Teach Inc

MTRH/AMPATHPLUS PROGRAM

INVESTING IN INNOVATION SCALE UP GRANTS

TEACHER INCENTIVE FUND

USAID AMPATH UZIMA - INTEGRATED ACTIVITY COVERING HIV/AIDS CLINICAL, OVC, FP/RMNCAH, NUTRITION AND WASH.

OPTIMIZING HIV CLINICAL AND LABORATORY HIV SERVICES AT A NATIONAL REFERRAL LEVEL HOSPITAL IN SUPPORT OF THE NATIONAL HIV PROGRAM TO ATTAIN EPIDEMIC CONTROL IN ZAMBIA UNDER PEPFAR

STRENGTHENING CLINCIAL AND LABORATORY SERVICES AT THE NATIONAL REFERRAL LEVEL TO IMPROVE HIV PREVENTION, CARE, AND TREATMENT IN THE REPUBLIC OF ZAMBIA UNDER PEPAR

NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS - (NBPTS)

EDUCATION AWARDS PROGRAM

USAID KENYA AND EAST AFRICA DUMISHA AFYA ACTIVITY - HIV SERVICE DELIVERY IN BUNGOMA AND BUSIA

UNIVERSITY TEACHING HOSPITAL - HIV AIDS PROGRAMME

TEACHER INCENTIVE FUND

THE INDIANA STATE-WIDE COLLABORATIVE TO ADVANCE EDUCATOR EFFECTIVENESS AND EQUITY

INVESTING IN INNOVATION -- VALIDATION GRANTS

TEACHER INCENTIVE FUND

INVESTING IN INNOVATION - SCALE UP

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACH FOR AMERICA

TEACH FOR AMERICA: AN ALTERNATIVE APPROACH TO RECRUITING AND PREPARING A DIVERSE PIPELINE OF EFFECTIVE EDUCATORS

TEACHER INCENTIVE FUND

INVESTING IN A DIVERSE PIPELINE OF EFFECTIVE EDUCATORS FOR HIGH-NEED STUDENTS: STRENGTHENING TEACH FOR AMERICA'S PREPARATION AND SUPPORT BY DEVELOPING A ROBUST TRAINING CONTINUUM

TEACH FOR AMERICA: RECRUITING, SELECTING, AND TRAINING THE NEXT GENERATION OF EFFECTIVE TEACHERS

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TRANSITION TO TEACHING PROGRAM -- NATIONAL

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACH PREP: BRINGING COMMITMENT, DIVERSITY AND GREAT TEACHING TO CHARLOTTE, TULSA AND WESTERN MASS

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

FUND FOR THE IMPROVEMENT OF EDUCATION/UNSOLICITED GRANTS

STRENGTHENING CLINCIAL AND LABORATORY SERVICES AT THE NATIONAL REFERRAL LEVEL TO IMPROVE HIV PREVENTION, CARE, AND TREATMENT IN THE REPUBLIC OF ZAMBI

INVESTING IN INNOVATION - VALIDATION

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

INVESTING IN INNOVATION -- VALIDATION GRANTS

FROM THE MARGINS TO THE CENTER: SUPPORTING TEACHER DIVERSITY, QUALITY, AND RETENTION (M2C)

FY 2011 TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

THE PURPOSE OF THE SEED PROGRAM IS TO INCREASE THE NUMBER OF HIGHLY EFFECTIVE EDUCATORS BY SUPPORTING THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES THAT PREPARE, DEVELOP, OR ENHANCE THE SKILLS OF EDUCATORS. THESE GRANTS WILL ALLOW ELIGIBLE APPLICANTS TO DEVELOP, EXPAND, AND EVALUATE PRACTICES THAT CAN SERVE AS MODELS TO BE SUSTAINED AND DISSEMINATED. THE SEED PROGRAM ALSO ENCOURAGES THE USE OF RIGOROUS EVIDENCE IN SELECTING AND IMPLEMENTING INTERVENTIONS TO SUPPORT EDUCATORS DEVELOPMENT ACROSS THE CONTINUUM OF THEIR CAREERS. ELEMENTARY SECONDARY EDUCATION ACT OF 1965, AS AMENDED (ESEA) (20 U.S.C. 6672) SECTION 2242

CATALYZING INNOVATIONS IN TEACHER LEADER DEVELOPMENT IN RURAL AND URBAN SETTINGS

TEXAS IMPROVING MANAGEMENT SYSTEMS FOR PRINCIPALS AND CLASSROOM TEACHERS (IMPACT)

EDUCATION RESEARCH AND DEVELOPMENT CENTERS

INVESTING IN INNOVATION - VALIDATION

FUND FOR THE IMPROVEMENT OF EDUCATION/UNSOLICITED GRANTS

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACHER INCENTIVE FUND

(NBPTS)

AFFORDABLE CARE ACT TEACHING HEALTH CENTER (THC) GRADUATE MEDICAL EDUCATION (GME) PAYMENT PROGRAM

AFFORDABLE CARE ACT TEACHING HEALTH CENTER (THC) GRADUATE MEDICAL EDUCATION (GME) PAYMENT PROGRAM

AMERICORPS*NATIONAL

EXPANDED COMPUTER SCIENCE PROFESSIONAL DEVELOPMENT WEEK (E_CSPD_WK)

ENHANCE PREPARATION OF PUBLIC HEALTH & PRIMARY CARE PHYSICIANS

EDUCATION RESEARCH AND DEVELOPMENT CENTERS

GAIN - GROWTH, ACCESSIBILITY AND INCLUSION NETWORK

HELPING HIGH-NEED DISTRICTS HIRE, DEVELOP, AND RETAIN HIGHLY EFFECTIVE TEACHERS

TEACHER INCENTIVE FUND

FY 2011 TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACHER INCENTIVE FUND

ARIZONA PRIORITIZING RECRUITMENT/RETENTION AND INDUCTION TO MAXIMIZE EQUITY (AZ PRIME)

ADVANCING SOCIAL AND EMOTIONAL LEARNING INTEGRATED WITH RIGOROUS CONTENT THROUGH A WHOLE-SCHOOL PROFESSIONAL LEARNING MODEL

TURNAROUND LEADERSHIP TEAMS STRATEGY: LEADERSHIP MORE EFFECTIVE THAN THE SUM OF ITS PARTS

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

TEACHER QUALITY PARTNERSHIPS GRANTS

GRANTS WILL BE AWARDED TO ORGANIZATIONS PROPOSING TO ENGAGE AMERICORPS MEMBERS TO STRENGTHEN COMMUNITIES.

TEACH FOR LAC

TEACHER INCENTIVE FUND WITH FOCUS ON STEM

AI PD WEEKS: CS FOUNDATIONS FOR CREATING WITH AI -ARTIFICIAL INTELLIGENCE (AI) IS RAPIDLY TRANSFORMING WORK, CIVIC LIFE, AND LEARNING, YET MOST K-12 TEACHERS LACK THE PREPARATION NEEDED TO UNDERSTAND HOW AI SYSTEMS WORK, HOW THEY CONNECT TO FOUNDATIONAL COMPUTER SCIENCE, AND HOW TO DESIGN INSTRUCTION IN WHICH STUDENTS MEANINGFULLY CREATE WITH AI RATHER THAN SIMPLY CONSUME AI-GENERATED OUTPUTS. THIS PROJECT RESPONDS TO THE NATIONAL NEED FOR TEACHER PREPARATION BY EXTENDING A PROVEN, MULTI-STATE COMPUTER SCIENCE TEACHER PROFESSIONAL DEVELOPMENT MODEL INTO A COHERENT, AI-FOCUSED INITIATIVE THAT WILL PREPARE K-12 TEACHERS TO INTEGRATE AI AND COMPUTER SCIENCE CONCEPTS AT SCALE. AI PROFESSIONAL DEVELOPMENT WEEKS COMBINE INTENSIVE, STRAND-BASED SUMMER PROFESSIONAL LEARNING WITH SUSTAINED COMMUNITY SUPPORT THROUGH EXISTING STATE AND LOCAL NETWORKS, CREATING A SCALABLE INFRASTRUCTURE FOR RAPIDLY EXPANDING AI TEACHING CAPACITY. THIS PROJECT WILL EXPAND AI AND COMPUTER SCIENCE LEARNING OPPORTUNITIES FOR HUNDREDS OF THOUSANDS OF STUDENTS BY EQUIPPING THOUSANDS OF TEACHERS ACROSS MULTIPLE STATES WITH THE CONTENT KNOWLEDGE AND INSTRUCTIONAL STRATEGIES NEEDED TO TEACH FOUNDATIONAL AI AND COMPUTER SCIENCE CONTENT. THIS PROJECT EXAMINES HOW TEACHERS INTEGRATE AI CONCEPTS, TOOLS, AND ETHICAL CONSIDERATIONS INTO INSTRUCTION WHEN SUPPORTED BY INTENSIVE PROFESSIONAL LEARNING AND ONGOING COMMUNITY. IT ALSO DOCUMENTS THE INFRASTRUCTURE, PARTNERSHIPS, AND CONDITIONS THAT ENABLE AI-FOCUSED PROFESSIONAL DEVELOPMENT TO SCALE EFFICIENTLY ACROSS VARIED STATE AND LOCAL CONTEXTS. RESEARCH ACTIVITIES INCLUDE SYSTEMATIC COLLECTION OF PRE- AND POST-ASSESSMENTS, SURVEYS, INSTRUCTIONAL ARTIFACTS, AND PARTICIPATION RECORDS. FINDINGS CONTRIBUTE TO RESEARCH ON TEACHER KNOWLEDGE DEVELOPMENT, AI PEDAGOGY, AND LARGE-SCALE TEACHER LEARNING SYSTEMS AT A MOMENT OF URGENT NATIONAL NEED. THE PROJECT WILL PRODUCE A REPLICABLE AI PROFESSIONAL DEVELOPMENT WEEK AND MINI-WEEK MODEL, IMPLEMENTATION TOOLKIT, AND OPENLY SHARED RESOURCES THAT STATES AND DISTRICTS CAN ADOPT TO BUILD SUSTAINABLE AI TEACHING CAPACITY. 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.

THIS AWARD FUNDS THE APPROVED 2022?23 AMERICORPS NATIONAL DIRECT FIXED AMOUNT PROGRAM. THIS AWARD IS A FIXED AMOUNT GRANT AT $21,600 PER MSY. NO MEMBER MAY ENROLL PRIOR TO THE APPROVED START DATE OF THE MEMBER ENROLLMENT PERIOD. THIS AWARD ALSO PROVIDES ARP FUNDING TO INCREASE THE LIVING ALLOWANCE.

