Loyola University Maryland Inc

LOYOLA UNIVERSITY MARYLAND CARES CERTIFICATION AGREEMENT 2

LOYOLA UNIVERSITY MARYLAND CARES CERTIFICATION AGREEMENT

LOYOLA UNIVERSITY MARYLAND SCHOOL COUNSELING SCHOLARSHIP PROGRAM: CULTURALLY RESPONSIVE AND INCLUSIVE SCHOOL-COUNSELOR PREPARATION (CRISP)

EMPOWERING STEM SCHOLARS FOR SUCCESS -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 LOYOLA UNIVERSITY MARYLAND. A TOTAL OF 24 SCHOLARS PURSUING BACHELOR'S DEGREES IN BIOLOGY, CHEMISTRY, BIOCHEMISTRY, ENGINEERING (WITH CONCENTRATIONS IN COMPUTER, MECHANICAL, MATERIALS, OR ELECTRICAL ENGINEERING), AND FORENSIC SCIENCE WILL RECEIVE SCHOLARSHIPS AVERAGING $15,000 PER YEAR FOR UP TO FOUR YEARS. SCHOLARS WILL RECEIVE FACULTY, PEER, AND INDUSTRY MENTORING, AND THE PROJECT WILL BUILD STRONG SCHOLAR COHORTS THROUGH PRE-COLLEGE ORIENTATION; MESSINA, A COMMON FIRST-YEAR STUDENT EXPERIENCE FOR ALL LOYOLA STUDENTS THAT WILL BE SPECIALIZED FOR STEM PROJECT STUDENTS; SMALL-GROUP TUTORING; AND REGULAR COHORT EVENTS. ADDITIONAL ACTIVITIES FOR SCHOLARS WILL INCLUDE SEMINARS AND NETWORKING WITH INDUSTRY PARTNERS, ON-SITE VISITS TO REGIONAL STEM ORGANIZATIONS AND BUSINESSES, AND ASSESSMENT AND WORKSHOPS FOR THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE AND PROFESSIONAL SKILLS. THE OVERALL GOAL OF THIS TRACK 2 SCHOLARSHIPS IN STEM PROJECT IS TO INCREASE STEM DEGREE COMPLETION OF ACADEMICALLY TALENTED, LOW-INCOME UNDERGRADUATE STUDENTS WITH DEMONSTRATED FINANCIAL NEED. THERE IS A SIGNIFICANT NATIONAL NEED TO GROW THE STEM WORKFORCE AND NURTURE KEY TALENT THAT WILL ENSURE ECONOMIC COMPETITIVENESS AND PROVIDE DOMESTIC LEADERSHIP ACROSS CRITICAL SECTORS. THIS PROJECT DIRECTLY SPEAKS TO THIS NEED BY SUPPORTING STEM STUDENT SUCCESS, WHICH WILL STRENGTHEN THE WORKFORCE IN ENGINEERING, BIOLOGY, CHEMISTRY AND BIOCHEMISTRY, AND FORENSIC SCIENCE FIELDS AND OTHER KEY AREAS OF NEED. THE PROJECT WILL BE ASSESSED BY AN EXPERIENCED EVALUATOR THAT WILL PROVIDE FORMATIVE AND SUMMATIVE EVALUATIONS THROUGH A WIDE-RANGE OF DATA COLLECTION METHODS (E.G., SURVEYS, FOCUS GROUPS, INSTITUTIONAL RESEARCH DATA, PROFESSIONAL DEVELOPMENT SCALES, PARTICIPATION COUNTS, ETC.) TO DETERMINE THE STEM PROJECT'S SUCCESS IN ACHIEVING ITS OBJECTIVES IN RECRUITMENT, RETENTION AND GRADUATION, CAREER AND PROFESSIONAL DEVELOPMENT, COHORT BUILDING, AND EMPLOYMENT OUTCOMES. THE DATA GENERATED WILL CONTRIBUTE TO THE KNOWLEDGE BASE REGARDING EFFECTIVE STRATEGIES TO SUPPORT TALENTED, LOW-INCOME STUDENTS IN STEM. THIS PROJECT IS FUNDED BY NSF'S SCHOLARSHIPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS PROGRAM, WHICH SEEKS TO INCREASE THE NUMBER OF ACADEMICALLY TALENTED, LOW-INCOME 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.

