRAMS. TO REMOVE FINANCIAL BARRIERS FOR LOW-INCOME STUDENTS, LU WILL PROVIDE SOAR SCHOLARS WITH SCHOLARSHIPS OF $13,000 IN THEIR FIRST YEAR AS WELL AS STIPENDS TO COVER THE COSTS OF PURCHASING THEIR TOOLS AND LATER, SITTING FOR THEIR CERTIFICATION EXAMS. TO PROVIDE ACADEMIC AND SOCIAL-EMOTIONAL SUPPORT, LU WILL ENSURE SOAR SCHOLARS RECEIVE MONTHLY ONE-ON-ONE MENTORING WITH FACULTY, PEER-LED STUDY GROUPS TO PREPARE FOR CERTIFICATION EXAMS, AND CAREER DEVELOPMENT AND PROFESSIONALIZATION (E.G., INDUSTRY SITE VISITS, MOCK INTERVIEWS). LUS INDUSTRY ADVISORY BOARD (IAB) AND A NEWLY DEVELOPED PROJECT SOAR ADVISORY GROUP WILL FACILITATE CAREER DEVELOPMENT FOR BOTH DUAL CREDIT STUDENTS AND SOAR SCHOLARS. FOLLOWING ARE THE PROJECTS OBJECTIVES: (OBJECTIVE 1) EXPAND AND STRENGTHEN PRE-COLLEGE OUTREACH, IMMERSION, AND DUAL CREDIT PARTICIPATION WITH AT LEAST 432 DIVERSE HIGH SCHOOL STUDENTS (216 ANNUALLY) AND 100 DUAL CREDIT STUDENTS (50 ANNUALLY) IN PARTNERSHIP WITH SAC, CPASS, SCHOOL DISTRICT 214, AND WILCO. (OBJECTIVE 2) ESTABLISH A SUPPORTIVE COHORT-BASED SCHOLARS PROGRAM FOR 36 FAA SCHOLARS (18 ANNUALLY) AND PROVIDE MENTORING AND ACADEMIC SUPPORT TO ATTAIN A P CERTIFICATIONS AND CONTINUED EDUCATION, AS APPLICABLE. PERFORMANCE MEASURES FOR OBJ. 2 INCLUDE RETAINING AT LEAST 89% OF SCHOLARS ANNUALLY AND CERTIFYING AT LEAST 83% OF SCHOLARS. AS A RESULT, LU ANTICIPATES INCREASING AVIATION MAINTENANCE PROGRAM DIVERSITY BY 5-10% POINTS. (OBJECTIVE 3) WITH INDUSTRY INPUT, EXPAND STUDENTS CAREER DEVELOPMENT AND PROFESSIONALIZATION OPPORTUNITIES TO BETTER MEET WORKFORCE NEEDS. PERFORMANCE MEASURES INCLUDE INCREASING THE NUMBER OF AVIATION MAINTENANCE STUDENTS PARTICIPATING IN CAREER DEVELOPMENT ACTIVITIES COMPARED TO BASELINE AND ENGAGING IN COMMUNITY-BASED STRATEGIC PLANNING AND ADVISEMENT WITH IAB AND A NEWLY DEVELOPED ADVISORY GROUP ON A QUARTERLY BASIS.