TEACHER INCENTIVE FUND

CULTIVATING INCLUSIVE AND SUPPORTIVE LEARNING ENVIRONMENTS IN JORDAN''S SCHOOLS

TEACHER AND LEADER PREPARATION AND PROFESSIONAL DEVELOPMENT GRANT PROGRAM

CENTERING EQUITY: BUILDING & SCALING TEACHER RESIDENCIES

THE CULTIVATE SYSTEM: CREATING INCLUSIVE, EQUITABLE, & RIGOROUS LEARNING ENVIRONMENTS FOR HIGH-NEEDS STUDENTS

EXCELL IN SCIENCE FOR HIGH-NEED PRE-KINDERGARTEN CLASSROOMS: THE EARLY PHASE

TEACHING RESIDENTS AT TEACHERS COLLEGE³, COLUMBIA UNIVERSITY

ENGAGES AMERICORPS MEMBERS IN FULL AND PART-TIME SERVICE TO MEET COMMUNITY NEEDS IN EDUCATION, THE ENVIRONMENT, HEALTH, VETERANS, AND OTHER AREAS. FI

UNSOLICITED AWARDS

THE GOAL OF THE PROGRAM IS TO SUPPORT KENYA IN SUSTAINING HIGH-IMPACT, INTEGRATED HIV AND RMNCAH SERVICES WHILE STRENGTHENING COUNTY-LED SYSTEMS AND HEALTH SECURITY ACROSS THE SIX MTRH-AMPATH SUPPORTED COUNTIES .

HIV & AIDS PREVENTION AND PALLIATIVE CARE FOR TEACHERS, ORPHANS AND VUNERABLE

TRANSITION TO TEACHING PROGRAM -- NATIONAL

FY 2009 TEACHER QUALITY PARTNERSHIPS GRANTS

SCHOOL LEADERSHIP PROGRAM

INVESTING IN INNOVATION -- DEVELOPMENT GRANTS

PURPOSE: TO PROVIDE GRANTS TO COMMUNITY DEVELOPMENT FINANCIAL INSTITUTIONS (CDFIS) FOR THE FOLLOWING PURPOSES 1) TO EXPAND LENDING, GRANT MAKING AND INVESTMENT ACTIVITIES IN LOW OR MODERATE INCOME COMMUNITIES AND TO BORROWERS THAT HAVE HISTORICALLY EXPERIENCED SIGNIFICANT UNMET CAPITAL AND FINANCIAL SERVICES NEEDS AND WERE DISPROPORTIONATELY IMPACTED BY THE COVID 19 PANDEMIC; AND 2) TO ENABLE CDFIS TO BUILD ORGANIZATIONAL CAPACITY AND ACQUIRE TECHNOLOGY, STAFF, AND OTHER TOOLS NECESSARY TO ACCOMPLISH THE ACTIVITIES UNDER A CDFI ERP AWARD. PLANNED ACTIVITIES: ELIGIBLE ACTIVITIES INCLUDE FINANCIAL PRODUCTS, FINANCIAL SERVICES, DEVELOPMENT SERVICES, GRANTS, LOAN LOSS RESERVES AND CAPITAL RESERVES THAT MAY BE USED TO MITIGATE THE IMPACT OF THE COVID 19 PANDEMIC ON UNEMPLOYMENT, CHILDCARE, HEALTHCARE, MENTAL HEALTHCARE, AFFORDABLE HOUSING, AFFORDABLE HOUSING FINANCE, SMALL BUSINESS, SMALL FARMS, BROADBAND INTERNET, AND FOOD SUFFICIENCY. IN ADDITION, TO SUPPORT CDFIS IN BUILDING THEIR CAPACITY TO RESPOND TO THE ECONOMIC IMPACT OF COVID 19, CDFI ERP AWARDS MAY BE USED FOR COMPENSATION PERSONAL SERVICES; COMPENSATION FRINGE BENEFITS; PROFESSIONAL SERVICE COSTS; TRAVEL COSTS; TRAINING AND EDUCATION COSTS; EQUIPMENT; SUPPLIES. END GOALS: EXPANDED FINANCING FOR LOW TO MODERATE INCOME COMMUNITIES AND INDIVIDUALS THAT HAVE HISTORICALLY EXPERIENCED SIGNIFICANT UNMET CAPITAL AND FINANCIAL SERVICES NEEDS AND WERE DISPROPORTIONATELY IMPACTED BY THE COVID 19 PANDEMIC INCLUDING SPECIFIC DESIGNATED COVID IMPACTED CDFI ERP ELIGIBLE GEOGRAPHIES AS AREAS THAT MAY BENEFIT FROM CDFI ERP ASSISTANCE. BENEFICIARIES: CERTIFIED CDFIS WHICH MAY BE FOR PROFIT ORGANIZATION, PRIVATE NONPROFIT INSTITUTION/ORGANIZATION, AND OTHER PRIVATE INSTITUTION/ORGANIZATION, AS DEFINED IN 12 C.F.R. 1805, AND LOW AND MODERATE INCOME INDIVIDUALS AND FAMILIES. SUBRECIPIENTS: THERE ARE NO SUBRECIPIENTS FOR THIS PROGRAM. BROADBAND: SPECIFIC ACTIVITIES RELATING TO BROADBAND USAGE ARE NOT KNOWN AT THE TIME OF AWARD. REASON/PURPOSE OF MODIFICATION: NOT APPLICABLE.

TRANSITION TO TEACHING PROGRAM - TRANSITION TO TEACHING PROGRAM -- NATIONAL

NASA EXPLORER SCHOOLS: PROJECT MANAGEMENT SUPPORT AND PROFESSIONAL DEVELOPMENT EXPERTISE

AFFORDABLE CARE ACT (ACA) MATERNAL, INFANT AND EARLY CHILDHOOD HOME VISITING PROGRAM: NONPROFIT ORGS

IMPLEMENTATION OF MULTI-DISCIPLINARY HIV CARE FOR SEXUALLY ABUSED CHILDREN

IMPLEMENTATION OF PROGRAMS TO IMPROVE QUALITY LABORATORY SERVICES IN SUPPORT OF

NORTHWESTERN AND JOS UNIVERSITY RESEARCH TRAINING PROGRAM IN HIV AND MALIGNANCIES

COMPUTER SCIENCE FOR ENGLISH LEARNERS (CSFOREL): INCREASING PARTICIPATION AND ACHIEVEMENT IN ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES (AP CSP) FOR ENGLISH LEARNERS

AFFORDABLE CARE ACT TEACHING HEALTH CENTER (THC) GRADUATE MEDICAL EDUCATION (GME) PAYMENT PROGRAM

AFFORDABLE CARE ACT TEACHING HEALTH CENTER (THC) GRADUATE MEDICAL EDUCATION (GME) PAYMENT PROGRAM

NASA INSTITUTE SYMPOSIA: MAXIMIZING THE IMPACT OF NES PROFESSIONAL DEVELOPMENT

TRANSFORMING STUDENTS' MATHEMATICAL EXPERIENCES: ADVANCING QUALITY TEACHING WITH RELIABILITY AT SCALE

RURAL SCHOOLS LEADERSHIP ACADEMY: DEVELOPING THE NEXT GENERATION OF PRINCIPALS ACROSS THE RURAL LANDSCAPE

PREDOCTORAL INTERDISCIPLINARY RESEARCH TRAINING GRANT PROGRAM IN POSTSECONDARY EDUCATION (PIRT-PSE)

REHABILITATION OF AIRWAY PROTECTION IN PARKINSON'S DISEASE: COMPARING IN-PERSON AND TELEHEALTH SERVICE DELIVERY MODELS - PROJECT SUMMARY/ABSTRACT PROGRESSIVE DISORDERS OF AIRWAY PROTECTION, SUCH AS SWALLOWING DISORDERS (DYSPHAGIA) AND COUGH DISORDERS (DYSTUSSIA), ARE HIGHLY PREVALENT IN PD AND HAVE SIGNIFICANT NEGATIVE IMPLICATIONS FOR HEALTH AND QUALITY OF LIFE. IN FACT, ASPIRATION PNEUMONIA, COMMONLY ASSOCIATED WITH DYSPHAGIA/DYSTUSSIA, IS A LEADING CAUSE OF DEATH IN PD. DESPITE THIS, THERE IS CURRENTLY NO ESTABLISHED STANDARD OF CARE FOR THE TREATMENT OF AIRWAY PROTECTIVE DISORDERS IN THIS POPULATION. EVEN MORE CRITICALLY, APPROXIMATELY 40% OF INDIVIDUALS WITH PD IN THE UNITED STATES DO NOT ACCESS REHABILITATION SERVICES OR RECEIVE SPECIALIZED CARE FOR THESE POTENTIALLY LIFE-THREATENING AIRWAY PROTECTIVE DEFICITS. EXPIRATORY MUSCLE STRENGTH TRAINING (EMST) AND COUGH SKILL TRAINING (CST) HAVE BEEN FOUND TO IMPROVE AIRWAY PROTECTIVE DISORDERS IN PD AND BE FEASIBLE VIA TELEHEALTH. HOWEVER, A SIGNIFICANT CLINICAL-RESEARCH GAP REMAINS IN THAT IT HAS NOT BEEN DEMONSTRATED THAT CLINICAL OUTCOMES ARE COMPARABLE (NON-INFERIOR) WHEN THESE TREATMENTS ARE DELIVERED VIA TELEHEALTH VERSUS IN-PERSON. THIS GAP LIMITS ACCESS TO THESE IMPORTANT SERVICES WITH DETRIMENTAL EFFECTS TO HEALTH AND QUALITY OF LIFE. THE LONG-TERM GOAL OF THIS LINE OF RESEARCH IS TO IMPROVE THE HEALTH OUTCOMES OF INDIVIDUALS WITH PD, SPECIFICALLY AS THEY RELATE TO AIRWAY PROTECTIVE DYSFUNCTION. THE OBJECTIVE OF THIS APPLICATION IS TO PAIR EMST + CST – AND COMPARE CLINICAL AND PATIENT-CENTERED OUTCOMES WHEN CONDUCTED IN-PERSON VERSUS VIA TELEHEALTH IN THE SHORT- AND THE LONG-TERM. ALSO, WE WILL ASSESS THE ROLE OF SPECIFIC PATIENT BURDEN FACTORS AND RESULTANT TREATMENT ADHERENCE ON CLINICAL OUTCOMES. THEREFORE, THE AIMS OF THIS STUDY ARE TO: 1) COMPARE CLINICAL AND PATIENT-CENTERED OUTCOMES FOLLOWING FOUR WEEKS OF INTENSIVE IN-PERSON VS. TELEHEALTH EMST+CST TREATMENT IN PERSONS WITH PD, 2) COMPARE CLINICAL AND PATIENT-CENTERED OUTCOMES FROM A LONG-TERM EMST+CST MAINTENANCE PROGRAM OFFERED IN-PERSON VS. VIA TELEHEALTH IN PERSONS WITH PD, AND 3) IDENTIFY THE ROLE OF SPECIFIC PATIENT BURDEN FACTORS (I.E., GEOGRAPHIC LOCATION, COGNITIVE FUNCTION, DISEASE SEVERITY, AND CAREGIVER BURDEN) ON TREATMENT ADHERENCE IN THE SHORT- AND LONG-TERM AND THE INFLUENCE OF TREATMENT ADHERENCE ON CLINICAL OUTCOMES. WE WILL ACHIEVE THESE AIMS BY CONDUCTING A TWO-ARM, TWO SITE, RANDOMIZED CLINICAL TRIAL IN 120 PEOPLE WITH PD COMPARING IN-PERSON VS. TELEHEALTH EMST+CST TREATMENT AFTER A FOUR-WEEK INTENSIVE PERIOD (AIM1) AND AFTER A ONE YEAR MAINTENANCE TREATMENT PERIOD (WITH ASSESSMENTS AT SIX AND 12 MONTHS – AIM 2). WE ANTICIPATE OUR FINDINGS WILL RESULT IN IMMEDIATELY TRANSLATABLE CLINICAL DELIVERABLES THAT WILL HAVE BROAD IMPACT FOR REDUCED BURDEN AND IMPROVED ACCESSIBILITY OF TREATMENT. FURTHER, THESE FINDINGS WILL INFORM OUR FUTURE STUDIES INVESTIGATING THESE TREATMENTS AND SERVICE DELIVERY MODELS ON LONG-TERM OUTCOMES (I.E., ASPIRATION PNEUMONIA, HOSPITALIZATION, DEATH), ACCESSIBILITY, AND HEALTHCARE COSTS.