RECRUITING, PREPARING, AND RETAINING CULTURALLY RESPONSIVE AND EQUITY-MINDED STEM TEACHERS FOR HIGH-NEED SCHOOLS -THIS PROJECT WILL ADDRESS A CRITICAL TEACHER SHORTAGE IN MARYLAND?S URBAN, LOW-INCOME, AND RURAL SCHOOLS. TOWARDS THIS END THE PROJECT WILL RECRUIT AND PREPARE 28 SECONDARY STEM TEACHERS FOR TEACHER CERTIFICATION, LEADING TO CAREERS IN HIGH-NEED SCHOOLS. TO HELP DIVERSIFY THE TEACHER POOL, THE PROJECT LEADERS WILL PLACE PARTICULAR ATTENTION ON RECRUITING AND RETAINING TEACHERS OF COLOR AND THOSE FROM OTHER GROUPS WHO ARE SIMILARLY UNDERREPRESENTED IN THEIR PARTICIPATION IN THE STEM TEACHER PROFESSION. MAJOR PROJECT FEATURES INCLUDE: (1) INTEGRATION OF CULTURALLY RESPONSIVE TEACHING AND AMBITIOUS MATH AND SCIENCE TEACHING INTO A MASTER OF ARTS IN TEACHING (MAT) CURRICULUM; (2) OFFERING A CULTURALLY RESPONSIVE EQUITABLE STEM TEACHING (CREST) SEMINAR; AND (3) IMPLEMENTATION OF A CREST INDUCTION SERIES. BY SUPPORTING IMPROVEMENTS TO THE MAT PROGRAM, OFFERING SCHOLARSHIPS AND STIPENDS, AND IMPLEMENTING ROBUST INDUCTION SUPPORT, THIS PROJECT WILL ENHANCE STEM TEACHER PREPARATION AT LOYOLA AND INCREASE THE NUMBER OF QUALIFIED STEM TEACHERS IN MARYLAND. THE CULTURALLY RESPONSIVE EQUITABLE STEM TEACHING (CREST) PROJECT AT LOYOLA UNIVERSITY MARYLAND INCLUDES PARTNERSHIPS WITH THE LOCAL EDUCATION AGENCY (LEA), BALTIMORE COUNTY PUBLIC SCHOOLS. THREE KEY PROJECT GOALS INFORM THE EXECUTION OF THE PROJECT. FIRST IS TO RECRUIT, RETAIN, AND GRADUATE 28 HIGHLY QUALIFIED AND DIVERSE SECONDARY STEM TEACHING CANDIDATES OVER FIVE YEARS. SECOND IS TO PLACE 100% OF GRADUATES IN HIGH-NEED SCHOOLS THROUGH PARTNERSHIPS WITH LEAS, AND EMPLOYMENT AND INDUCTION SUPPORT; AND RETAIN 85% OF CREST GRADUATES IN HIGH-NEED SCHOOLS FOR THREE YEARS BY PROVIDING NEW TEACHER SUPPORT THROUGH A CREST INDUCTION SERIES. THIRD, AND FINALLY, IS TO IMPROVE THE QUALITY OF CULTURALLY RESPONSIVE STEM TEACHING PRACTICES OF PROSPECTIVE AND EARLY CAREER TEACHERS IN HIGH-NEED SCHOOLS WITH AN ENHANCED MASTER OF ART IN TEACHING CURRICULA AND AN INDUCTION SERIES. STUDENTS PARTICIPATING IN THIS PROJECT INCLUDE LOYOLA STEM BACHELOR?S DEGREE GRADUATES AND STEM PROFESSIONALS SEEKING A CAREER CHANGE. USING A COMBINATION OF CURRICULAR ACTIVITIES GROUNDED IN CULTURALLY RESPONSIVE TEACHING FOR PROSPECTIVE TEACHERS AND INDUCTION SUPPORT AS THEY ENTER THE PROFESSION, THIS PROJECT WILL IMPROVE THE QUALITY OF CULTURALLY RESPONSIVE STEM EDUCATION FOR STUDENTS IN HIGH-NEED CLASSROOMS. THE EFFECTIVENESS OF THE PROJECT ELEMENTS WILL BE ASSESSED THROUGH BOTH FORMATIVE AND SUMMATIVE DATA. THIS PROJECT WILL POTENTIALLY GENERATE NEW EVIDENCE ILLUMINATING EFFECTIVE STRATEGIES AND PRACTICES FOR RECRUITING, RETAINING, AND GRADUATING UNDERREPRESENTED POPULATIONS ENTERING STEM TEACHING CAREERS IN HIGH-NEED SCHOOLS, AND SERVE AS AN EXAMPLE FOR OTHER LIBERAL ARTS PRIVATE COLLEGES SEEKING TO DEVELOP AND EXPAND STEM TEACHER PREPARATION PROGRAMS. 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 PERSISTENCE, RETENTION, AND EFFECTIVENESS OF K-12 STEM TEACHERS IN HIGH-NEED SCHOOLS. 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.

