Lindsey Wilson University Inc

WILL USE THE FUNDS TO COVER INSTITUTIONAL COSTS ASSOCIATED WITH SIGNIFICANT CHANGES TO THE DELIVERY OF INSTRUCTION DUE TO THE CORONAVIRUS PER THE GUIDELINES.

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

BUILDING ONE LINDSEY: INCREASING RETENTION THROUGH CENTRALIZED SERVICES AND CO-REQUISITE SUPPORT FOR TIMELY DEGREE COMPLETION

UPWARD BOUND

BEHAVIORAL HEALTH WORKFORCE EDUCATION AND TRAINING PROGRAM - LINDSEY WILSON COLLEGE (LWC) PROPOSES THE “RESILIENCE, INTEGRATION, AND SUPPORT EXPANSION FOR BEHAVIORAL HEALTH IN UNDERSERVED COMMUNITIES” (RISE) FELLOWSHIP TO EXPAND THE BEHAVIORAL HEALTH WORKFORCE IN APPALACHIAN KENTUCKY AND WEST VIRGINIA WITH COUNSELORS TRAINED TO PROVIDE INTEGRATED BEHAVIORAL HEALTH CARE ACROSS THE LIFESPAN, PARTICULARLY FOR CHILDREN, ADOLESCENTS, AND YOUNG ADULTS. THE TARGETED TRAINEE POPULATION FOR THE RISE FELLOWSHIP PROGRAM INCLUDES: 1) STUDENTS IN LWC’S MASTER OF EDUCATION IN COUNSELING (COUN) PROGRAM; AND 2) LICENSED PROFESSIONAL MENTAL HEALTHCARE CLINICIANS, WHO ARE SITE SUPERVISORS FOR COUN EXPERIENTIAL TRAINING SITES. THE 60-HOUR COUN PROGRAM UNIQUELY OFFERS SPECIALIZATION IN CLINICAL MENTAL HEALTH COUNSELING. LWC PLANS TO SELECT 12 RISE FELLOWS PER YEAR WITH A PREFERENCE FOR STUDENTS WHO RESIDE IN KENTUCKY AND WEST VIRGINIA GIVEN THE SIGNIFICANT NEED FOR TRAINED COUNSELORS IN THOSE STATES. WHILE THE LWC COUN STUDENT BODY IS GENERALLY REPRESENTATIVE OF THE OVERALL POPULATION IN KENTUCKY AND WEST VIRGINIA, THE MAJORITY OF COUN STUDENTS REQUIRE FINANCIAL SUPPORT TO ENROLL IN AND COMPLETE THE PROGRAM. THE SHORTAGE OF BEHAVIORAL HEALTH PROVIDERS AND THE HIGH LEVEL OF BEHAVIORAL HEALTH NEEDS CONTRIBUTE TO SIGNIFICANT BARRIERS TO MENTAL HEALTH AND ADDICTION TREATMENT IN KENTUCKY AND WEST VIRGINIA. THE RISE FELLOWSHIP PROGRAM AIMS TO PREPARE BEHAVIORAL HEALTHCARE PROVIDERS TO COLLABORATE IN INTEGRATED TREATMENT SETTINGS IN MEDICALLY UNDERSERVED COMMUNITIES (MUC) IN THE APPALACHIAN REGION. THE PROGRAM WILL INCREASE PARTNERSHIPS, ALLOWING STUDENT PLACEMENT IN INTEGRATED CARE CLINICS AND BETTER PREPARING STUDENTS AND SUPERVISORS TO EFFECTIVELY COLLABORATE IN INTERDISCIPLINARY TREATMENT TEAMS