THE GRANTS TO REDUCE DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING ON CAMPUS PROGRAM (CAMPUS PROGRAM) IS AUTHORIZED BY 34 U.S.C. 20125. THE PROGRAM PROVIDES A UNIQUE OPPORTUNITY FOR INSTITUTIONS OF HIGHER EDUCATION TO ESTABLISH MULTIDISCIPLINARY APPROACHES TO COMBAT DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING ON CAMPUSES. THESE COMPREHENSIVE EFFORTS ARE DESIGNED TO ENHANCE VICTIM SERVICES (INCLUDING LEGAL SERVICES), IMPLEMENT PREVENTION AND EDUCATION PROGRAMS, AND DEVELOP AND STRENGTHEN SECURITY AND INVESTIGATION STRATEGIES TO PREVENT, PROSECUTE, AND RESPOND TO DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING. THE CAMPUS PROGRAM SUPPORTS ACTIVITIES THAT DEVELOP CAMPUS-BASED COORDINATED RESPONSES AMONG CAMPUS VICTIM SERVICES, CAMPUS LAW ENFORCEMENT, HEALTH CARE PROVIDERS, HOUSING OFFICIALS, ADMINISTRATORS, STUDENT LEADERS, FAITH-BASED ORGANIZATIONS, STUDENT ORGANIZATIONS, AND DISCIPLINARY BOARDS, AND ENHANCE VICTIM SAFETY AND ASSISTANCE AND HOLD OFFENDERS ACCOUNTABLE. TO BE EFFECTIVE, THESE RESPONSES MUST BE LINKED TO LOCAL LAW ENFORCEMENT AGENCIES, PROSECUTORS OFFICES, COURTS, AND NONPROFIT, NONGOVERNMENTAL VICTIM ADVOCACY AND VICTIM SERVICES ORGANIZATIONS. LEWIS UNIVERSITYIS A PRIVATE, CATHOLIC UNIVERSITY IN ROMEOVILLE, ILLINOIS. WITH THIS CONTINUATION AWARD, LEWIS UNIVERSITY, IN COLLABORATION WITH THE ROMEOVILLE POLICE DEPARTMENT, THE SEXUAL ASSAULT SERVICES CENTER, AND THE GROUNDWORK DOMESTIC VIOLENCE PROGRAM, WILL CONTINUE TO WORK TO CREATE SUSTAINABLE, SYSTEMIC CHANGE ON CAMPUS AROUND DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING. THIS CONTINUATION PROJECT INCORPORATES ACTIVITIES TO: 1) IMPROVE THE EFFECTIVENESS OF THE COORDINATED COMMUNITY RESPONSE TEAM; 2) EXPAND AND STRENGTHEN EFFORTS TO IMPLEMENT A COMPREHENSIVE PREVENTION PLAN; AND 3) ENHANCE CAMPUS RESPONSES AND SUPPORTS FOR VICTIMS.

