Harding University

INSTITUTION RELIEF RELATED TO THE DISRUPTION OF CAMPUS OPERATIONS DUE TO THE CORONA-VIRUS.

STUDENT RELIEF RELATED TO THE DISRUPTION OF CAMPUS OPERATIONS DUE TO CORONA-VIRUS.

STUDENT SUPPORT SERVICES PROGRAM

HARDING UNIVERSITY UPWARD BOUND PROJECT

UPWARD BOUND PROGRAM

HARDING UNIVERSITY UPWARD BOUND PROGRAM

TRIO - STUDENT SUPPORT SERVICES - STUDENT SUPPORT SERVICES PROGRAM

HARDING UNIVERSITY MCNAIR POSTBACCALAUREATE ACHIEVEMENT PROGRAM TO SERVE 27 ELIGIBLE STUDENTS (1ST-GENERATION/LOW-INCOME AND/OR UNDERREPRESENTED)TO PREPARE THEM FOR POSTBACCALAUREATE EDUCATION.

RONALD E. MCNAIR POST-BACCALAUREATE ACHIEVEMENT

RONALD E. MCNAIR POSTBACCALAUREATE ACHIEVEMENT

HARDING UNIVERSITY MCNAIR POSTBACCALAUREATE ACHIEVEMENT PROGRAM TO SERVE 27 ELIGIBLE STUDENTS (1ST-GENERATION/LOW-INCOME AND/OR UNDERREPRESENTED) TO PREPARE THEM FOR POSTBACCALAUREATE EDUCATION.