WHILE ENGAGING FAMILIES FOR IMPROVED TREATMENT OUTCOMES. FELLOWS WILL COMPLETE THREE HOURS OF SPECIALIZED PRE-PRACTICUM TRAINING FOLLOWED BY 12 HOURS OF SPECIALIZED ELECTIVES (FOUR SPECIFIC COURSES) AND NINE HOURS OF FIELD EXPERIENCE COURSEWORK DURING THEIR YEAR OF PARTICIPATION. THE DIDACTIC AND EXPERIENTIAL TRAINING EXPERIENCES ARE DESIGNED TO FOSTER INTERPROFESSIONAL, TEAM-BASED PRACTICE. CLINICAL SUPERVISORS AT THE EXPERIENTIAL TRAINING SITES WILL COMPLETE ONE HOUR OF PRE-PRACTICUM TRAINING (INCLUDING TELEHEALTH TRAINING) AND THREE HOURS OF CONTINUING EDUCATION DURING THEIR INITIAL YEAR OF PARTICIPATION. THIS INITIATIVE WILL HAVE A TRANSFORMATIVE IMPACT ON PUBLIC HEALTH IN THE APPALACHIAN REGION IN THE FOLLOWING WAYS. 1) WORKFORCE EXPANSION AND DIVERSITY: THE NUMBER OF LICENSED BEHAVIORAL HEALTH PROFESSIONALS SERVING MUCS WILL INCREASE BY 30%. TO ENSURE DIVERSITY, AT LEAST 50% OF TRAINEES WILL COME FROM RURAL OR DIVERSE BACKGROUNDS. THIS ALIGNS WITH THE PROGRAM'S OVERARCHING MISSION TO RECRUIT AND TRAIN PROFESSIONALS REPRESENTATIVE OF THE APPALACHIAN POPULATION. 2) SKILL DEVELOPMENT AND CERTIFICATION: ALL TRAINEES WILL COMPLETE CERTIFICATIONS IN TRAUMA-INFORMED CARE AND TELEHEALTH, ENSURING THEY CAN EFFECTIVELY ADDRESS THE COMPLEX BEHAVIORAL HEALTH NEEDS OF THEIR COMMUNITIES. 3) TRAINEE COMPLETION: THE PROGRAM AIMS FOR AN 80% TRAINEE COMPLETION RATE, ACHIEVED THROUGH STRUCTURED ACADEMIC AND CLINICAL SUPPORT SYSTEMS, INCLUDING THE USE OF RUBRICS AND CLINICAL EVALUATIONS. 4) LICENSURE AND NATIONAL PROVIDER IDENTIFIER (NPI) ACQUISITION: GRADUATES WILL SECURE LICENSURE AND OBTAIN AND PROVIDE NPIS WITHIN ONE YEAR OF PROGRAM COMPLETION, BOLSTERED BY LICENSURE WORKSHOPS AND ONGOING ALUMNI ENGAGEMENT. 5) COMMUNITY IMPACT: TRAINEES AND GRADUATES WILL PROVIDE BEHAVIORAL HEALTH SERVICES TO OVER 2,000 INDIVIDUALS IN APPALACHIAN MUCS DURING THEIR TRAINING, ADDRESSING IMMEDIATE HEALTHCARE GAPS WHILE BUILDING LONG-TERM CAPACITY. LWC REQUESTS FUNDING PRIORITY/PREFERENCE UNDER QUALIFICATION 1 (HIGH RATE OF PLACING GRADUATES IN PRACTICE SETTINGS WITH A PRINCIPAL FOCUS OF SERVING RESIDENTS OF MUC) AND QUALIFICATION 2 (SIGNIFICANT INCREASE IN PLACING GRADUATES IN MUC).