LEWIS UNIVERSITY'S PROJECT SAFETY NET - PROJECT SUMMARY: PROJECT SAFETY NET IS A COORDINATED, INTEGRATED NETWORK OF SUPPORTS TO MEET THE GROWING MENTAL HEALTH NEEDS OF LEWIS UNIVERSITY (LU) STUDENTS. THE PROGRAM WILL PROVIDE SCREENINGS, ASSESSMENTS, REFERRALS FOR SERVICES, TRAINING, EDUCATION, AND AN AWARENESS CAMPAIGN. PROJECT SAFETY NET WILL IDENTIFY STUDENTS WHO ARE AT RISK FOR SUICIDAL BEHAVIOR, INCREASE PROTECTIVE FACTORS THAT PROMOTE MENTAL HEALTH, AND REDUCE RISK FACTORS FOR SUICIDE. PROJECT NAME: LEWIS UNIVERSITY'S PROJECT SAFETY NET POPULATION TO BE SERVED: THE TARGET POPULATION TO BE SERVED IS LEWIS UNIVERSITY (LU) STUDENTS WHO ARE ATHLETES, LGBTQ+, FRESHMEN, FIRST-YEAR TRANSFERS, ONLINE, AND OUT-OF-STATE; AS WELL AS THOSE WHO HAVE SOUGHT RESOURCES AFTER HOURS, OR HAVE BEEN REFERRED TO COUNSELING BY FACULTY, STAFF, A PARENT, OR OTHER REFERRAL SOURCE. THE COMBINED GRADUATE AND UNDERGRADUATE STUDENT BODY IS DIVERSE, WITH 35.3% COMPRISED OF PEOPLE OF COLOR (EXCLUDING INTERNATIONAL STUDENTS). BASED ON FALL 2021 DATA, HISPANIC STUDENTS ACCOUNT FOR 23.3% OF UNDERGRADUATE ENROLLMENT AND 19.4% OF TOTAL ENROLLMENT. OVER ONE THIRD (34.5%) OF OUR CURRENT UNDERGRADUATE STUDENTS ARE FIRST-GENERATION COLLEGE STUDENTS; AND NEARLY HALF (47.5%) RECEIVE NEED-BASED FINANCIAL AID. LU'S CAMPUS COUNSELING DATA REVEAL THAT OUT OF 263 STUDENTS WHO RECEIVED SERVICES IN THE 2020-21 ACADEMIC YEAR: 1) MORE THAN ONE THIRD IDENTIFY AS LGBTQ+ (36.4%); AND 2) MORE THAN ONE THIRD ARE FIRST-GENERATION COLLEGE STUDENTS (36.8%). STRATEGIES AND INTERVENTIONS: PROJECT SAFETY NET DEPLOYS EVIDENCE-BASED AND EVIDENCE-INFORMED TOOLS AND APPROACHES. WE ALSO HAVE ENGAGED A NUMBER OF STRATEGIC PARTNERS WHO HAVE COMMITTED TO THEIR RESPECTIVE ROLES IN SERVING LU STUDENTS. WE WILL ALSO HIRE A FULL-TIME PROJECT COORDINATOR TO ENSURE SUCCESSFUL ROLL-OUT AND OVERSIGHT OF THE PROJECT. KEY STRATEGIES OF PROJECT SAFETY NET INCLUDE CAMPUS-WIDE TRAINING OF FACULTY AND STAFF, SCREENING EVENTS FOR MENTAL HEALTH AND SUBSTANCE USE, EDUCATION, EXPANDING LU’S REFERRAL NETWORK FOR MORE DIVERSE DIRECT SERVICE OPTIONS FOR STUDENTS, AND A COMPREHENSIVE SUICIDE PREVENTION CAMPAIGN. PROJECT GOALS: THE PROJECT GOALS FOR PROJECT SAFETY NET ARE: GOAL 1: CREATE AN EXTERNAL NETWORK INFRASTRUCTURE OF APPROPRIATELY CREDENTIALED BEHAVIORAL HEALTHCARE SPECIALISTS TO LINK WITH LU TO OFFER DIRECT CARE TO AT-RISK LU STUDENT POPULATIONS AND TO PROVIDE INPUT AND PROGRAM SUPPORT. GOAL 2: DESIGN INTERNAL SYSTEMS ROOTED IN RELATIONSHIP-BUILDING TO IDENTIFY VULNERABLE STUDENTS AND TO FACILITATE EXPEDITED REFERRAL AND RESPONSE PROCESSES BEFORE STUDENTS ARE IN CRISIS. GOAL 3: FACILITATE CURRICULAR, CO-CURRICULAR, AND EXTRA-CURRICULAR CONNECTIONS THAT PROMOTE MENTAL HEALTH, SUICIDE PREVENTION, SUBSTANCE USE DISORDER TREATMENT AND RECOVERY SERVICES. GOAL 4: DEVELOP A CAMPUS CULTURE OF AWARENESS AND PREVENTION OF SUICIDE BY PROMOTING STUDENT RESILIENCY, ADVOCACY, AND ALLYSHIP AMONGST ALL CAMPUS CONSTITUENCIES. GOAL 5: COORDINATE COMMUNICATION, TRAINING, AND ASSESSMENT TO ENSURE A SAFE, SUPPORTED, AND INFORMED CAMPUS ENVIRONMENT ON ISSUES OF INTERPERSONAL VIOLENCE AND PUBLIC HEALTH. NUMBER OF PEOPLE SERVED ANNUALLY AND FOR LIFETIME OF PROJECT: STUDENTS (6,200), NEW STUDENT PARENTS (1,500), FACULTY AND STAFF (500): ANNUAL TOTAL PROJECTION (8,200); AND FOR LIFETIME OF GRANT: (24,600).