HIGHER EDUCATION EMERGENCY RELIEF FUND- TEACHERS COLLEGE, COLUMBIA UNIVERSITY

THIS AWARD FUNDS THE APPROVED 2026-2027 AMERICORPS NATIONAL DIRECT FIXED AMOUNT PROGRAM. THIS AWARD IS A FIXED AMOUNT GRANT AT $24,996 PER MSY. NO MEMBER MAY ENROLL PRIOR TO THE APPROVED START DATE OF THE MEMBER ENROLLMENT PERIOD.

AFFORDABLE CARE ACT (ACA): MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING PROGRAM NON-PROFIT

SYSTEMIC TRANSFORMATION OF INQUIRY LEARNING ENVIRONMENTS FOR STEM

BUILDING BACK TOGETHER: A RESEARCH NETWORK TO AID PANDEMIC RECOVERY IN COMMUNITY COLLEGES

TEACH FOR AMERICA'S MISSION IS TO BUILD THE MOVEMENT TO ELIMINATE EDUCATIONAL INEQUITY BY ENLISTING OUR NATION'S MOST PROMISING LEADERS IN THE EFFORT

EVALUATING THE POTENTIAL OF COMMUNITY COLLEGE GUIDED PATHWAYS REFORMS TO INCREASE UNDERGRADUATE STEM STUDENT SUCCESS

STRENGTHENING VIRGINIA'S PANDEMIC RECOVERY EFFORTS: PROVIDING HIGH-QUALITY COMMUNITY COLLEGE WORKFORCE EDUCATION TO UNDERSERVED ADULTS

LEARNING LABS: USING VIDEOS, EXEMPLARY STEM INSTRUCTION AND ONLINE TEACHER COLLABORATION TO ENHANCE K-2 MATHEMATICS AND SCIENCE PRACTICE AND CLASSRO

SYSTEMIC TRANSFORMATION OF INQUIRY LEARNING ENVIRONMENTS FOR STEM (STILE 2.0)

COOPERATIVE CIVIC EDUCATION AND ECONOMIC EDUCATION EXCHANGE PROGRAM

INVESTING IN INNOVATION- DEVELOPMENT

ADVANCING PHYSICS EDUCATION WHERE DIVERSITY RESIDES THROUGH PROFESSIONAL DEVELOPMENT: CREATING THE ORGANIZATION FOR PHYSICS AT TWO-YEAR COLLEGES (OPTYCS) -THIS AWARD IS FUNDED IN WHOLE OR IN PART UNDER THE AMERICAN RESCUE PLAN ACT OF 2021 (PUBLIC LAW 117-2). THIS PROJECT WILL SERVE THE NATIONAL INTEREST BY CREATING A PROFESSIONAL ORGANIZATION FOR PHYSICS EDUCATORS AT TWO-YEAR COLLEGES. THERE ARE OVER 1,000 TWO-YEAR COLLEGES IN THE COUNTRY THAT OFFER PHYSICS COURSES TO MORE THAN 215,000 STUDENTS PER YEAR, YET THERE IS A SCARCITY OF PROGRAMS DEDICATED TO DISCIPLINE-SPECIFIC PROFESSIONAL DEVELOPMENT FOR PHYSICS EDUCATORS IN A TWO-YEAR COLLEGE SETTING. THIS PROJECT WILL FILL THIS CRITICAL GAP BY PROVIDING SUSTAINED SUPPORT TO PHYSICS FACULTY THROUGH PROFESSIONAL DEVELOPMENT ACTIVITIES AIMED AT MULTIPLE CAREER LEVELS; LEADERSHIP DEVELOPMENT; DIVERSITY,EQUITY, AND INCLUSION (DEI) TRAINING; AND CREATING A CULTURE OF PHYSICS EDUCATION RESEARCH THAT INCLUDES TWO-YEAR COLLEGE FACULTY AND STUDENTS. THE PROJECT PUTS FORTH A SUITE OF INDIVIDUALS, PARTNERS AND ADVISORS THAT BRING SIGNIFICANT EXPERTISE TO THE DEVELOPMENT OF A NATIONAL COMMUNITY OF PRACTICE DESIGNED SPECIFICALLY FOR TWO-YEAR COLLEGE FACULTY. THIS PROJECT ULTIMATELY SEEKS TO TRANSFORM THE TWO-YEAR COLLEGE PHYSICS TEACHING COMMUNITY BY CREATING A COHESIVE, INCLUSIVE, DIVERSE AND FUTURE-FOCUSED ORGANIZATION THAT IS RESPONSIVE TO THE EVOLVING GOALS OF PHYSICS EDUCATORS ON A NATIONAL SCALE. THE OVERALL GOAL OF THIS PROJECT IS TO FILL A VOID IN THE PHYSICS TWO-YEAR COLLEGE COMMUNITY BY ESTABLISHING A COLLABORATIVE ORGANIZATION THAT AIMS TO PROVIDE PROFESSIONAL DEVELOPMENT OPPORTUNITIES ACROSS THE COUNTRY. THE PROJECT HAS SEVEN OBJECTIVES: 1) INSTITUTIONALIZE A SUSTAINABLE COMMUNITY OF PRACTICE; 2) PROVIDE TRANSFORMATIVE PROFESSIONAL DEVELOPMENT AIMED AT FACULTY AT ALL CAREER LEVELS; 3) CREATE MENTORING GROUPS FOR NEW PHYSICS FACULTY; 4) EMPOWER THE PHYSICS COMMUNITY WITH NEW AND UPDATED DATA; 5) INSTILL A CULTURE OF PHYSICS EDUCATION RESEARCH AMONG FACULTY; 6) DEFINE AND DISSEMINATE BEST PRACTICES IN RESEARCH-BASED TEACHING AND LEARNING METHODS; AND 7) BECOME A MODEL FOR OTHER STEM DISCIPLINES TO CREATE NATIONAL COMMUNITIES OF PRACTICE. THE PROJECT INTENDS TO MEASURE EFFICACY OF THE INTERVENTIONS USING A COMBINATION OF OBSERVATIONS, SURVEYS, INTERVIEWS, AND FOCUS GROUPS TO DRAW CONCLUSIONS ABOUT COMMUNITY BUILDING, FACULTY PARTICIPATION AND INSTITUTIONAL CHANGE. THE PROJECT PLANS TO ASSESS OVERALL SUSTAINABILITY USING THE PROGRAM SUSTAINABILITY ASSESSMENT TOOL. WITH AN ESTIMATED 50 STUDENTS PER YEAR PER INSTRUCTOR, OVER THE COURSE OF THE FIVE-YEAR GRANT PERIOD THE PROJECT SEEKS TO POSITIVELY IMPACT 110,000 STUDENTS TAKING PHYSICS CLASSES AT TWO-YEAR COLLEGES. ULTIMATELY, THE PROJECT HAS THE POTENTIAL TO TRANSFORM THE TWO-YEAR COLLEGE PHYSICS-TEACHING COMMUNITY THROUGH THE CREATION OF AN INTEGRATED COMMUNITY OF PRACTICE, PROVIDING BENCHMARKS FOR FACULTY GROWTH, AND BY INCREASING STUDENT DIVERSITY AND PARTICIPATION IN THE STEM WORKFORCE. THE NSF PROGRAM DESCRIPTION ON ADVANCING INNOVATION AND IMPACT IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR INSTITUTIONS OF HIGHER EDUCATION SUPPORTS PROJECTS THAT ADVANCE STEM EDUCATION INITIATIVES AT TWO-YEAR COLLEGES. THE PROGRAM DESCRIPTION PROMOTES INNOVATIVE AND EVIDENCE-BASED PRACTICES IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR COLLEGES. 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.

APTR-ODPHP DISEASE PREVENTION AND HEALTH PROMOTION SCHOLARSHIP PROGRAM

CDC'S COLLABORATION WITH ACADEMIA TO STRENGTHEN PUBLIC HEALTH WORKFORCE CAPACITY

DOES FEDERAL WORK-STUDY WORK FOR STUDENTS? EVIDENCE FROM A RANDOMIZED CONTROLLED TRIAL

CO-LEARNING MATH TEACHING PROJECT: COLLABORATIVE STRUCTURES TO SUPPORT LEARNING TO TEACH ACROSS THE PROFESSIONAL TEACHING CONTINUUM

PREDICTORS AND DIAGNOSTIC MARKERS OF PROLONGED GRIEF

EARLY LANGUAGE AND LITERACY PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH LEARNERS

TEACHERS COLLEGE, COLUMBIA UNIVERSITY HIGHER EDUCATION EMERGENCY RELIEF FUND - STUDENT AID

SOUTH CAROLINA PRINCIPAL LEADERSHIP NETWORK

DEVELOPING STUDENTS GROWTH MINDSETS TO PROMOTE SCIENCE LEARNING

TEACHERS COLLEGE REACH FULL-SERVICE COMMUNITY SCHOOLS PROJECT

ENHANCING MATHEMATICS TEACHING AND LEARNING IN URBAN ELEMENTARY SCHOOLS: A CLUSTER-RANDOMIZED EFFICACY TRIAL OF A NOVEL PROFESSIONAL DEVELOPMENT APPR