PURPOSE: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING AWARDS ARE AUTHORIZED UNDER THE CONSOLIDATED APPROPRIATIONS ACT, 2022 PUBLIC LAW 117-328 AND THE EXPLANATORY STATEMENT FOR DIVISION L OF THAT ACT. PROJECTS SELECTED FOR COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING ARE LISTED IN THE JOINT EXPLANATORY STATEMENT (JES) THAT ACCOMPANIES A SPECIFIC FISCAL YEAR’S APPROPRIATIONS ACT OR CONGRESSIONAL RECORD. THE JES LISTS PROJECT, RECIPIENT, STATE, AMOUNT AND CONGRESSIONAL SPONSOR.; ACTIVITIES TO BE PERFORMED: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONALLY DIRECTED SPENDING AWARD PROJECTS INCLUDE A WIDE VARIETY OF ACTIVITIES THAT RESULT IN ECONOMIC DEVELOPMENT OR COMMUNITY DEVELOPMENT OUTCOMES. HUD WILL NOT KNOW THE FULL SCOPE OF THE PROJECT UNTIL THE RECIPIENT SUBMITS THE REQUIRED PROJECT NARRATIVE AND CONFIRMS ALIGNMENT WITH THE LANGUAGE AS PROVIDED IN THE CONGRESSIONAL RECORD. TO FIND THE DETAILS OF THE GRANT AWARD AS WRITTEN WITHIN THE CONGRESSIONAL RECORD USE THE FOLLOWING LINK AND PATH SELECTIONS TO GET TO THE DESCRIPTION OF THE ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING GRANTS HTTPS://WWW.HUD.GOV/PROGRAM_OFFICES/COMM_PLANNING/EDI-GRANTS, SELECT THE FISCAL YEAR OF INTEREST, SCROLL DOWN TO PROGRAM LAWS AND REGULATIONS, UNDER FISCAL YEAR 20XX CONSOLIDATED APPROPRIATIONS ACT, 20XX: CONGRESSIONAL RECORD (JOINT EXPLANATORY STATEMENT).; EXPECTED OUTCOMES: COMPLETION OF THE PROJECT AS DESCRIBED IN THE JOINT EXPLANATORY STATEMENT (JES) PROJECT DESCRIPTION AND SUBSEQUENT APPROVED PROJECT NARRATIVE.; INTENDED BENEFICIARIES: THE PROJECT BENEFICIARIES ARE THE INDIVIDUALS AND/OR ORGANIZATIONS THAT ARE AWARDED GRANT FUNDS OR SERVED BY THE ENTITIES THAT ARE AWARDED GRANT FUNDS AS IDENTIFIED IN THE JES RECIPIENT OR PROJECT DESCRIPTION SECTIONS.; SUBRECIPIENT ACTIVITIES: THE SUBRECIPIENT ACTIVITIES ARE UNKNOWN AT THE TIME OF AWARD.