THE MINORITY BUSINESS DEVELOPMENT AGENCY (MBDA), A BUREAU OF THE U.S. DEPARTMENT OF COMMERCE, HAS DEVELOPED A PROGRAM TO SUPPORT ENTREPRENEURSHIP EDUCATION FOR UNDERGRADUATE STUDENTS AT ELIGIBLE INSTITUTIONS OF HIGHER LEARNING. THIS PROGRAM WILL PROVIDE FUNDING FOR ENTREPRENEURSHIP PROGRAMS, INCLUDING CURRICULA, COURSES, SEMINARS, AND REPLICABLE PRODUCTS AND TOOLS THAT TEACH STUDENTS HOW TO DEVELOP BUSINESSES AND COMMERCIALIZE PRODUCTS AND SERVICES IN THE DOMESTIC AND GLOBAL MARKETPLACE.

UPWARD BOUND PROGRAM

NURSE FACULTY LOAN PROGRAM

BREAKING NEW GROUND: A HISTORY OF AFRICAN AMERICAN FARM OWNERS SINCE THE CIVIL WAR

COLLABORATIVE RESEARCH: ENHANCING COLLABORATION WITH INQUIRY-BASED LABS - LEVERAGING A COMMUNITY OF TRANSFORMATION TO AMPLIFY INQUIRY IN CHEMISTRY TEACHING LABORATORIES -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST OF TRAINING THE NEXT GENERATION OF SCIENTISTS BY HELPING FACULTY ACCESS AND IMPLEMENT EVIDENCE-BASED LABORATORY TEACHING PRACTICES. CHEMISTRY LABORATORY TRAINING IS A CENTRAL COMPONENT OF ALL UNDERGRADUATE DEGREES IN STEM FIELDS. THESE HANDS-ON EXPERIENCES WILL PUSH STUDENTS TO APPLY THEORETICAL IDEAS, DEEPEN THEIR UNDERSTANDING, AND DEVELOP THE SKILLS NECESSARY FOR SUCCESS IN FUTURE STEM CAREERS. BECAUSE DEVELOPING IMPACTFUL LABORATORY EXPERIENCES TAKES SIGNIFICANT TIME AND EXPERTISE, MANY EXPERIMENTS ACROSS THE COUNTRY ARE OUTDATED AND REQUIRE MODERNIZATION, BOTH IN TECHNIQUES AND OVERALL STRUCTURE AND APPROACH. THIS LEVEL 2 INSTITUTIONAL AND COMMUNITY TRANSFORMATION PROJECT AIMS TO IMPROVE GENERAL AND INORGANIC CHEMISTRY LABORATORY INSTRUCTION NATIONWIDE BY TRAINING FACULTY TO DEVELOP LABORATORY EXPERIMENTS AND ADVANCING UNDERSTANDING OF FACULTY PROFESSIONAL DEVELOPMENT. USING A MULTI-YEAR COHORT EXPERIENCE, IN-PERSON AND VIRTUAL MEETINGS ARE PLANNED TO HELP ENHANCE THE EDUCATIONAL VALUE OF CHEMISTRY LABORATORY EXPERIMENTS BY FOCUSING ON SKILLS THAT CROSSCUT STEM DISCIPLINES AND BY EMBEDDING AUTHENTIC RESEARCH EXPERIENCES. AN EMPHASIS WILL ALSO BE PLACED ON TOPICS THAT ARE FOUND IN BOTH GENERAL AND INORGANIC CHEMISTRY CONTEXTS, PROVIDING FLEXIBILITY IN EXPERIMENT USE AND INCREASING IMPACT. BY REFLECTING ON THEIR TEACHING BELIEFS AND EXPERIENCES ALONG WITH DATA ON STUDENT LEARNING, PARTICIPATING FACULTY MEMBERS CAN IMPROVE TEACHING LABORATORY EXPERIENCES FOR STUDENTS AND BETTER PREPARE GRADUATES FOR THE MODERN