CDC'S COLLABORATION WITH ACADEMIA TO STRENGTHEN PUBLIC HEALTH WORKFORCE CAPACITY

SOCIOECONOMIC DISPARITIES IN COGNITIVE AND NEURAL DEVELOPMENT IN THE FIRST 3 YEARS

COMPUTER SCIENCE TEACHER PROFESSIONAL DEVELOPMENT PASSPORT ALLIANCE -THE COMPUTER SCIENCE TEACHERS ASSOCIATION (CSTA) IN COLLABORATION WITH CSEDRESEARCH.ORG AND THE AMERICAN INSTITUTES FOR RESEARCH (AIR) WILL DEVELOP AN ALLIANCE TO TRACK PARTICIPATION IN PREK-12 COMPUTER SCIENCE (CS) TEACHER PROFESSIONAL DEVELOPMENT (PD) EXPERIENCES. TO PREPARE STUDENTS TO LEARN CS SKILLS AND COMPETENCIES NEEDED TO THRIVE IN MODERN SOCIETY, IT IS CRITICAL TO SUPPORT PK-12 CS TEACHERS WITH PD EXPERIENCES. THERE HAS BEEN A LACK OF CONSISTENT TRACKING OF PARTICIPATION AND OUTCOMES FOR INDIVIDUAL CS TEACHERS ACROSS CS EDUCATION RESEARCH PROJECTS. AN ALLIANCE OF THREE LEADING CS EDUCATION ORGANIZATIONS WILL DEVELOP A CS PD PASSPORT SYSTEM TO ADDRESS THIS MAJOR INFRASTRUCTURE CHALLENGE, ALLOWING US TO MORE ACCURATELY ANSWER QUESTIONS LIKE ?HOW MANY UNIQUE PK-12 TEACHERS HAVE ENGAGED IN NSF-FUNDED COMPUTER SCIENCE PD OPPORTUNITIES?? AND ?WHAT ARE THE DEMOGRAPHICS OF PK-12 TEACHERS WHO HAVE ENGAGED IN COMPUTER SCIENCE NSF-FUNDED PD OPPORTUNITIES?? TEACHERS WILL BENEFIT FROM HAVING A COMMON PLACE FOR RECORD FOR VALIDATED PARTICIPATION IN CS PD, WHICH CAN BE USED TO PROVE COMPLETION OF PD FOR CONTINUING EDUCATION CREDITS, HIGHLIGHT SKILLS FOR FUTURE EMPLOYERS, AND UNLOCK ACCESS TO MORE ADVANCE PD OPPORTUNITIES. PD PROVIDERS WILL BENEFIT FROM SIMPLIFIED REPORTING AND BETTER TARGET RECRUITMENT OF PARTICIPANTS, ESPECIALLY WHEN SEEKING TO WORK WITH TEACHERS WHO TEACH HISTORICALLY MARGINALIZED IN CS. ULTIMATELY, THE ALLIANCE AIMS FOR A WORLD WHERE WIDESPREAD ADOPTION OF THE PD PASSPORT LEADS TO STATE DEPARTMENTS OF EDUCATION AND SCHOOL DISTRICTS USING THIS PLATFORM TO IMPLEMENT NEW TEACHER CERTIFICATION PATHWAYS AND CONTINUING PROFESSIONAL DEVELOPMENT CREDIT REQUIREMENTS. OVER THREE YEARS, THE PROJECT WILL FULFILL THREE PRIMARY GOALS: (1) DEVELOP AND PILOT A SYSTEM FOR NSF-FUNDED CS EDUCATION RESEARCH PROJECTS TO REPORT THEIR PD CHARACTERISTICS, PARTICIPATING TEACHER DEMOGRAPHICS, AND OTHER DATA IDENTIFIED THROUGH RESEARCH AND EVALUATION; (2) CREATE A PD PASSPORT SYSTEM THAT PK-12 CS TEACHERS CAN USE AS PART OF THEIR PROFESSIONAL PORTFOLIO; AND (3) IDENTIFY AND SUPPORT THE CONDITIONS NECESSARY FOR SUSTAINING THE PD PASSPORT BEYOND THE LIFE OF THE GRANT. THE ALLIANCE AIMS TO DEVELOP A SYSTEM THAT TEACHERS, PD PROVIDERS, AND NSF FIND USEFUL, USABLE, FINDABLE, VALUABLE, ACCESSIBLE, AND CREDIBLE. RESEARCH WILL UTILIZE A USER DESIGN FRAMEWORK TO DEFINE USER CONSIDERATIONS AND FUNCTIONAL REQUIREMENTS, CHALLENGES AND IMPLICATIONS RELATED TO DATA PRIVACY, AND BUILDING TRUST WITH USERS. FORMATIVE AND SUMMATIVE EVALUATION WILL INVOLVE SEMI-STRUCTURED FOCUS GROUPS AND USABILITY TESTING WITH BOTH TEACHERS AND CS PD PROVIDERS FROM NSF-FUNDED PROJECTS, EXTANT DATA ANALYSES, AND AN ADVISORY BOARD OF CS EDUCATION AND RESEARCH EVALUATION METHODOLOGY EXPERTS. 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 PLANNED FOR THIS AWARD.

TRAINING AND DEVELOPING HIGHLY EFFECTIVE MATH AND SCIENCE TEACHERS: ENSURING EXCELLENT MATH AND SCI

MATERNAL DRUG ABUSE, PSYCHOPATHOLOGY, AND CHILD ADAPTATION

TEACHING HEALTH CENTER GRADUATE MEDICAL EDUCATION PROGRAM

TEACHING HEALTH CENTER GRADUATE MEDICAL EDUCATION PROGRAM

VANDERBILT-NIGERIA BUILDING RESEARCH CAPACITY IN HIV AND NON-COMMUNICABLE DISEASES (NCDS) (V-BRCH)

EXPANSION OF REFERENCE LABORATORY INFRASTRUCTURE TO SUPPORT HIV/AIDS/STD/TB

FY09 EARMARK ENTITLED, `TO ENGAGE TEACHERS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS TEACH FOR AMERICA AIMS TO BUILD THE MOVEMENT TO ELIMI

AMERICORPS NATIONAL

FROM ACCESS TO SUSTAINABILITY: INVESTIGATING WAYS TO FOSTER SUSTAINABLE USE OF COMPUTATIONAL MODELING IN K-12 SCIENCE CLASSROOMS

BUILDING A MATHEMATICAL PROBLEM-SOLVING ENVIRONMENT TO PREPARE K-5 STUDENTS FOR SUCCESS IN STEM AND HEALTH CAREERS. - PROJECT SUMMARY/ABSTRACT THERE IS AN ENORMOUS NEED FOR QUALIFIED PEOPLE TO PURSUE CAREERS IN STEM (NOONAN, 2017). HOWEVER, THE LACK OF A STRONG FOUNDATION IN MATHEMATICS MEANS STUDENTS ARE LESS LIKELY TO PURSUE STEM MAJORS AND CAREERS (CHEN, 2013; GRIFFITH, 2010; HUANG, TADDESE, & WALTER, E, 2000; KOKKELENBERG & SINHA, 2010; LOWELL ET. AL., 2009; SEO, SHEN & ALFARO, 2019). STUDENTS FROM LOW-INCOME FAMILIES, WOMEN, AND UNDERREPRESENTED MINORITIES ARE ALSO LESS LIKELY TO MAJOR IN STEM (BETTINGER, 2010; GRIFFITH, 2010; HILL, CORBETT & ROSE, 2010; KOKKELENBERG & SINHA, 2010). IMPROVING MATH LEARNING IN THE ELEMENTARY GRADES IS IMPORTANT TO ENSURE CHILDREN HAVE THE ESSENTIAL FOUNDATIONAL SKILLS AND STRONG SELF-EFFICACY BELIEFS TO BE ABLE TO SUCCEED WITH LATER MATHEMATICS AND PURSUE CAREERS IN STEM. WITH THIS FAST-TRACK GRANT, WE PROPOSE TO BUILD A MATHEMATICAL PROBLEM-SOLVING ENVIRONMENT, TEACHLEY PROBLEM SOLVING (TPS), TO TRANSFORM THE WAY ELEMENTARY STUDENTS LEARN TO SOLVE MATH PROBLEMS. TPS WILL INCLUDE A SET OF DIGITAL TOOLS TO HELP STUDENTS UNDERSTAND AND CLASSIFY THE UNDERLYING STRUCTURE OF PROBLEMS, USE CLEAR VISUALS TO MODEL THE MATHEMATICS OF THE PROBLEMS, AND CONSTRUCT STRONG MATHEMATICAL ARGUMENTS. THE ENVIRONMENT WILL ALSO INTEGRATE INTO ASSISTMENTS, A MATH CURRICULUM PLATFORM BUILT BY THE ASSISTMENTS FOUNDATION AND WOOSTER POLYTECHNIC INSTITUTE . OUTCOMES. THE PROPOSAL WILL ENCOURAGE TWO MAIN OUTCOMES, NAMELY: 1) IMPROVED STUDENT MATH ACHIEVEMENT AND 2) INCREASED MATH SELF-EFFICACY. A KEY RESEARCH AIM IS TO DETERMINE WHETHER SUPPORTING ELEMENTARY STUDENTS WITH DIGITAL PROBLEM-SOLVING TOOLS HELPS THEM DEVELOP STRONGER PROBLEM-SOLVING SKILLS AS COMPARED TO TYPICAL INSTRUCTION. WE ALSO ANTICIPATE THAT USING THE ENGAGING TOOLS WITH REAL-TIME FEEDBACK WILL ALSO BOLSTER STUDENTS’ MOTIVATION AND SELF-EFFICACY IN MATHEMATICS. IMPROVING STUDENTS’ ACADEMIC OUTCOMES AND MATH SELF-EFFICACY DURING ELEMENTARY SCHOOL WILL PROMOTE LATER SUCCESS IN HIGH SCHOOL MATHEMATICS. SINCE THE NUMBER OF ADVANCED MATH CLASSES STUDENTS TAKE IS CORRELATED WITH LIKELIHOOD TO COMPLETE A STEM DEGREE, (CHEN, 2013) A DISTAL OUTCOME OF THIS PROPOSAL IS INCREASING THE NUMBER OF STUDENTS PURSUING CAREERS IN STEM.