FY22 CONGRESSIONAL COMMUNITY PROJECT FUNDING LOYOLA UNIVERSITY MARYLAND

THE BALTIMORE AREA HIGHER EDUCATION COALITION AGAINST SEXUAL VIOLENCE

C-PAMS SCHOLARS PROGRAM

LATINAS RESISTANCE BEHAVIORS IN ENGINEERING PROGRAMS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIS) AND HISPANIC SERVING INSTITUTIONS (HSIS): AN INTERSECTIONAL VIEW -LATINAS? EXPERIENCES IN ENGINEERING PROGRAMS CAN BE UNIQUE DUE TO THE MULTIPLE LAYERS OF CHALLENGES AND ASSETS IN THEIR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) JOURNEY: BEING A WOMAN, BEING LATINX, BEING A BILINGUAL SPEAKER OF SPANISH AND ENGLISH. THE DISPARITIES IN LATINAS? ENGINEERING ACCESS AND ATTAINMENT ARE THE RESULT OF HISTORICALLY OPPRESSIVE RACIST AND SEXIST STRUCTURES EMBEDDED IN STEM SPACE THAT PERPETUATE SEXISM AND RACISM. HOWEVER, THERE IS LIMITED RESEARCH ON THE NUANCED EXPERIENCES OF HOW LATINAS RESIST INEQUITIES IN DIFFERENT STEM EDUCATIONAL SETTINGS AND HOW THEY SUCCEED. ANOTHER MAJOR SHORTCOMING OF THE CURRENT LITERATURE ON LATINX STEM EDUCATION IS THAT THEY ARE MOSTLY VIEWED FROM A DEFICIT PERSPECTIVE. THIS PROJECT AIMS TO INVESTIGATE HOW LATINAS CHOOSE TO ENGAGE IN VARIOUS RESISTANCE BEHAVIORS IN DIFFERENT ENGINEERING CULTURES AND CAMPUS CLIMATES AND HOW THESE DIFFERENT CULTURES AND CAMPUS CLIMATES INFLUENCE THEIR RESISTANCE. THIS PROJECT USES AN ANTI-DEFICIT VIEW TO INTERPRET AND MAKE MEANING OF THE EXPERIENCES AND ASSETS THAT MAY HAVE IMPACTED LATINAS? RESISTANCE AND PERSISTENCE IN ENGINEERING PROGRAMS. FINDINGS FROM THIS STUDY CAN BE USED TO DEVELOP INCLUSIVE POLICIES AND COUNSELING STRATEGIES TO BROADEN THE PARTICIPATION OF LATINAS AND INCREASE THEIRPERSISTENCE IN STEM AT BOTH PREDOMINANTLY WHITE INSTITUTIONS (PWIS) AND HISPANIC-SERVING INSTITUTIONS (HSIS). GUIDED BY A COMBINATION OF LATCRIT THEORY OF RESISTANCE, INTERSECTIONALITY, AND CULTURAL WEALTH MODEL (CWM), THE GOAL OF THIS PROJECT IS TO INVESTIGATE HOW LATINAS CHOOSE TO ENGAGE IN VARIOUS RESISTANCE BEHAVIORS IN DIFFERENT ENGINEERING CULTURES AND CAMPUS CLIMATES AND HOW THESE DIFFERENT STEM CULTURES AND CAMPUS CLIMATES INFLUENCE THEIR RESISTANCE. SPECIFIC RESEARCH QUESTIONS INCLUDE: (1) HOW DO LATINAS ENGAGE IN DIFFERENT RESISTANCE BEHAVIORS IN UNDERGRADUATE ENGINEERING PROGRAMS? (2) HOW DO DIFFERENT ENGINEERING CULTURES AND CAMPUS CLIMATES AT PREDOMINANTLY WHITE INSTITUTIONS (PWIS) AND HISPANIC-SERVING INSTITUTIONS (HSIS) INFLUENCE LATINAS? RESISTANCE BEHAVIORS IN ENGINEERING PROGRAMS? AND (3) HOW DO LATINAS? INTERSECTIONAL IDENTITIES AND THEIR CULTURAL WEALTH INFLUENCE THEIR RESISTANCE BEHAVIORS IN DIFFERENT ENGINEERING CULTURES AND CAMPUS CLIMATES? USING AN INTERPRETIVE PHENOMENOLOGICAL DESIGN, THIS PROJECT WILL CONDUCT INDIVIDUAL INTERVIEWS WITH LATINA STUDENTS AND QUALITATIVE SURVEYS WITH FACULTY MEMBERS AND ADMINISTRATORS FROM THREE PWIS AND THREE HSIS IN CALIFORNIA, FLORIDA, AND TEXAS. EXPECTED FINDINGS INCLUDE MORE NUANCED INFORMATION ABOUT LATINAS? RESISTANCE BEHAVIORS IN ENGINEERING PROGRAMS AT PWIS AND HSIS. THROUGH SHARING FINDING REPORTS WITH PARTICIPATING INSTITUTIONS AND BROADER STEM AND LATINX COMMUNITIES, THIS STUDY WILL PROVIDE NEEDED INFORMATION TO PROMOTE LATINAS? ACCESS AND PERSISTENCE IN ENGINEERING PROGRAMS. PWIS AND HSIS COULD UTILIZE THE FINDINGS FROM THIS STUDY TO DEVELOP RETENTION AND RECRUITMENT POLICIES AND PRACTICES TO BROADEN THE PARTICIPATION AND PROMOTE EQUITY AND INCLUSION FOR UNDERREPRESENTED MINORITY STUDENTS MAJORING IN ENGINEERING AND ENTERING STEM CAREERS. THIS PROJECT IS SUPPORTED BY NSF'S EDUCORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. 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.