UPWARD BOUND

CAREER: ADVANCING ACADEMIC CULTURES OF WELL-BEING BY UNDERSTANDING PROFESSIONAL EXPERIENCES OF ENGINEERING FACULTY

NSL - BACCALAUREATE NURSING - LOAN GRANT WITH FUNDS FOR NEW BUDGET PERIOD

III: LARGE: COLLABORATIVE RESEARCH: WEB ARCHIVE COOPERATIVE

BUILDING CAPACITY THROUGH PROFESSIONAL LEARNING COMMUNITIES TO ADVANCE IDENTITY INTEGRATION IN STEM PRE-SERVICE TEACHER PREPARATION -THIS PROJECT AIMS TO SERVE THE NATIONAL NEED OF BUILDING THE CAPACITY TO PREPARE STEM TEACHERS TO SERVE IN HIGH-NEED SCHOOL DISTRICTS. THIS PROJECT WILL ACCOMPLISH THIS GOAL BY DEVELOPING EDUCATION PATHWAYS THAT ENABLE STEM MAJORS TO BE TRAINED AND LICENSED TO TEACH. HIGH-QUALITY STEM TEACHERS CAN INSPIRE THE NEXT GENERATION OF SCIENTISTS TO USE SCIENTIFIC TOOLS AND METHODS TO SOLVE SOCIETAL PROBLEMS. FURTHERMORE, TRAINING STEM TEACHERS IS CRUCIAL FOR MEETING TARGETS OF NATIONAL SCIENTIFIC ADVANCEMENT. UNFORTUNATELY, CURRENT APPROACHES TO TRAINING, RECRUITING, AND RETAINING STEM EDUCATORS HAVE YIELDED MIXED RESULTS. AN OVERLOOKED ASPECT OF THIS PROBLEM IS THE CONFLICTING IDENTITIES BETWEEN STEM AND EDUCATION PROGRAMS. STEM TEACHERS MAY FEEL CONFLICTED BETWEEN THE CULTURES OF THESE PROGRAMS AS THEY TRANSITION FROM PREPARATION TO PRACTICE. THIS CAPACITY BUILDING PROJECT AT HARDING UNIVERSITY INCLUDES PARTNERSHIPS WITH SEARCY, BALD KNOB, AND RIVERVIEW PUBLIC SCHOOL DISTRICTS. THE PROJECT GOALS INCLUDE LEVERAGING THE THEORETICAL FOUNDATIONS OF IDENTITY THEORY AND PROFESSIONAL LEARNING COMMUNITIES TO BUILD A DEGREE PROGRAM THAT WILL NURTURE AN INTEGRATED STEM TEACHER IDENTITY. THESE PROJECT GOALS WILL BE ACCOMPLISHED BY BUILDING A PROFESSIONAL LEARNING COMMUNITY OF RELEVANT STAKEHOLDERS TO GUIDE THE CREATION OF A NOVEL STEM DEGREE PLAN THAT BRIDGES THE IDENTITY GAP BETWEEN TEACHER PREPARATION AND STEM DISCIPLINES. THE PROFESSIONAL LEARNING COMMUNITY WILL ASSESS STAKEHOLDER NEEDS AND IDENTIFY AVAILABLE CAPACITY AND THE CAPACITY LACKING AT HARDING UNIVERSITY FOR COMPLETING THE PROJECT GOALS. THE PROJECT WILL EMPLOY QUANTITATIVE AND QUALITATIVE TECHNIQUES TO OBTAIN AND ANALYZE DATA FROM 550 - 600 STEM TEACHERS, HIGH SCHOOL SENIORS IN STEM COURSES, STEM COLLEGE FACULTY, AND OTHER RELEVANT STAKEHOLDERS. FURTHER, THE PROJECT WILL DOCUMENT THE FINDINGS THAT INFORM PARTNERING SCHOOL DISTRICTS ABOUT STEM EDUCATION AND BE EVALUATED BY AN EXTERNAL EVALUATOR. THIS PROJECT IS WELL-POSITIONED TO PROVIDE A MODEL FOR ASSESSING THE POTENCY OF USING A PROFESSIONAL LEARNING COMMUNITY TO DRIVE IDENTITY INTEGRATION THAT STRENGTHENS THE PATHWAYS BETWEEN STEM DISCIPLINES AND TEACHER PREPARATION. THE KNOWLEDGE UNCOVERED THROUGH THIS PROJECT CAN INFLUENCE PRACTICES IN TEACHER PREPARATION AND HOPEFULLY BRING THEM INTO CLOSER ALIGNMENT WITH REAL-WORLD CHANGES IN STEM. 