UPWARD BOUND PROGRAM

STUDENT SUPPORT SERVICES PROGRAM

UNLIMITED PATHWAYS TO BIOLOGY & MATHEMATICS IN SOUTHCENTRAL KENTUCKY -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 LINDSEY WILSON COLLEGE. THIS PRIVATE COLLEGE LOCATED IN A SMALL, RURAL TOWN IN SOUTH CENTRAL KENTUCKY SERVES ECONOMICALLY DISTRESSED AND AT-RISK COUNTIES IN APPALACHIA. OVER ITS 6-YEAR DURATION, THIS PROJECT WILL FUND SCHOLARSHIPS TO 15 UNIQUE FULL-TIME STUDENTS WHO ARE PURSUING BACHELOR?S DEGREES IN BIOLOGY OR MATHEMATICS. THREE COHORTS OF FIVE FIRST-YEAR STUDENTS WILL RECEIVE SCHOLARSHIPS FOR FOUR-YEARS. THE PROJECT AIMS TO BUILD STUDENT OWNERSHIP OF LEARNING WITH THE SUPPORTS OF PEER MENTORS, FACULTY MENTORS, SUPPLEMENTAL INSTRUCTION, AND INTERNSHIP OR RESEARCH EXPERIENCES. LOW-INCOME AND FIRST-GENERATION STUDENTS WHO COULD BENEFIT FROM ADDITIONAL PREPARATION MAKE UP MORE THAN HALF OF THE STUDENT POPULATION AT LINDSEY WILSON COLLEGE. THIS PROJECT HAS THE POTENTIAL TO ASSESS THE IMPACT OF SUPPORTS DESIGNED TO OVERCOME SHORTFALLS IN PRE-COLLEGE PREPARATION FOR PROMISING, RURAL STEM STUDENTS. THE OVERALL GOAL OF THIS PROJECT IS TO INCREASE STEM DEGREE COMPLETION OF LOW-INCOME, HIGH-ACHIEVING UNDERGRADUATES WITH DEMONSTRATED FINANCIAL NEED. STUDENT OWNERSHIP OF LEARNING IS KNOWN TO BE A KEY COMPONENT OF COLLEGE AND CAREER READINESS AND SUCCESS. SELF-DIRECTED, LIFELONG LEARNERS ARE ADVANTAGEOUS TO THE STEM WORKFORCE. THE PROJECT WILL INVESTIGATE THE IMPACTS OF A SUMMER BRIDGE PROGRAM, PEER AND FACULTY MENTORSHIP, SUPPLEMENTAL INSTRUCTION, AND COHORT EXPERIENCES SUCH AS FIELD TRIPS AND A LECTURE SERIES, AS MEASURED BY RETENTION AND GRADUATION RATES AS WELL AS OTHER DATA. THE PROJECT WILL SEEK TO IDENTIFY THE VARIOUS FACTORS THAT CONTRIBUTE TO STUDENT OWNERSHIP OF LEARNING AND IMPROVED SELF-DIRECTION. THROUGH THE EVALUATION OF COLLECTED DATA, AND DISSEMINATION OF KEY ELEMENTS AND LESSONS LEARNED, THE PROJECT HAS THE POTENTIAL TO ADVANCE THE UNDERSTANDING OF HOW HIGH-POTENTIAL, RURAL, LOW-INCOME, UNDERPREPARED STUDENTS CAN BECOME LIFE-LONG LEARNERS IN STEM FIELDS. 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.

WILL USE THE FUNDS PURSUANT TO SECTION 18004(A)(2) OF THE CARES ACT TO DEFRAY EXPENSES.