MESSINA: LOYOLA UNIVERSITY MARYLAND'S FIRST-YEAR SEMINAR PROGRAM

MRI: ACQUISITION OF A FLUORESCENCE ACTIVATED CELL SORTER TO ESTABLISH A FLOW CYTOMETRY CORE FACILITY AT LOYOLA UNIVERSITY MARYLAND -AN AWARD IS MADE TO LOYOLA UNIVERSITY MARYLAND TO ACQUIRE A FLUORESCENCE-ACTIVATED CELL SORTER (FACS) INSTRUMENT TO ESTABLISH A NEW FLOW CYTOMETRY CORE FACILITY AND ENHANCE THE EXISTING MICROSCOPY CORE FACILITY. A FACS INSTRUMENT IS CAPABLE OF MEASURING MULTIPLE FLUORESCENTLY TAGGED MOLECULAR AND CELLULAR PROPERTIES IN CELLS SIMULTANEOUSLY AND SEPARATING INDIVIDUAL CELL POPULATIONS ACCORDING TO THESE PROPERTIES FROM A MIXED POPULATION. THIS POWERFUL TECHNOLOGY WILL PROVIDE VALUABLE TRAINING FOR UNDERGRADUATE STUDENTS ENROLLED IN FIVE MARYLAND COLLEGES AND UNIVERSITIES, AS WELL AS UNDERGRADUATE STUDENTS WHO COME TO LOYOLA FROM ACROSS THE US FOR TRAINING IN RESEARCH TECHNIQUES EACH SUMMER. IN ADDITION, LOYOLA WILL DEVELOP A SUMMER PROGRAM FOR UNDERREPRESENTED STUDENTS FROM LOCAL AREA HIGH SCHOOLS TO GAIN EXPOSURE TO THE FACS INSTRUMENT AND RELATED RESEARCH. TO FURTHER ENGAGE WITH THE LOCAL COMMUNITY, THE CELL SORTER WILL BE ACCESSIBLE TO A BUSINESS INCUBATOR FOR BIOMEDICAL STARTUP COMPANIES TO ADVANCE RESEARCH AND DEVELOPMENT OF NOVEL CELL-BASED TECHNOLOGIES. ALL THESE ACTIVITIES WILL CONTRIBUTE TO AN ENHANCED SCIENTIFIC AND TECHNOLOGY-BASED ENVIRONMENT AND ECONOMY IN BALTIMORE AND THE SURROUNDING REGION. THE FLOW CYTOMETRY CORE FACILITY WILL SERVE TO SUPPORT AND ENRICH EXISTING FACULTY-LED RESEARCH INVOLVING UNDERGRADUATE RESEARCH STUDENTS AT MULTIPLE COLLEGES AND UNIVERSITIES, INCLUDING LOYOLA UNIVERSITY MARYLAND, GOUCHER COLLEGE, NOTRE DAME OF MARYLAND UNIVERSITY, TOWSON UNIVERSITY, AND WASHINGTON COLLEGE. THE FACS TECHNOLOGY WILL ENABLE FACULTY AND STUDENTS TO ENGAGE IN VARIED RESEARCH PROJECTS INCLUDING CONTROL OF DNA PACKAGING FOR GENE EXPRESSION IN DETERMINING CELL FATE, THE INTERPLAY BETWEEN THE GUT MICROBIOME AND THE ENDOCRINE SYSTEM, THE EFFECT OF COMPLEMENTARY AND ALTERNATIVE MEDICINES ON IMMUNITY, THE IMPACT OF HEAVY METAL EXPOSURE ON DNA REPAIR AND TOXICITY, AND THE ROLE OF CELL CYCLE CHECKPOINT FACTORS IN GENOME INTEGRITY AND PROGRAMMED CELL DEATH. THE ADDITION OF THE FACS TECHNOLOGY WILL SERVE TO ADVANCE THE OBJECTIVES OF EACH OF THESE PROJECTS BY ALLOWING FOR THE COLLECTION OF MORE COMPLEX AND SPECIFIC MOLECULAR AND CELLULAR DATA, AND BY ALLOWING FOR THE CREATION OF CELL LINES SPECIFICALLY SELECTED FOR THEIR PARTICULAR PROPERTIES FOR FUTURE EXPERIMENTATION. FURTHERMORE, THERE IS THE POTENTIAL TO AID IN DEVELOPMENT OF NOVEL TECHNOLOGIES AND THERAPEUTICS FROM COLLABORATIONS WITH STARTUP AND SMALL BIOTECHNOLOGY COMPANIES. RESULTS FROM RESEARCH PROJECTS UTILIZING THE FACS INSTRUMENT WILL BE COMMUNICATED TO THE SCIENTIFIC COMMUNITY THROUGH PEER-REVIEWED PUBLICATIONS WITH UNDERGRADUATE CO-AUTHORS AND PRESENTATIONS AT REGIONAL AND NATIONAL SCIENTIFIC CONFERENCES. 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.