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 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: RESEARCH: UNDERSTANDING AND IMPROVING DESIGN ACTIVITY ENGAGEMENT IN THE ENGINEERING CAPSTONE EXPERIENCE -THIS PROJECT WILL FOCUS ON IMPROVING THE WAYS THAT ENGINEERING STUDENTS AND PROFESSIONALS LEARN TO DESIGN SOLUTIONS THAT BENEFIT A WIDE RANGE OF PEOPLE WHO USE THESE SOLUTIONS. ENGINEERING STUDENTS COME TO LEARN ENGINEERING DESIGN THROUGH AN INTENSIVE PROJECT-BASED COURSE KNOWN AS THEIR CAPSTONE COURSE, A PROCESS CRITICAL TO THEIR FORMATION AS ENGINEERS. IN THESE COURSES, STUDENTS OFTEN EMULATE INDUSTRY PRACTICES BY DESIGNING PROJECTS WITHIN A TEAM, IN A PROCESS INTENDED TO BE SIMILAR TO WHAT THEY MIGHT EXPERIENCE IN THE WORKPLACE. HOWEVER, RESEARCH IN ENGINEERING EDUCATION AND PRACTICE CONTINUES TO SHOW THAT MUCH DESIGN LEARNING HAPPENS AFTER STUDENTS GRADUATE WITH THEIR ENGINEERING DEGREES. MIGHT ENGINEERING STUDENTS BE BETTER EQUIPPED TO PRACTICE HIGH-QUALITY DESIGN IN THE WORKPLACE IF THEY WERE MORE ENGAGED IN THEIR CAPSTONE COURSE? AND HOW MIGHT CAPSTONE COURSES BE DESIGNED IN A WAY THAT MOTIVATES STUDENTS TO LEARN DESIGN WITH A DEEPER CONNECTION TO THE PROCESS? THIS PROJECT WILL ADDRESS THESE CRITICAL QUESTIONS THROUGH AN IN-DEPTH STUDY OF ENGINEERING STUDENTS AND PROFESSIONALS AND A SUSTAINED PLAN TO EQUIP ENGINEERING DESIGN INSTRUCTORS IN PREPARING STUDENTS FOR THE WORKPLACE. THERE IS LITTLE KNOWLEDGE OF THE SPECIFICS OF HOW ENGINEERING STUDENTS ENGAGE IN CAPSTONE COURSES AND HOW THEIR ENGAGEMENT IS DRIVEN BY IDENTITY AND MOTIVATION NEEDS. THE OBJECTIVE OF THIS PROJECT WILL BE TO INVESTIGATE HOW AND WHY CIVIL AND MECHANICAL ENGINEERING STUDENTS AND PRACTICING ENGINEERS ENGAGE WITH ENGINEERING DESIGN ACTIVITY. IN PARTICULAR, THIS PROJECT WILL BE CHARACTERIZED BY THE FOLLOWING OBJECTIVES: 1) DEVELOP A MODEL OF DESIGN ACTIVITY ENGAGEMENT AND IDENTITY MOTIVES OF STUDENTS AND PROFESSIONALS, 2) EXPAND OUR MODEL TO ACCOUNT FOR RESISTANCE AND SYNERGIES, ALIGNMENT AND TENSION BETWEEN ACADEMIC AND WORKPLACE SETTINGS AND ACROSS DISCIPLINES, AND 3) ADVANCE HOLISTIC AND AUTHENTIC ENGAGEMENT OF STUDENTS IN MULTIPLE ACADEMIC SETTINGS THROUGH EXTENSIVE COLLABORATION WITH AND TRAINING OF ENGINEERING FACULTY. THE CAPSTONE DESIGN EXPERIENCE IS PARTICULARLY UNIQUE BECAUSE EXPLICIT AND IMPLICIT GOALS FOCUS ON SIMULATING THE ENGINEERING DESIGN EXPERIENCE TO THE EXTENT POSSIBLE. HOW AND WHY STUDENTS ENGAGE IN ENGINEERING DESIGN IN CAPSTONE COURSES IS THEREFORE FOUNDATIONAL TO UNDERSTANDING AND IMPROVING THE EFFICACY OF CAPSTONE COURSES. WE WILL USE CONSTRUCTIVIST GROUNDED THEORY (CGT) TO EXAMINE THE HOW AND WHY OF THIS PHENOMENON IN FOUR IMPORTANT SETTINGS. THE RATIONALE FOR THIS RESEARCH IS THAT UNDERSTANDING DIFFERENTIALLY HOW STUDENTS AND ENGINEERS IN DIFFERENT DISCIPLINES ENGAGE IN DESIGN IS A CRITICAL STEP IN ENHANCING OUR UNDERSTANDING OF ENGAGEMENT IN ACADEMIC AND WORKPLACE SETTINGS AND RESULTS CAN BROADLY INFORM EFFORTS TO ENHANCE STUDENT ENGAGEMENT. THIS PROJECT IS FURTHER CHARACTERIZED BY THE FORMATION ENGAGED DESIGN LEARNING INSTITUTE (EDLI), WHERE WE WILL ENROLL A CROSS-INSTITUTIONAL COHORT OF 8-10 CAPSTONE INSTRUCTORS TO SUPPORT THEM IN THEIR DESIGN INSTRUCTION AND TO DEVELOP CONTEXTUALLY RELEVANT INSIGHT ON HOW THE RESEARCH FINDINGS MAY BE APPLIED BY EDUCATORS. 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.

LOAN GRANT WITH FUNDS FOR NEW BUDGET PERIOD

NEW

NSL - GRADUATE NURSING - DEOBLIGATION OF FUNDS/UPDATE PRIOR YEAR