TRANSITION TO TEACHING PROGRAM - TRANSITION TO TEACHING PROGRAM -- NATIONAL

NURSE FACULTY LOAN PROGRAM

CDFI RAPID RESPONSE PROGRAM AWARD

THE HEALTH OF LOW-INCOME ADULTS IN NEW YORK CITY SUBSIDIZED HOUSING: A RANDOMIZED

SUBSTANCE ABUSE AMONG SUBURBAN YOUTH: A PROSPECTIVE STUDY

COLLABORATIVE RESEARCH: COMMUNITY SOURCING OF INTRODUCTORY PHYSICS FOR THE LIFE SCIENCES

INTEGRATING RESEARCH AND PRACTICE: REIMAGINING YOUTH COMMUNITY SCIENCE THROUGH MAKE-AND-TAKE DATA SENSING KITS -IN DOZENS OF WAYS, YOUTHS' LIVES ARE SHAPED BY DATA. YET, YOUTH SELDOM HAVE THE OPPORTUNITY TO PULL BACK THE CURTAIN ON DATA SCIENCE TO EXPERIENCE HOW DATA ARE COLLECTED, PREPARED, ANALYZED, AND PRESENTED INTO THE FINAL, NEATLY PACKAGED STATISTICS AND FIGURES THEY SEE EVERY DAY. THIS LACK OF FIRST-HAND DATA SCIENCE EXPERIENCE NOT ONLY LIMITS YOUTHS' DATA SCIENCE SKILLS - KEY TO THEIR EDUCATIONAL AND CAREER PATHWAYS - BUT ALSO LIMITS THEIR SKILLS AS CIVICALLY ENGAGED DECISION-MAKERS CAPABLE OF CRITICALLY ANALYZING DATA-BASED CLAIMS. THIS PROJECT INVESTIGATES HOW YOUTH CAN USE LOW-COST SENSORS TO COLLECT DATA FROM THEIR COMMUNITIES AND ENGAGE IN DATA SCIENCE PRACTICES TO EXPLORE AND TELL STORIES ABOUT COMMUNITY-RELEVANT PHENOMENA (E.G., CLIMATE CHANGE, URBAN SEGREGATION, PUBLIC TRANSPORTATION, POLLUTION). THESE MUSEUM-BASED CAMPS ARE WEEK-LONG, IMMERSIVE EXPERIENCES THAT FOCUS ON QUESTION FORMULATION, DATA COLLECTION, ANALYSIS, VISUALIZATION, AND INTERPRETATION. THE INFORMAL CAMP SETTING OFFERS A MIX OF BOTH HIGH-CONTACT INSTRUCTIONAL TIME (I.E., WORKING WITH OTHER STUDENTS AND FACILITATORS DURING THE DAY) AND INDEPENDENT EXPLORATION TIME (I.E., TAKING THE HARDWARE HOME EACH AFTERNOON AND EVENING) THROUGH WHICH YOUTH CAN BOTH LEARN NEW SKILLS AND APPLY THEM IN THEIR HOMES AND COMMUNITIES. IN THIS COLLABORATIVE PROJECT, A UNIVERSITY RESEARCH LAB AND CHILDREN'S SCIENCE MUSEUM WORK TOGETHER TO DESIGN, IMPLEMENT, STUDY, AND REVISE A WEEK-LONG DATA SCIENCE CAMP FOR MIDDLE SCHOOL AGE STUDENTS, DATA SCIENCE LEARNING ASSESSMENT ITEMS AND A FACILITATOR TRAINING CURRICULUM. CAMPS WILL BE IMPLEMENTED DURING WINTER, SPRING, AND SUMMER SCHOOL BREAKS OVER A TWO YEAR PERIOD. THE PROJECT WILL INVESTIGATE TWO PRIMARY QUESTIONS: WHAT DATA SCIENCE KNOWLEDGE AND PRACTICES DO LEARNERS GAIN IN THE COURSE OF DESIGNING, CARRYING OUT AND INTERPRETING A SCIENTIFIC DATA COLLECTION EFFORT RELEVANT TO THEIR COMMUNITY? AND WHAT WAYS CAN MUSEUMS SERVE AS SPRINGBOARDS AND TOUCHSTONES FOR BROADER INFORMAL STEM LEARNING EXPERIENCES THAT EXPAND INTO LEARNERS' HOMES AND COMMUNITIES? POTENTIAL CONTRIBUTIONS INCLUDE LEARNING THEORY AND DESIGN HEURISTICS FOR INFORMAL STEM EDUCATION PROGRAMMING THAT POSITIONS STEM INQUIRY AND LEARNING WITHIN PARTICIPANTS' BROADER COMMUNITIES AND SPARKS YOUTH'S RECOGNITION OF THE RELEVANCE OF A DATA-ORIENTED APPROACH TO UNDERSTANDING THEIR DAY-TO-DAY ENVIRONMENTS, SPACES, AND LIVES. AS CAMP PROGRAMMING INCLUDES FOUR DIVERSE INFORMAL DATA CONTEXTS OF INCREASING INDEPENDENCE AND COMPLEXITY - (1) GUIDED EXPLORATIONS; (2) 1-DAY PROJECTS; (3) MULTI-DAY PROJECTS; AND (4) LONGITUDINAL, AT-HOME, EXTENSION PROJECTS FOR A SUBSET OF PARTICIPANTS (WHO TAKE THE HARDWARE HOME) - ANTICIPATED CONTRIBUTIONS INCLUDE COMPARISONS OF THE VARIED SETTINGS IN WHICH INFORMAL DATA SCIENCE LEARNING OCCURS. THE PROJECT USES A MIXED-METHODS RESEARCH APPROACH THAT INCLUDES: 1) QUANTITATIVE ANALYSES OF PAIRED PRE- AND POST-CAMP ASSESSMENTS TO IDENTIFY SHIFTS IN DATA SCIENCE PRACTICES AND PERSPECTIVES; 2) QUALITATIVE THEMATIC ANALYSES OF PRE-, POST-CAMP, AND DELAYED INTERVIEWS TRIANGULATED WITH INTERACTION ANALYSIS OF IN-CAMP OBSERVATIONS; AND 3), AND LOG FILE ANALYSES IDENTIFYING PATTERNS IN LEARNERS' DATA GATHERING BEHAVIOR. ADDITIONALLY, LONGITUDINAL ANALYSES OF ASSESSMENT AND INTERVIEW DATA OVER THE 2.5-YEAR PROJECT TIMEFRAME WILL GAUGE THE EFFICACY OF CAMP CURRICULUM AND ASSESSMENT REVISIONS OVER THE 6 IMPLEMENTATIONS. THE PROJECT CENTERS EQUITY AND BELONGING IN TWO PRIMARY WAYS: CURRICULUM DEVELOPMENT EFFORTS FOCUS ON INCLUSIVE AND EQUITABLE INFORMAL SCIENCE LEARNING AND A FOCUS ON LATINE POPULATIONS WHO ARE OFTEN UNDERSERVED IN STEM EDUCATION. THIS PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS INCLUDES PROVIDING MULTIPLE PATHWAYS FOR BROADENING ACCESS TO AND ENGAGEMENT IN STEM LEARNING EXPERIENCES, ADVANCING INNOVATIVE RESEARCH ON AND ASSESSMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS, AND DEVELOPING UNDERSTANDINGS OF DEEPER LEARNING BY PARTICIPANTS. 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 PLANNED FOR THIS AWARD.

ENGAGES AMERICORPS MEMBERS IN FULL AND PART-TIME SERVICE TO MEET COMMUNITY NEEDS IN EDUCATION, THE ENVIRONMENT, HEALTH, VETERANS, AND OTHER AREAS

MATERNAL, INFANT AND EARLY CHILDHOOD HOMEVISITING GRANT PROGRAM

UNDERSTANDING THE SUPPORT NETWORKS OF FIRST-GENERATION COLLEGE STUDENTS

A GRANT TO HARNESS YOUTH LEADERSHIP AND IMPROVE EDUCATIONAL OUTCOMES IN THE MIDDLE EAST

MATERNAL, INFANT AND EARLY CHILDHOOD HOMEVISITING GRANT PROGRAM

MATERNAL, INFANT AND EARLY CHILDHOOD HOMEVISITING GRANT PROGRAM

A RURAL EDUCATION MODEL TO INCREASE ENGAGEMENT AND LEARNING IN STEM USING A COMMUNITY-RELEVANT COMPUTER SCIENCE CURRICULUM -LEARNING MATERIALS THAT ALIGN WITH STUDENTS? LIVED EXPERIENCES AND THAT ARE RELEVANT TO THE CHALLENGES AND ISSUES THAT CONFRONT THEIR COMMUNITIES HAVE BEEN SHOWN TO IMPROVE STUDENT ENGAGEMENT AND LEARNING OUTCOMES. YET, STUDENTS IN RURAL SPACES OFTEN FIND THEMSELVES TAUGHT THROUGH LESSONS AND CURRICULAR MATERIALS NOT DIRECTLY RELEVANT TO, OR SEEMINGLY COUNTER TO, THEIR LIVED EXPERIENCE. THIS PROJECT SEEKS TO CO-DEVELOP AND IMPLEMENT A LOCALLY RELEVANT AND INTEGRATED COMPUTER SCIENCE CURRICULUM THAT CENTERS THE LIVED EXPERIENCES OF RURAL HAWAIIAN STUDENTS AND COMMUNITIES. IT IS HYPOTHESIZED THAT UNDERSTANDING AND ENGAGING LOCAL EDUCATIONAL NEEDS CREATES OPPORTUNITIES FOR STUDENTS TO LEARN IN WAYS THAT MAKE SCHOOLING MEANINGFUL AND RELEVANT TO THEIR EXPERIENCES, CULTURE, COMMUNITY, IDENTITY. THESE IMPACTS WILL INCREASE INTEREST, BELONGING AND PURSUIT OF STEM COURSEWORK AND CAREERS. USING A MIXED METHODS APPROACH, RESEARCHERS AND EDUCATORS WILL WORK TOGETHER TO ITERATIVELY CO-DESIGN AND EVALUATE CURRICULAR MATERIALS THAT CENTER HAWAIIAN STUDENTS? EXPERIENCES AND SENSE OF COMMUNITY TO SUPPORT YOUTH IN DEVELOPING STRONG CONNECTIONS TO STEM LEARNING THAT FOSTER THEIR FUTURE ENGAGEMENT AND INTEREST IN STEM. BEFORE, DURING, AND AFTER CO-DESIGN ACTIVITIES, THE RESEARCH TEAM WILL DIRECTLY OBSERVE INTERACTIONS AMONGST TEACHERS AND STUDENTS DURING INSTRUCTIONAL TIME. AS IMPLEMENTATION, DESIGN, AND REFINEMENT OF THE CURRICULUM PROCEEDS, THE RESEARCH TEAM WILL LEVERAGE INTERVIEW, FOCUS GROUP, AND OBSERVATIONAL DATA COLLECTION FROM MULTIPLE STAKEHOLDERS (I.E., SCHOOL ADMINISTRATORS, STAFF, TEACHERS, STUDENTS, AND PARENTS OF STUDENTS), TO DEVELOP SURVEY ITEMS. THESE ITEMS REFLECT DISTINCT PERSPECTIVES ON WHAT SCHOOLING AND SCHOOL SUCCESS ARE AND SHOULD BE, THE PERCEIVED VALUE OF AND INTEREST IN FUTURE OPPORTUNITIES ASSOCIATED WITH COMPUTER SCIENCE, S WELL AS THE LEVEL OF EMPOWERMENT AND INCLUSION EXPERIENCED. THE SURVEYS WILL BE ADMINISTERED 3 TIMES PER YEAR. THE TEAM WILL INITIALLY CONDUCT EXPLORATORY FACTOR ANALYSES ON THE RESPONSES TO ESTABLISH A TENTATIVE FACTOR STRUCTURE THAT LINKS THE MEANINGS FOR ITEMS HELD BY STAKEHOLDERS WITHIN THE COMMUNITY TO BROADER CONCEPTS. AS THOSE COMPONENTS STABILIZE WITHIN GROUPS ACROSS THE THREE DEPLOYMENTS OF THE FIRST FULL ACADEMIC YEAR (FALL, Y1-SPRING Y2), ANALYSES WILL MOVE TO A CONFIRMATORY FACTOR ANALYTIC FRAMEWORK TO VALIDATE THE WITHIN-GROUP MEASUREMENT STRUCTURE, MOVING NEXT TO ASSESSING MEASUREMENT INVARIANCE BETWEEN GROUPS AND ACROSS TIME. THE RESULTS OF THIS STUDY WILL ALLOW THE TEAM TO DEVELOP AN EVIDENCE-BASED, TRANSFERABLE MODEL OF CURRICULUM DEVELOPMENT THAT CENTERS THE EXPERIENCES OF LOCAL STUDENTS TO MEET THE EDUCATIONAL NEEDS OF RURAL COMMUNITIES. FURTHER, THE TEAM WILL DEVELOP LOCALLY RESPONSIVE MEASURES OF EDUCATIONAL SUCCESS, STUDENT SENSE OF BELONGING, AND AGENCY IN SCHOOLING TO GAUGE ITS DEVELOPMENT IN CONTEXT OVER THREE YEARS OF MIDDLE SCHOOL AND TO ASCERTAIN IMPACTS OF MATERIALS DEVELOPED USING THIS MODEL FOR RURAL CURRICULAR DEVELOPMENT. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS.? THIS PROJECT IS ALSO SUPPORTED THROUGH THE COMPUTER SCIENCE FOR ALL: RESEARCH AND RPPS 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 PLANNED FOR THIS AWARD.