RCN-UBE: THE BUILD-A-GENOME NETWORK

CORNERSTONES FOR AN UNDERGRADUATE QUANTUM COMPUTING PROGRAM: CREATING AN ACTIVE LEARNING CURRICULUM -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY DEVELOPING INSTRUCTIONAL MATERIALS THAT ENHANCE STUDENT LEARNING IN THREE AREAS: INTRODUCTORY QUANTUM COMPUTING (QC), QUANTUM MACHINE LEARNING (QML), AND QC APPLIED TO QUANTUM CHEMISTRY (QCCHEM). THIS PROJECT FALLS UNDER IUSE:EDU NSF 23-510 TRACK 1: ENGAGED STUDENT LEARNING, LEVEL 1. QC IS SIGNIFICANT BECAUSE IT HAS THE POTENTIAL TO SOLVE LARGE-SCALE PROBLEMS MORE E?CIENTLY THAN CONVENTIONAL COMPUTING, WHICH COULD BE TRANSFORMATIVE IN AREAS SUCH AS DRUG DISCOVERY, ARTIFICIAL INTELLIGENCE, FINANCIAL MODELING, AND DIGITAL SECURITY. THIS PROJECT HAS THE POTENTIAL TO ENHANCE THE ECONOMIC COMPETITIVENESS OF THE US BY TRAINING QUANTUM-AWARE AND QUANTUM-PROFICIENT PERSONNEL FOR THE FUTURE WORKFORCE. IN TEACHING UNDERGRADUATE QC, THERE IS A NEED FOR ?ACTIVE LEARNING? METHODS, AS OPPOSED TO TRADITIONAL LECTURES, TO GET STUDENTS TO BE MORE ENGAGED IN THE CLASSROOM BY SOLVING PROBLEMS. STUDENTS COULD ALSO BENEFIT FROM LEARNING ABOUT REAL-WORLD APPLICATIONS OF QC. THIS PROJECT AIMS TO DEVELOP AND EVALUATE NEW COURSE MATERIALS FOR INTRODUCTORY QC, QML, AND QCCHEM AT A LEVEL THAT CAN BE UNDERSTOOD BY UNDERGRADUATES MAJORING IN VARIOUS STEM DISCIPLINES. WHILE LEARNING QC IS THE PRIMARY GOAL, STUDENTS MAY ALSO BE STRENGTHENED IN BASIC STEM SUBJECTS, INCLUDING PROGRAMMING, ARTIFICIAL INTELLIGENCE, MOLECULAR STRUCTURE, AND QUANTUM MECHANICS. THIS DISCIPLINE FORMS THE BASIS FOR MUCH OF SCIENCE AND TECHNOLOGY IN THE 20TH AND 21ST CENTURIES. THE PROJECT MAY ENHANCE THE INFRASTRUCTURE FOR US EDUCATION BY HELPING FACULTY FROM OTHER INSTITUTIONS DEVELOP EDUCATIONAL PROGRAMS IN QC IN THEIR INSTITUTIONS. THERE IS AN URGENT NEED TO TRAIN THE NEXT GENERATION OF WORKERS IN QUANTUM INFORMATION SCIENCE AND TECHNOLOGY. PRIMARILY, UNDERGRADUATE INSTITUTIONS ARE WELL-SUITED TO DEVELOP QC CURRICULUM MATERIALS AND CAN HELP EXPAND THE QUANTUM WORKFORCE BY ENABLING STUDENTS FROM MULTIPLE EDUCATIONAL PATHWAYS TO STUDY QC. THE GOAL OF THIS PROJECT IS TO DEVELOP ACTIVE LEARNING INSTRUCTIONAL MATERIALS FOR INTRODUCTORY QC, QML, AND QCCHEM TARGETED AT UNDERGRADUATES MAJORING IN PHYSICS, ENGINEERING, COMPUTER SCIENCE, DATA SCIENCE, AND CHEMISTRY. ACTIVE LEARNING PEDAGOGIES ARE RECOGNIZED FOR ENHANCING STUDENT ENGAGEMENT, CRITICAL THINKING SKILLS, AND RETENTION IN STEM FIELDS. THE PROJECT AIMS TO DEVELOP A BROADER RANGE OF COURSE MATERIALS AND FORMALLY EVALUATE APPROACHES TO ENHANCE TEACHING METHODS FOR STUDENTS. IN ADDITION, TO HELP UNDERGRADUATES APPRECIATE THE UTILITY OF QC, THE PROJECT PLANS TO DEVELOP LEARNING MODULES FOR QML AND QCCHEM. MACHINE LEARNING UNCOVERS PATTERNS IN LARGE DATASETS AND ENABLES PREDICTIONS TO BE MADE. IT IS ONE OF THE MOST SIGNIFICANT TECHNOLOGICAL DEVELOPMENTS OF THE 21ST CENTURY. QUANTUM CHEMISTRY IS A BRANCH OF THEORETICAL CHEMISTRY THAT FOCUSES ON UNDERSTANDING THE ELECTRONIC STRUCTURE OF MOLECULES AND CHEMICAL REACTIONS USING QUANTUM MECHANICS. IT IS CRITICAL TODAY FOR INDUSTRIAL RESEARCH IN DRUG DISCOVERY AND THE DEVELOPMENT OF NEW MATERIALS. DUE TO THE COMPUTATIONALLY INTENSIVE NATURE OF MACHINE LEARNING AND QUANTUM CHEMISTRY, RESEARCHERS ARE EXPLORING THE POTENTIAL OF QC TO ENHANCE THE PERFORMANCE OF THESE ALGORITHMS. THE OBJECTIVE IS TO PROVIDE UNDERGRADUATES WITH A SOLID FOUNDATION IN QML AND QCCHEM, AS WELL AS AN UNDERSTANDING OF THE EXCITING POTENTIAL THAT ARISES WHEN QC IS COMBINED WITH ALGORITHMS DESIGNED FOR CONVENTIONAL COMPUTERS. THE INTENTION IS TO MAKE COURSE MATERIALS AVAILABLE ON A WEBSITE AND ACCESSIBLE TO WORKING SCIENTISTS, ENGINEERS, AND FACULTY FROM OTHER INSTITUTIONS. FACULTY-DEVELOPMENT WORKSHOPS OFFERED THROUGH THIS PROJECT COULD ENABLE THE PIS TO HELP EXTERNAL FACULTY IMPLEMENT QC MODULES IN THEIR HOME INSTITUTIONS. THE NSF IUSE: EDU PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE E?ECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH THE ENGAGED STUDENT LEARNING TRACK, THE PROGRAM SUPPORTS E?ORTS 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.