CHEMISTRY AND STEM WORKFORCE. THE PROJECT PLANS TO RECRUIT 60 CHEMISTRY FACULTY MEMBERS FROM 2- AND 4-YEAR INSTITUTIONS AND ASSIST THEM IN REVISING TEACHING LABORATORY EXPERIMENTS FOR GENERAL AND INORGANIC CHEMISTRY CONTEXTS. FACULTY WILL LEARN ABOUT INQUIRY-BASED LABORATORY PRACTICES, SCIENCE PRACTICES, AND OVERALL BEST PRACTICES FOR SUPPORTING STUDENT LEARNING IN THE LAB. IN-PERSON WORKSHOPS CAN PROVIDE FACULTY MEMBERS WITH TIME AND SPACE TO REVISE LABORATORY EXPERIMENTS, INCLUDING TESTING AND REFINING PROCEDURES AND OVERALL EXPERIMENTAL PARAMETERS. THE PLANNED IN-PERSON AND VIRTUAL ACTIVITIES FOR THE COHORTS OVER THEIR 2-YEAR EXPERIENCE ARE DESIGNED TO EQUIP PARTICIPATING FACULTY WITH THE SKILLS AND RESOURCES NEEDED TO IMPLEMENT INNOVATIVE EXPERIENCES FOR STUDENTS IN CHEMISTRY TEACHING LABORATORIES. AN EMPHASIS WILL BE PLACED ON ACTIVITIES THAT SPAN CHEMISTRY SUBDISCIPLINES, ENABLING MODULAR DESIGNS THAT ALLOW FOR IMPLEMENTATION AT MULTIPLE COURSE LEVELS AND IN VARIOUS CONTEXTS. THE DEVELOPED LABS AND ACTIVITIES, ALONG WITH EVALUATION RESULTS, WILL BE PUBLISHED IN AN OPEN-ACCESS FORMAT ON THE VIRTUAL INORGANIC PEDAGOGICAL ELECTRONIC RESOURCE (VIPER) WEBSITE. THE MULTIPLE THEORETICAL FRAMEWORKS APPLIED HAVE THE POTENTIAL TO PROVIDE INSIGHTS INTO THE ROLES OF PROFESSIONAL DEVELOPMENT AND COMMUNITIES OF TRANSFORMATION ON FACULTY CHANGE. LEARNING OUTCOMES FOR INDIVIDUAL PARTICIPATING FACULTY WILL INFORM A CONTEXTUALIZED UNDERSTANDING OF THE PROJECT?S IMPACT ON STUDENTS' COGNITIVE LEARNING. DATA ON STUDENTS? CRITICAL THINKING, INFORMATION PROCESSING, AND SELF-IDENTIFICATION AS SCIENTISTS WILL PROVIDE A MORE COMPREHENSIVE BASIS FOR ASSESSING THE PROJECT'S OVERALL IMPACT. THE NSF IUSE: EDU PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH THE INSTITUTIONAL AND COMMUNITY TRANSFORMATION TRACK, THE PROGRAM SUPPORTS EFFORTS TO TRANSFORM AND IMPROVE STEM EDUCATION ACROSS INSTITUTIONS OF HIGHER EDUCATION AND DISCIPLINARY COMMUNITIES. 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.

RESPONSE TO AND PREVENTION OF SEXUAL DATING AND DOMESTIC VIOLENCE AND STALKING AT LEWIS UNIVERSITY

ERI: IOT-ENABLED SMART LEARNING ENVIRONMENT FOR AMBIENT ASSESSMENT OF SOCIO-TECHNICAL SKILLS IN ENGINEERING STUDENTS

IMPLEMENTING AND INVESTIGATING MATHEMATICAL MODELING AS A MEANS TO DEMONSTRATE THE INTERDISCIPLINARY NATURE OF SCIENCE AND INCREASE STEM RETENTION