NEW AWARD FOR AMERICA'S HOME ENERGY CHALLENGE AND ENERGY FITNESS AWARD

STORYTELLING FOR MATHEMATICS LEARNING AND ENGAGEMENT

NATIONAL CENTER FOR EDUCATION RESEARCH

REDUCING CHILDHOOD OBESITY: AN INNOVATIVE CURRICULUM WITH WELLNESS POLICY SUPPORT

INTEGRATING NASA DIGITAL EDUCATIONAL ASSETS (IDEA) THE INTEGRATING NASA DIGITAL EDUCATION ASSETS (IDEA) PROJECT PROPOSED BY THE NATIONAL SCIENCE TEAC

MEASURING THE EFFECTS OF IN-PLACE SUBSIDIZED HOUSING: A RANDOMIZED EXPERIMENT FOR

MAKING MATH TUTORS MORE ENGAGING AND EFFECTIVE THROUGH INTERACTION DESIGN PATTERNS AND EDUCATIONAL DATA MINING

PROMOTING LEARNING AND INTEREST IN MATHEMATICS FOR URBAN BLACK AND LATINX CHILDREN THROUGH CULTURALLY RELEVANT DAILY ROBOT CODING ACTIVITIES -THIS DEVELOPING AND TESTING INNOVATIONS PROJECT WILL ADVANCE EFFORTS OF THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM PROGRAM TO BETTER UNDERSTAND AND PROMOTE PRACTICES THAT INCREASE STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. SPECIFICALLY, THE PROJECT WILL INCREASE THE INTEREST AND IMPROVE ACHIEVEMENT IN MATHEMATICS OF NEW YORK CITY BLACK AND LATINX STUDENTS IN 1ST - 3RD GRADES. RESEARCH SHOWS THAT STUDENTS OF COLOR EXPERIENCE STAGNATION AND DOWNWARD ACHIEVEMENT IN MATHEMATICS ALREADY BY THE 3RD GRADE DUE PRIMARILY TO POVERTY OR LIMITED EDUCATIONAL OPPORTUNITIES, MAKING IT DIFFICULT FOR THEM TO IMAGINE A CAREER IN THE STEM FIELD. THIS PROJECT FOCUSES ON THIS CRITICAL ISSUE BY DEVELOPING INNOVATIVE AGE-APPROPRIATE MATHEMATICS CURRICULUM USING ROBOTICS TECHNOLOGY AS A PLATFORM. CULTURALLY RELEVANT ROBOT CODING ACTIVITIES WILL BE CO-DESIGNED WITH TEACHERS AND IMPLEMENTED IN THEIR CLASSROOMS. THE PROJECT WILL ALSO ENGAGE MINORITY STEM PROFESSIONALS WHO USE ROBOTICS IN THEIR CAREERS TO SERVE AS ROLE MODELS FOR STUDENTS. THE PROJECT IS A PARTNERSHIP BETWEEN TEACHERS COLLEGE OF COLUMBIA UNIVERSITY, VISION EDUCATION & MEDIA, A COMMUNITY-BASED STEM ORGANIZATION, AND TWO NYC TITLE I SCHOOLS. FINDINGS WILL INFORM RESEARCHERS ON HOW CULTURALLY RELEVANT ROBOT CODING ACTIVITIES MAY LINK TO STUDENT?S MATHEMATICS LEARNING, ENGAGEMENT, AND INTEREST IN MATHEMATICS. FOR PRACTITIONERS, THE FINDINGS WILL CONTRIBUTE TO BETTER UNDERSTANDING OF HOW TO DESIGN, DEVELOP, AND IMPLEMENT SHORT CULTURALLY RELEVANT CODING ACTIVITIES INTO STANDARD-BASED MATHEMATICS CURRICULUM. USING A DESIGN-BASED RESEARCH APPROACH, THE PROJECT WILL GENERATE NEW KNOWLEDGE ABOUT WHETHER, AND HOW, URBAN BLACK AND LATINX ELEMENTARY SCHOOL STUDENTS CAN INCREASE MATHEMATICS ACHIEVEMENT BY ENGAGING IN SHORT CULTURALLY RELEVANT ROBOT CODING ACTIVITIES. THIS PROJECT WILL ALSO EXAMINE POTENTIAL CAUSAL FEATURES AND MECHANISMS THAT UNDERLIE 300 ELEMENTARY SCHOOL STUDENTS? ACHIEVEMENT, MOTIVATION, AND INTEREST IN MATHEMATICS, AND INFORM 12 TEACHERS OF POSSIBLE LEARNING TRAJECTORIES WHEN APPLYING ROBOT CODING ACTIVITIES FOR MATHEMATICS LEARNING. THE PROJECT WILL ALSO EXPLORE A NEW APPROACH TO PROFESSIONAL DEVELOPMENT BY INVOLVING TEACHERS IN CO-DESIGNING ROBOT CODING ACTIVITIES DIRECTLY LINKED TO EXPERIENCES AND CULTURES OF THEIR STUDENTS. THE DEVELOPMENT, TESTING, AND IMPLEMENTATION OF THE NEW SUPPLEMENTAL CURRICULUM TAKES A CENTRAL ROLE IN THIS PROJECT AND INVOLVES AN INTERDISCIPLINARY RESEARCH TEAM. MULTIPLE FORMS OF DATA (E.G. TEACHER ARTIFACTS, OBSERVATIONS, INTERVIEWS, AND STUDENT SURVEYS, ACHIEVEMENT DATA, FOCUS GROUP DISCUSSIONS) WILL BE USED TO COMPILE MULTIDIMENSIONAL PORTRAITS OF ENGAGEMENT AND PRACTICE RELATED TO CULTURALLY RELEVANT MATH PEDAGOGY AND CURRICULUM DESIGN (FROM THE TEACHERS) AND MATH INTEREST AND LEARNING (FROM THE STUDENTS). QUANTITATIVE DATA ANALYSIS WILL CONSIST OF DESCRIPTIVE AND INFERENTIAL STATISTICS, INCLUDING REGRESSION ANALYSIS, ANCOVA AND REPEATED MEASURES ANOVA. QUALITATIVE DATA WILL BE ANALYZED USING CONSTANT COMPARATIVE ANALYSIS AND TIMELINING ANALYSIS. USING THE INFORMATION OBTAINED FROM CONTEXT ANALYSIS AND EXPLORATION OF THE PROBLEM/ISSUES, THE STUDY WILL DEVELOP DOMAIN-SPECIFIC THEORIES THAT CONSIDER THE SOCIOCULTURAL PERSPECTIVE AND EMPIRICAL KNOWLEDGE FROM EDUCATIONAL RESEARCH. 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.

FORMATIVE ASSESSMENTS FOR COMPUTER SCIENCE IN NYC

EXPLORING THE EXPERIENCES AND OUTCOMES OF ENGLISH LEARNERS IN COMMUNITY COLLEGE

EDUCATION RESEARCH PROGRAM

ADAPTING LESSON STUDY FOR DEVELOPMENTAL MATHEMATICS INSTRUCTION

MATERNAL, INFANT AND EARLY CHILDHOOD HOMEVISITING GRANT PROGRAM

INNOVATIVE APPROACHES TO LITERACY

RESEARCH ON THE INTEGRATION OF COMPUTATIONAL MODELING AND ALGEBRA-BASED PHYSICS TO IMPROVE TEACHING AND LEARNING OF COMPUTATIONAL THINKING