SHF: SMALL: RUI: MAKING SENSE OF SOURCE CODE: IMPROVING SOFTWARE THROUGH INFORMATION RETRIEVAL

LOYOLA SEXUAL ASSAULT DOMESTIC VIOLENCE DATING VIOLENCE AND STALKING (SADVDVS) CAMPUS GRANT PROJECT

MRI: ACQUISITION OF A COMPUTING CLUSTER TO ENABLE TRANSFORMATIVE RESEARCH ACROSS DISCIPLINES

MRI ACQUISITION: DEVELOPMENT OF A MULTI-INSTITUTION MICROSCOPY CORE FACILITY AT LOYOLA UNIVERSITY MARYLAND: ACQUISITION OF A CONFOCAL MICROSCOPE

THE CONTRIBUTION OF FRAGILE SITE STRUCTURE TO GENOME INSTABILITY IN HUMANIZED YEA

GLOBAL HISTORIES OF DISABILITY

EDITION AND TRANSLATION OF HUON D'AUVERGNE, PRE-MODERN FRANCO-ITALIAN EPIC

A PHENOMENOLOGICAL ANALYSIS OF STEM INTEREST, ACCESS, AND PERSISTENCE OF LATINA ENGLISH LEARNERS

RUI: BIOLOGICAL PRODUCTION OF OCEANIC ALKYL NITRATES

EAGER: COMPUTER INTERFACE ISSUES FOR YOUNG ADULTS WITH DOWN SYNDROME TO TRANSITION TO THE WORKPLACE

COMPETITION TO PREVENT HIGH-RISK DRINKING & VIOLENT BEHAVIOR AMONG COLLEGE STUDENTS

DEVELOPMENT OF A QUANTIFIABLE CONFIRMATORY TEST TO DETECT FLY ARTIFACTS CONTAMINATING BLOODSTAIN EVIDENCE

COLLABORATIVE RESEARCH: RESEARCH INITIATION: DEFINING ENGINEERING QUANTITATIVE LITERACY -EMPLOYERS AND EDUCATORS HAVE EXPRESSED INCREASING CONCERN ABOUT THE LEVEL OF AMERICAN STUDENTS' QUANTITATIVE LITERACY, WHICH IS GENERALLY UNDERSTOOD TO INCLUDE COMPUTATIONAL SKILLS AND ABILITIES TO INTERPRET, REASON, AND COMMUNICATE QUANTITATIVE INFORMATION AND DATA. THESE ABILITIES ARE CRITICAL FOR ENGINEERING, YET THERE IS A LACK OF UNDERSTANDING OF THE UNIQUE ASPECTS OF QUANTITATIVE LITERACY NEEDED AS STUDENTS BEGIN THEIR ENGINEERING EDUCATION. THIS PROJECT AIMS TO DEFINE THE QUANTITATIVE LITERACY EXPECTATIONS OF FIRST-YEAR ENGINEERING STUDENTS AND CREATE A MEANS FOR MEASURING QUANTITATIVE LITERACY, WHICH WILL ALLOW EDUCATORS TO BETTER PREPARE FUTURE ENGINEERING STUDENTS FOR SUCCESS. THE MAIN GOAL OF THIS PROJECT WILL BE TO OBTAIN EVIDENCE TO DEVELOP A STUDENT MODEL FOR FUTURE ASSESSMENT INSTRUMENTS INTENDED TO MEASURE FIRST-YEAR ENGINEERING STUDENTS' QUANTITATIVE LITERACY. USING THE EVIDENCE CENTERED DESIGNED FRAMEWORK, THE RESEARCH TEAM WILL ARTICULATE A STUDENT MODEL FOR ASSESSING FIRST-YEAR ENGINEERING