HEALTH MANPOWER

CAREER & TECHNICAL EDUCATION

HEALTH EDUCATION

ENERGY

BUILDING CAPACITY TO RECRUIT AND PREPARE HIGH-QUALITY SECONDARY STEM EDUCATORS IN KENTUCKY -THE PROJECT AIMS TO SERVE THE NATIONAL NEED FOR HIGHLY QUALIFIED BIOLOGY AND MATHEMATICS TEACHERS IN SECONDARY SCHOOLS. IN PARTICULAR, THE PROJECT WILL ADDRESS THE SECONDARY STEM TEACHER SHORTAGE IN RURAL KENTUCKY. THIS WILL BE ACCOMPLISHED BY BRINGING TOGETHER STEM FACULTY AND EDUCATION FACULTY TO COLLABORATE ON IMPROVING STEM COURSES AND ALIGNING COURSE CONTENT WITH STATE TEACHER CERTIFICATION STANDARDS. ADDITIONALLY, THE PROJECT WILL COLLECT EVIDENCE FROM COLLEGE STUDENTS ABOUT THEIR INTERESTS IN TEACHING CAREERS AND USE THIS INFORMATION TO IMPROVE RECRUITMENT OF FUTURE SECONDARY STEM TEACHERS. FURTHER, THE PROJECT WILL EXPLORE THE FEASIBILITY OF BUILDING A NEW MASTER OF ARTS IN TEACHING (MAT) PROGRAM THAT COULD PROVIDE A GRADUATE EDUCATION PATHWAY TO SECONDARY STEM TEACHING CAREERS. THIS CAPACITY BUILDING PROJECT AT LINDSEY WILSON COLLEGE INCLUDES PARTNERSHIPS WITH SOMERSET COMMUNITY COLLEGE AND TWO HIGH-NEED LOCAL SCHOOL DISTRICTS ? RUSSELL COUNTY SCHOOLS AND ADAIR COUNTY SCHOOLS ? THAT WILL LAY THE GROUNDWORK FOR A FUTURE NOYCE TRACK 1: SCHOLARSHIPS AND STIPENDS PROPOSAL. THE PROJECT GOALS ARE TO: 1) IMPROVE COORDINATION AMONG STEM AND EDUCATION FACULTY; 2) COLLECT EVIDENCE AND DEVELOP NEW STRATEGIES TO INCREASE ENROLLMENT OF FUTURE SECONDARY STEM TEACHERS; AND 3) DETERMINE FEASIBILITY OF A NEW MASTER OF ARTS IN STEM TEACHING GRADUATE PROGRAM. TO ACCOMPLISH THESE GOALS, THE CAMPUS WILL ESTABLISH A NEW STEM EDUCATION CURRICULUM COMMITTEE TO BUILD KEY BRIDGES BETWEEN STEM AND EDUCATION FACULTY. STEM FACULTY WILL BE ENGAGED IN TAKING THE PRAXIS SUBJECT ASSESSMENTS FOR TEACHERS AS A NOVEL APPROACH TO GUIDE AUTHENTIC REVISION OF 36 STEM CONTENT COURSES TO PRODUCE HIGHLY QUALIFIED FUTURE SECONDARY STEM TEACHERS FOR THE REGION. ADDITIONALLY, THE PROJECT WILL COLLECT EVIDENCE FROM STUDENTS TO INFORM AND IMPROVE MATERIALS TO RECRUIT UNDERGRADUATE STEM MAJORS, LOCAL COMMUNITY COLLEGE TRANSFER STUDENTS, AND LOCAL HIGH SCHOOL STUDENTS TO SECONDARY STEM TEACHING CAREERS. THE PROJECT WILL TRANSLATE RECRUITMENT MATERIALS INTO SPANISH AND CONDUCT OUTREACH SPECIFICALLY TO REACH HISPANIC AND LATINO STUDENTS, WHO ARE CURRENTLY UNDERREPRESENTED IN THE TEACHER WORKFORCE COMPARED TO SECONDARY STUDENT POPULATIONS IN THE REGION. AN EXPERIENCED, EXTERNAL CONSULTANT WILL BE CONTRACTED TO ANALYZE THE FEASIBILITY OF DEVELOPING A MASTER OF ARTS IN TEACHING PROGRAM THAT COULD ENABLE ENTRY TO STEM TEACHING CAREERS AT THE GRADUATE LEVEL, IN ADDITION TO EFFORTS TO ATTRACT FUTURE STEM TEACHERS FROM UNDERGRADUATE STUDENT POPULATIONS. PROJECT EVALUATION WILL BE LED BY AN ADVISORY COMMITTEE COMPOSED OF STAKEHOLDERS FROM THE CAMPUS, THE LOCAL SCHOOL DISTRICTS, AND THE PARTNER COMMUNITY COLLEGE. IN ADDITION TO BUILDING CAPACITY TO RECRUIT NEW SECONDARY STEM EDUCATORS IN THE REGION, THE PROJECT WILL PRODUCE INSIGHTS INTO HOW STEM AND EDUCATION FACULTY CAN COLLABORATE TO REVISE UNDERGRADUATE STEM CURRICULA SUCH THAT THEY ALIGN WITH STATE CERTIFICATION STANDARDS AND BETTER PREPARE HIGHLY EFFECTIVE SECONDARY STEM TEACHERS. THIS CAPACITY BUILDING 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 RETENTION AND EFFECTIVENESS 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.

ENERGY