NATIONAL CENTER FOR EDUCATION RESEARCH

TEACHERS COLLEGE, COLUMBIA UNIVERSITY (SSARP) PRIORITY 5

RACIAL EQUITY: EXPANDING MATHEMATICAL FUTURES THROUGH MULTIMEDIA STORYTELLING -DESPITE EVIDENCE THAT SHOWS BLACK STUDENTS' POSITIVE ATTITUDES TOWARDS MATH AT YOUNG AGES, MANY OF THESE STUDENTS BECOME LESS INTERESTED IN MATH DUE TO BOTH THE PEDAGOGY AND CONTENT TO WHICH THEY ARE EXPOSED, AS WELL AS THE DOMINANT META-NARRATIVE OF A LIMITED CONCEPTION OF THEIR ABILITY AND INTEREST AS LEARNERS. THIS PROJECT SEEKS TO BROADEN THE MATHEMATICAL IMAGINATION AND ASPIRATIONS OF BLACK AND OTHER UNDERSERVED MATHEMATICS STUDENTS IN BOTH IN-SCHOOL AND OUT-OF-SCHOOL ENVIRONMENTS. BUILDING ON PRIOR WORK THAT SUPPORTED THE COLLECTION AND CURATION OF A SET OF DIGITAL MATHEMATICS STORIES SHARED BY BLACK MATHEMATICIANS, THIS PROJECT AIMS TO DESIGN A DIGITAL PLATFORM FEATURING THESE STORIES AND SUPPLEMENTING THEM WITH INTERACTIVE ACTIVITIES AND LEARNING RESOURCES ALIGNED WITH MATH CONTENT TOPICS, AND EXPLORE THE IMPACT OF THESE RESOURCES ON THE MATH LEARNING AND ENGAGEMENT OF CHILDREN AND ADOLESCENTS, AS WELL AS THE ADULTS IN THEIR LIVES WHO ENGAGE WITH THESE RESOURCES. THE PROJECT AIMS TO ACHIEVE TWO PRIMARY OUTCOMES. FIRST, TO EXPLORE HOW STORYTELLING DISSEMINATED IN IN-SCHOOL AND OUT-OF-SCHOOL SPACES THROUGH DIGITAL MEDIA INFLUENCES INTERGENERATIONAL MATH PRACTICES AND PERCEPTIONS AMONG CHILDREN, OLDER ADOLESCENTS, AND THE ADULTS IN THEIR LIVES. SECOND, TO FURTHER DISRUPT RACIAL INEQUITIES IN MATHEMATICS EDUCATION BY DEVELOPING CULTURALLY RESPONSIVE AND INCLUSIVE INSTRUCTIONAL PRACTICES AND SYSTEMATICALLY DISSEMINATING THEM TO PARTNERS ACROSS A VARIETY OF SOCIAL AND CULTURAL INSTITUTIONS AND MEDIA PLATFORMS THIS PROJECT LEVERAGES THE WORK OF AUTHENTIC PARTNERSHIPS AS A MEANS TO SYSTEMATICALLY FOSTER INNOVATIVE PEDAGOGY IN MULTIPLE ENVIRONMENTS WHILE BUILDING BLACK LEARNERS? MATHEMATICAL IDENTITY AND A SENSE OF BELONGINGNESS IN MATHEMATICS. THE RESEARCH TEAM WILL CONDUCT A MIXED-METHODS STUDY TO GAIN INSIGHT INTO THE IMPACT OF MEDIA-ENHANCED STORYTELLING AND SOCIETAL ENGAGEMENT ACROSS MEDIA PLATFORMS. AFTER REVIEWING THE EXISTING COLLECTION OF VIDEO NARRATIVES AND CONDUCTING EXPLORATORY SCREENINGS WITH RESOURCE TOOLKITS TO COLLECT FEEDBACK, THE PROJECT TEAM WILL DESIGN THE INTERACTIVE DATABASE THAT WILL HOUSE THE MULTIMEDIA STORIES AND SUPPLEMENTARY MEDIA MATERIALS THAT INCLUDE INTERACTIVE WEB ELEMENTS (E.G. VIDEO ANNOTATION, MULTIMODAL RESPONSES). NEXT, A SECOND ROUND OF SCREENINGS WITH CROSS-SECTIONS OF COMMUNITY PARTNERS WILL TAKE PLACE, FOLLOWED FINALLY BY A FOCUS ON COMMUNITY ENGAGEMENT BY WIDELY DISSEMINATING ACROSS MULTIPLE SOCIAL INSTITUTIONS AND MEDIA PLATFORMS INCLUDING BUT NOT LIMITED TO THE NATIONAL URBAN LEAGUE, THE NAACP, THE MATHEMATICIANS OF THE AFRICAN DIASPORA WEBSITE, MATHEMATICALLY GIFTED AND BLACK WEBSITE, AS WELL AS SCHOOLS, MUSEUMS, LIBRARIES, AND OTHER EXISTING STEM AND MATH INITIATIVES. THIS APPLIED STUDY SEEKS TO ADVANCE RACIAL EQUITY BY HARNESSING THE POWER OF RICH STORYTELLING TRADITIONS THROUGH A MULTIMEDIA PLATFORM. THE DISSEMINATION OF THIS DATABASE AND THE FINDINGS ABOUT ITS IMPACT WILL CONTRIBUTE TO BUILDING NEW SPACES FOR MATHEMATICS EDUCATION THAT SERVE TO DEEPEN UNDERSTANDING OF MATHEMATICS BY STUDENTS AND OTHERS IN THEIR NETWORKS OF SUPPORT, AND INFLUENCE COMMONLY HELD PERCEPTIONS OF MATHEMATICS BY YOUNG PEOPLE AND OF THEMSELVES AS MATHEMATICAL DOERS IN ORDER TO EMPOWER UNDERSERVED STUDENTS TO ACTIVATE AND PURSUE THEIR INTERESTS IN MATHEMATICS. THIS RACIAL EQUITY AWARD 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 FUNDED THROUGH THE RACIAL EQUITY IN STEM EDUCATION PROGRAM (EDU RACIAL EQUITY). THE PROGRAM SUPPORTS RESEARCH AND PRACTICE PROJECTS THAT INVESTIGATE HOW CONSIDERATIONS OF RACIAL EQUITY FACTOR INTO THE IMPROVEMENT OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION AND WORKFORCE. AWARDED PROJECTS SEEK TO CENTER THE VOICES, KNOWLEDGE, AND EXPERIENCES OF THE INDIVIDUALS, COMMUNITIES, AND INSTITUTIONS MOST IMPACTED BY SYSTEMIC INEQUITIES WITHIN THE STEM ENTERPRISE. THIS PROGRAM ALIGNS WITH NSF'S CORE VALUE OF SUPPORTING OUTSTANDING RESEARCHERS AND INNOVATIVE THINKERS FROM ACROSS THE NATION'S DIVERSITY OF DEMOGRAPHIC GROUPS, REGIONS, AND TYPES OF ORGANIZATIONS. PROGRAMS ACROSS EDU CONTRIBUTE FUNDS TO THE RACIAL EQUITY PROGRAM IN RECOGNITION OF THE ALIGNMENT OF ITS PROJECTS WITH THE COLLECTIVE RESEARCH AND DEVELOPMENT THRUSTS OF THE FOUR DIVISIONS OF THE DIRECTORATE. 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.

MATERNAL, INFANT AND EARLY CHILDHOOD HOMEVISITING GRANT PROGRAM

COLLABORATIVE PROJECT: WORKSHOPS AND LEARNING COMMUNITIES FOR PHYSICS AND ASTRONOMY FACULTY

COMPUTER GUIDED COMPREHENSIVE MATHEMATICS ASSESSMENT FO*

DEEP FRACTIONS LEARNING: A CORE CURRICULUM OF GAMES, INQUIRY, AND COLLABORATION

BUILDING CAPACITY OF A GOVERNMENT REFERRAL HOSPITAL TO PROVIDE NATIONWIDE TECHNICAL SUPPORT FOR LIFESAVING HIV AND TB SERVICES IN ZAMBIA. - CDC-RFA-JG-26-0182: BUILDING CAPACITY OF A GOVERNMENT REFERRAL HOSPITAL TO PROVIDE NATIONWIDE TECHNICAL SUPPORT FOR LIFESAVING HIV AND TB SERVICES IN ZAMBIA.

COMBINED PRIORITY FOR PERSONNEL DEVELOPMENT

AMERICORPS*NATIONAL

FUND FOR THE IMPROVEMENT OF EDUCATION - SMALLER LEARNING COMMUNITIES

BRIDGING COMMUNITIES WITH STUDENT STEM STORIES: CULTURALLY-RESPONSIVE STRATEGIES FOR MOTIVATING STEM ENGAGEMENT IN DIVERSIFYING PUBLIC SCHOOLS

ENGLISH LANGUAGE ACQUISITION: NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM

THE DEMOCRACY PROJECT

COLUMBIA COLLABORATE: CROSS-DISCIPLINARY OPPORTUNITIES TO IMPROVE COMMUNICATION OUTCOMES

BUILDING A CLASSROOM GAME ECONOMY TO IMPROVE MATHEMATICAL REASONING AND PREPARE K-5 STUDENTS FOR SUCCESS IN STEM LEARNING

CHANGING PHYSICS AND ASTRONOMY EDUCATION CULTURE: A REFLECTIVE PRACTICE MODEL OF FACULTY DEVELOPMENT TO SUPPORT DIVERSITY, EQUITY, INCLUSION, AND EXCELLENCE -THIS PROJECT AIMS TO IMPROVE AND BROADEN PARTICIPATION IN UNDERGRADUATE STEM EDUCATION THROUGH FACULTY USE OF STUDENT CENTERED PEDAGOGICAL PRACTICES IN THEIR TEACHING THAT ALSO FOSTER DIVERSITY, EQUITY, AND INCLUSION IN PHYSICS AND ASTRONOMY. MOST NEW COLLEGE AND UNIVERSITY FACULTY IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) BEGIN THEIR TEACHING CAREERS WITH LITTLE OR NO EXPERIENCE WITH METHODS OF EFFECTIVE PEDAGOGY, INCLUDING METHODS FOR ADDRESSING AND IMPROVING DIVERSITY, EQUITY, AND INCLUSION. TO REMEDY THIS PROBLEM IN PHYSICS AND ASTRONOMY, THE AMERICAN ASSOCIATION OF PHYSICS TEACHERS, THE AMERICAN ASTRONOMICAL SOCIETY, AND THE AMERICAN PHYSICAL SOCIETY PROPOSE TO BUILD ON AND BOLSTER THE SUCCESSFUL SERIES OF PHYSICS AND ASTRONOMY FACULTY WORKSHOPS. WITH PARTNERS FROM THE UNIVERSITY OF VIRGINIA, THE UNIVERSITY OF WASHINGTON (BOTHELL), AND THE UNIVERSITY OF ARIZONA, THE PROJECT WILL IMPLEMENT A SIGNIFICANT REDESIGN OF THE WORKSHOPS BASED ON WHAT HAS BEEN LEARNED FROM PARTICIPANT FEEDBACK, WORKSHOP EVALUATIONS, RESEARCH INTO FACULTY PROFESSIONAL DEVELOPMENT, AND THE NEEDS OF TODAY?S FACULTY. EFFECTIVE PRACTICES FOR ENHANCING DIVERSITY, EQUITY AND INCLUSION WILL BE INTEGRATED THROUGHOUT THE WORKSHOPS. IN ADDITION TO TENURE-TRACK FACULTY, THE PROJECT WILL FOSTER THE PARTICIPATION OF ADJUNCT, PART-TIME, AND PRIMARILY INSTRUCTIONAL FACULTY, WHO, COLLECTIVELY, TEACH AN INCREASING FRACTION OF PHYSICS AND ASTRONOMY COURSES ACROSS THE COUNTRY. THE PROJECT REDESIGN WILL ADD FOUR NEW COMPONENTS: (1) A RESTRUCTURED PROGRAM DELIVERED BY A CORE SET OF WELL-PREPARED PRESENTERS, FOCUSING ON THE DEVELOPMENT OF PARTICIPANTS? INDIVIDUAL DEVELOPMENT PLANS; (2) AN OVERARCHING EMPHASIS ON THE PROFESSIONAL DEVELOPMENT OF THE ?WHOLE FACULTY MEMBER,? AS FACULTY MEMBERS GROW AS EDUCATORS, RESEARCHERS, AND PROFESSIONALS; (3) AN ENHANCED SET OF POST-WORKSHOP ACTIVITIES TO PROVIDE COACHING AND FEEDBACK FOR THE WORKSHOP PARTICIPANTS AS THEY IMPLEMENT STUDENT-CENTERED INSTRUCTIONAL PRACTICES; AND (4) A RESEARCH PROGRAM FOCUSING ON HOW FACULTY DEVELOP FROM NOVICES TO REFLECTIVE PRACTITIONERS IN THEIR ROLE AS EDUCATORS. DESPITE THE SUCCESSES OF THE NEW FACULTY WORKSHOPS TO DATE, STUDIES SHOW THAT SOME FACULTY MEMBERS DO NOT PERSIST IN IMPLEMENTING THOSE PEDAGOGICAL PRACTICES. THE REDESIGNED PROGRAM WILL DIRECTLY ADDRESS THIS IMPLEMENTATION DIP BY DEVELOPING HABITS OF MIND THAT SUPPORT RESILIENCE, REFLECTION, AND CONTINUOUS IMPROVEMENT OF TEACHING, AND ENGAGING FACULTY IN AN INCLUSIVE COMMUNITY OF EDUCATORS THAT HELPS THEM NAVIGATE AND INTEGRATE STUDENT-CENTERED TEACHING PRACTICES THROUGHOUT THEIR CAREERS. THE RESEARCH AND EVALUATION ARE DESIGNED TO INFORM THE IMPROVEMENT OF WORKSHOPS AND POST-WORKSHOP ACTIVITIES AND CONTRIBUTE TO AN UNDERSTANDING OF THE ROLE OF REFLECTIVE PRACTICE IN TACKLING THE IMPLEMENTATION GAP ASSOCIATED WITH SUSTAINING STUDENT CENTERED PEDAGOGICAL PRACTICE IN UNDERGRADUATE STEM EDUCATION. THE NSF IUSE: EHR 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.