STUDENTS' QUANTITATIVE LITERACY THROUGH SEVERAL STUDIES. THE RESEARCH TEAM WILL CONDUCT A CONTENT ANALYSIS OF INTRODUCTORY ENGINEERING CURRICULA. NEXT, THEY WILL ADMINISTER A FOLLOW-UP SURVEY OF INTRODUCTORY ENGINEERING FACULTY TO ADDRESS MORE SPECIFICALLY THE DEPTH OF LEARNING EXPECTED OF STUDENTS. THEN, A SMALL SAMPLE OF DIVERSE FIRST-YEAR STUDENTS WILL BE INTERVIEWED TO DETERMINE THE OPPORTUNITIES THEY HAD TO DEVELOP THEIR QUANTITATIVE LITERACY ABILITIES. FINALLY, THE RESULTS WILL DEFINE QUANTITATIVE LITERACY WITHIN THE SPECIFIC CONTEXT OF ENGINEERING. THIS DEFINITION CAN THEN BE USED IN FUTURE PROJECTS TO DEVELOP MEASURES OF QUANTITATIVE LITERACY AND INSTRUCTIONAL APPROACHES THAT SUPPORT ENGINEERING STUDENTS' DEVELOPMENT OF THIS CRITICAL SKILL. 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.

THE INCORPORATION OF GRAPHITE-FURNACE ATOMIC ABSORPTION SPECTROSCOPY ACROSS THE CHEMISTRY CURRICULUM

EXAMINING THE PERSISTANCE AND MOTIVATION OF STEM PRE-SERVICE TEACHERS OF COLOR IN THE SHERMAN STEM TEACHER SCHOLARS PROGRAM

COLLABORATIVE RESEARCH: PHYSICS OF MEDICINE

COLLABORATIVE RESEARCH: THE PIPELINE NETWORK

BUILDING CAPACITY FOR A STEM LEARNING NETWORK TO PREPARE HIGHLY EFFECTIVE STEM TEACHERS FOR TEACHING IN HIGH-NEED SCHOOLS

DEVELOPING TEST STRATEGIES FOR DIFFICULT-TO-TEST SOFTWARE

WORKFLOW-BASED SYSTEMATIC TESTING OF INFORMATION SYSTEMS SOFTWARE

RCN-UBE INCUBATOR: THE MID-ATLANTIC BIOLOGY RESEARCH AND CAREER NETWORK: INNOVATIONS IN BIOLOGY UNDERGRADUATE EDUCATION

THE JOURNALISM HISTORY HUB: DEVELOPING A RESEARCH-BASED INTERDISCIPLINARY SOCIAL NETWORK AND META-CONFERENCE

CNIC: U.S.-NORWAY COMPUTER SCIENCE PROJECT DEVELOPMENT ON EVOLUTION OF SOFTWARE PRODUCT FAMILIES IN SAFETY CRITICAL SYSTEMS

USING MATHEMATICS TO AID IN THE EVALUATION, CALIBRATION, AND ANALYSIS OF INDUSTRIAL MOBILE SYSTEMS

FY 2018 SUMMER UNDERGRADUATE RESEARCH FELLOWSHIP EL, ITL

FY 2011 SUMMER UNDERGRADUATE RESEARCH FELLOWSHIP (SURF) - GAITHERSBURG

UNDERGRADUATE AERONAUTICS RESEARCH

FY 2012 SUMMER UNDERGRADUATE RESEARCH FELLOWSHIP (SURF) - EL

FY 2009 SUMMER UNDERGRADUATE RESEARCH FELLOWSHIP (SURF) PROGRAM - GAITHERSBURG

FY 2008 SUMMER UNDERGRADUATE RESARCH FELLOWSHIP (SURF) - MEL