CHILDCARE ACCESS MEANS PARENTS IN SCHOOL - CHILD CARE

ADVANCED EDUCATION NURSING TRAINEESHIPS

UNDERGRADUATE INTERNATIONAL STUDIES AND FOREIGN LANGUAGE

FINANCIAL ASSISTANCE FOR COUNTERING VIOLENT EXTREMISM

SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

STARTALK: SUMMER LANGUAGE INSTITUTE AT LEWIS UNIVERSITY

STRENGTHENING CAREER READINESS FOR CHICAGO EARLY CHILDHOOD EDUCATORS THROUGH THE HUMANITIES

STARTALK LANGUAGE INITIATIVE

STARTALK LANGUAGE INITIATIVE

STARTALK SUMMER LANGUAGE INSTITUTE AT LEWIS UNIVERSITY

STARTALK LANGUAGE INITIATIVE

SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

TELEMEDICINE GRANT

DOD IASP

SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

ARRA - SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

ARRA - SCHOLARSHIPS FOR DISADVANTAGED STUDENTS

THE STUDENT TEAM PROPOSES TO DEVELOP A BIOMIMETIC, SOLAR-POWERED WATER PURIFICATION SYSTEM FOR UNDERDEVELOPED NATIONS. THIS SYSTEM WILL BE LOW COST,

LEWIS UNIVERSITY S PROJECT S.O.A.R. (SUPPORTING OPPORTUNITIES IN AVIATION RESILIENCE) WILL INCREASE THE NUMBER, DIVERSITY, AND CAREER READINESS OF AVIATION MAINTENANCE PROFESSIONALS FROM UNDERREPRESENTED BACKGROUNDS, INCLUDING WOMEN, HISPANIC AND AFRICAN AMERICAN BLACK STUDENTS, FIRST-GENERATION, AND LOW-INCOME PELL-ELIGIBLE STUDENTS IN THE CHICAGOLAND AREA. LEWIS UNIVERSITY (LU) IS AN ELIGIBLE APPLICANT IN THE CATEGORY OF INSTITUTION OF HIGHER EDUCATION. THE UNIVERSITY IS ACCREDITED BY THE HIGHER LEARNING COMMISSION. LEWISS AVIATION MAINTENANCE TECHNICIAN SCHOOL AND OTHER AVIATION PROGRAMS ARE APPROVED BY THE FAA UNDER TITLE 14 OF THE CODE OF FEDERAL REGULATIONS (CFR). LUS PROJECT SOAR IS AN ELIGIBLE PROJECT, BELONGING TO MULTIPLE PROJECT CATEGORIES: (B) ESTABLISHING SCHOLARSHIPS (C) SUPPORTING OUTREACH TO SECONDARY SCHOOL STUDENTS, (D) SUPPORTING OPPORTUNITIES IN ECONOMICALLY DISADVANTAGED GEOGRAPHIC AREAS, AND (F) ENHANCING AVIATION MAINTENANCE TECHNICAL EDUCATION. PROJECT SOAR LEVERAGES KEY EDUCATIONAL PARTNERS IN DIVERSE COMMUNITIES: ST. AUGUSTINE COLLEGE (SAC), A HISPANIC-SERVING INSTITUTION (HSI), AND DUAL CREDIT PARTNERS TOWNSHIP HIGH SCHOOL DISTRICT 214 AND WILL COUNTY AREA CAREER CENTER (WILCO). ADDITIONALLY, THE CPASS FOUNDATION WILL SUPPORT THE PROJECT BY CONTRIBUTING EXPERTISE IN THE RECRUITMENT OF UNDERSERVED STUDENTS WITHIN COMMUNITIES OF COLOR. PROJECT SOAR WILL EXPAND LUS OUTREACH INTO CHICAGOS ECONOMICALLY DISADVANTAGED GEOGRAPHIC AREAS AND PROVIDE IMMERSIVE AVIATION MAINTENANCE EXPERIENCES FOR HIGH SCHOOL STUDENTS, STRENGTHEN EXISTING DUAL CREDIT PROGRAMS, PROVIDE BILINGUAL PROGRAM INFORMATION AND OUTREACH TO HISPANIC STUDENTS AND FAMILIES, AND LAUNCH CAREER EXPOSURE OPPORTUNITIES. LU WILL ALSO RECRUIT AND ENROLL TWO, 18-PERSON COHORTS OF DIVERSE SCHOLARS TO LU TO EARN A P CERTIFICATION AND POTENTIALLY CONTINUE THEIR EDUCATION IN PURSUIT OF ASSOCIATES OR BACHELORS DEGREES IN AVIATION MAINTENANCE PROGRAMS. TO REMOVE FINANCIAL BARRIERS FOR LOW-INCOME STUDENTS, LU WILL PROVIDE SOAR SCHOLARS WITH SCHOLARSHIPS OF $13,000 IN THEIR FIRST YEAR AS WELL AS STIPENDS TO COVER THE COSTS OF PURCHASING THEIR TOOLS AND LATER, SITTING FOR THEIR CERTIFICATION EXAMS. TO PROVIDE ACADEMIC AND SOCIAL-EMOTIONAL SUPPORT, LU WILL ENSURE SOAR SCHOLARS RECEIVE MONTHLY ONE-ON-ONE MENTORING WITH FACULTY, PEER-LED STUDY GROUPS TO PREPARE FOR CERTIFICATION EXAMS, AND CAREER DEVELOPMENT AND PROFESSIONALIZATION (E.G., INDUSTRY SITE VISITS, MOCK INTERVIEWS). LUS INDUSTRY ADVISORY BOARD (IAB) AND A NEWLY DEVELOPED PROJECT SOAR ADVISORY GROUP WILL FACILITATE CAREER DEVELOPMENT FOR BOTH DUAL CREDIT STUDENTS AND SOAR SCHOLARS. FOLLOWING ARE THE PROJECTS OBJECTIVES: (OBJECTIVE 1) EXPAND AND STRENGTHEN PRE-COLLEGE OUTREACH, IMMERSION, AND DUAL CREDIT PARTICIPATION WITH AT LEAST 432 DIVERSE HIGH SCHOOL STUDENTS (216 ANNUALLY) AND 100 DUAL CREDIT STUDENTS (50 ANNUALLY) IN PARTNERSHIP WITH SAC, CPASS, SCHOOL DISTRICT 214, AND WILCO. (OBJECTIVE 2) ESTABLISH A SUPPORTIVE COHORT-BASED SCHOLARS PROGRAM FOR 36 FAA SCHOLARS (18 ANNUALLY) AND PROVIDE MENTORING AND ACADEMIC SUPPORT TO ATTAIN A P CERTIFICATIONS AND CONTINUED EDUCATION, AS APPLICABLE. PERFORMANCE MEASURES FOR OBJ. 2 INCLUDE RETAINING AT LEAST 89% OF SCHOLARS ANNUALLY AND CERTIFYING AT LEAST 83% OF SCHOLARS. AS A RESULT, LU ANTICIPATES INCREASING AVIATION MAINTENANCE PROGRAM DIVERSITY BY 5-10% POINTS. (OBJECTIVE 3) WITH INDUSTRY INPUT, EXPAND STUDENTS CAREER DEVELOPMENT AND PROFESSIONALIZATION OPPORTUNITIES TO BETTER MEET WORKFORCE NEEDS. PERFORMANCE MEASURES INCLUDE INCREASING THE NUMBER OF AVIATION MAINTENANCE STUDENTS PARTICIPATING IN CAREER DEVELOPMENT ACTIVITIES COMPARED TO BASELINE AND ENGAGING IN COMMUNITY-BASED STRATEGIC PLANNING AND ADVISEMENT WITH IAB AND A NEWLY DEVELOPED ADVISORY GROUP ON A QUARTERLY BASIS.