CREATING RESOURCES UPLIFTING NUTRITION, CULTURE, AND HEALTH AT LUNCH (CRUNCH LUNCH) - PROJECT SUMMARY/ABSTRACT STUDENTS RELATE TO SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM) SUBJECTS WHEN THEY ARE LINKED TO REAL- LIFE EXPERIENCES. SCHOOL LUNCH CAN BE THAT LINK. THE NATIONAL SCHOOL LUNCH PROGRAM (NSLP), INITIALLY CONCEIVED AS A POVERTY REDUCTION PROGRAM, HAS THE POTENTIAL TO BE SO MUCH MORE. MEALS SERVED THROUGH THE NSLP MAKE UP A LARGE PORTION OF THE DIETS OF ~30 MILLION STUDENTS. RESEARCH SHOWS THAT SCHOOL MEALS ARE THE HEALTHIEST MEALS OF THE DAY FOR MANY CHILDREN IN THE UNITED STATES. YET, THE NSLP AND ACADEMICS HAVE NEVER BEEN INTEGRATED. CREATING RESOURCES UPLIFTING NUTRITION, CULTURE, AND HEALTH AT LUNCH (CRUNCH LUNCH) MAKES THIS CONNECTION BY LINKING STEM WITH THE REAL-WORLD AND RELATABLE EXPERIENCE OF SCHOOL LUNCH. CRUNCH LUNCH WILL BE EVALUATED IN A DIVERSE AND URBAN ELEMENTARY SCHOOL-AGED POPULATION (~15,840 STUDENTS). THE LONG-TERM GOAL OF THE PROPOSED STUDY IS TO BRING STEM TO STUDENTS IN A RELATABLE AND CULTURALLY RELEVANT WAY TO: INCREASE EARLY INTEREST IN STEM, IMPROVE FOOD LITERACY, AND INCREASE SCHOOL LUNCH CONSUMPTION. IT IS KNOWN THAT EVIDENCE-BASED NUTRITION EDUCATION ENABLES ELEMENTARY SCHOOL STUDENTS TO IMPROVE FOOD LITERACY, WHICH LEADS TO IMPROVED HEALTH OUTCOMES. IT IS ALSO KNOWN THAT SCIENCE EDUCATION THAT IS RELATABLE AND CULTURALLY RELEVANT INCREASES INTEREST IN STEM. CREATING STEM INTEREST AMONG YOUNG CHILDREN INCREASES THE LIKELIHOOD OF STUDENTS MAINTAINING THEIR INTEREST AS THEY GET OLDER, THUS POTENTIALLY INCREASING THE PIPELINE OF STUDENTS ENTERING STEM CAREERS. WHAT IS NOT KNOWN IS WHETHER PROVIDING PROFESSIONAL DEVELOPMENT TO ELEMENTARY SCHOOL TEACHERS TO DELIVER CONNECT STEM LEARNING TO REQUIRED SCIENCE UNITS, AND PROVIDING TEACHERS ACCESS TO CURRICULAR RESOURCES TO INTEGRATE SCHOOL LUNCH WITH STEM WILL IMPROVE: STUDENTS’ INTEREST IN STEM, FOOD LITERACY, AND CONSUMPTION OF SCHOOL LUNCH. THE SPECIFIC AIMS ARE, AIM 1: CREATE CRUNCH LUNCH TEACHER WORKSHOPS. THESE PROFESSIONAL DEVELOPMENT WORKSHOPS (DELIVERED IN PERSON OR VIA VIDEO CONFERENCING) EMPOWER TEACHERS TO COMBINE INQUIRY- BASED STEM EDUCATION WITH EVIDENCE-BASED NUTRITION EDUCATION, TO IMPROVE THEIR ATTITUDES AND CONFIDENCE IN STEM AND IN CONNECTING EDUCATION TO SCHOOL LUNCH. AIM 2: CREATE A CRUNCH LUNCH RESOURCE HUB (WEB- BASED). THIS ROBUST AND COMPREHENSIVE PROFESSIONAL DEVELOPMENT RESOURCE HUB PROVIDES TEACHERS WITH ONGOING SUPPORT TO APPLY WHAT THEY LEARNED IN THE WORKSHOPS (AIM 1) TO INCREASE STUDENTS’ STEM AND FOOD- RELATED ATTITUDES, STEM AND FOOD LITERACY, AND STUDENTS’ CONSUMPTION OF SCHOOL LUNCH. THE PROPOSED PROJECT IS INNOVATIVE BECAUSE IT WILL BE THE FIRST TO SYSTEMATICALLY LINK THE NSLP TO STEM ACADEMICS. AT THE COMPLETION OF THE PROPOSED STUDY, WE WILL MEASURE (I) WHETHER STUDENTS HAVE INCREASED INTEREST IN STEM, IMPROVED FOOD AND STEM LITERACY, AND INCREASED CONSUMPTION OF SCHOOL MEALS; AND, (II) WHETHER TEACHERS HAVE IMPROVED ATTITUDES AND CONFIDENCE IN CONNECTING STEM TO SCHOOL LUNCH.

INSTITUTE OF TEACHER EDUCATION AND DEVELOPMENT-TRANSFORMING INTO A MEMBERSHIP-BASED ORGANIZATION TO IMPACT EDUCATORS AND MARGINALIZED YOUTH ACROSS WEST AFRICA

SCALING MENTORS IN CS (MATCHING EXPERIENCED AND NOVICE TEACHERS FOR ONGOING RIGOROUS SUPPORT IN COMPUTER SCIENCE) -THE COMPUTER SCIENCE TEACHERS ASSOCIATION (CSTA), IN COLLABORATION WITH THE CSTA CHAPTERS IN WISCONSIN AND NEW JERSEY, THE CSTA BLACK AFFINITY GROUP, AND WESTED, WILL IMPLEMENT SCALING MENTORS IN CS (MATCHING EXPERIENCED AND NOVICE TEACHERS FOR ONGOING RIGOROUS SUPPORT IN COMPUTER SCIENCE), A CSFORALL HIGH SCHOOL STRAND RESEARCH-PRACTICE PARTNERSHIP TO EXPAND AND ITERATIVELY IMPROVE A PEER MENTORSHIP PROGRAM TO PROVIDE ONGOING, RIGOROUS, AND JOB-EMBEDDED SUPPORT TO HIGH SCHOOL TEACHERS WHO ARE NEW TO TEACHING COMPUTER SCIENCE (CS). WHILE NOVICE TEACHERS OFTEN REQUIRE MORE INTENSIVE SUPPORT TO BE EFFECTIVE, THERE ARE RELATIVELY FEW OPPORTUNITIES FOR ONGOING PROFESSIONAL DEVELOPMENT AND SUPPORT IN CS. IN THIS PROJECT, EXPERIENCED CS TEACHERS WILL GUIDE NOVICE CS TEACHERS IN SETTING, MONITORING PROGRESS TOWARD, AND MEETING INDIVIDUALIZED GROWTH GOALS TO STRENGTHEN THEIR TEACHING PRACTICES AND THEIR ABILITY TO EFFECTIVELY SERVE STUDENTS TRADITIONALLY UNDERREPRESENTED IN CS, PARTICULARLY AFRICAN AMERICAN AND HISPANIC STUDENTS AND STUDENTS FROM ECONOMICALLY DISADVANTAGED BACKGROUNDS. THIS PROJECT WILL REACH 152 CS TEACHERS IN THREE YEARS, IMPACTING APPROXIMATELY 18,240 STUDENTS. KEY PROJECT ACTIVITIES INVOLVE RECRUITING AND MATCHING TEACHERS IN MENTORING PARTNERSHIPS; TRAINING MENTORS AND HOSTING REGULAR COMMUNITY OF PRACTICE MEETINGS; HOLDING FREQUENT MENTORING MEETINGS; AND USING RESEARCH AND EVALUATION DATA TO ITERATIVELY IMPROVE THE PROGRAM AND OUTCOMES. THE SCALING MENTORS IN CS PARTNERS EXPECT THE FOLLOWING PROJECT OUTCOMES: (1) GROWTH IN CS TEACHING KNOWLEDGE AND CONFIDENCE IN TEACHING CS, AS MEASURED BY SURVEYS, INTERVIEWS, MENTOR EVALUATIONS, AND SELF-REFLECTIONS; (2) GROWTH IN MENTORING SKILLS, AS MEASURED BY SURVEYS, INTERVIEWS, AND FOCUS GROUPS; (3) INCREASED USE OF EQUITABLE AND INCLUSIVE TEACHING PRACTICES, AS MEASURED BY SURVEYS, INTERVIEWS, AND MENTOR EVALUATIONS; AND (4) INCREASED COMMITMENT TO CS TEACHING, AS MEASURED BY SURVEYS AND INTERVIEWS. THIS PROJECT SCALES THE MENTORS IN CS PROGRAM TO TWO NEW COMMUNITIES, WHILE LEARNING HOW TO ADJUST PROGRAM STRUCTURES TO MEET VARYING SOCIOCULTURAL AND EDUCATIONAL CONTEXTS. WITH SUCCESS, THE TEAM SUPPORTED BY THIS GRANT INTENDS TO APPLY FOR A FUTURE LARGE-SIZED PROPOSAL TO SCALE FAR MORE BROADLY ACROSS CSTA?S GROWING NETWORK OF 100+ REGIONAL CHAPTERS AND AFFINITY GROUPS, ULTIMATELY REACHING THOUSANDS OF TEACHERS ACROSS THE UNITED STATES. 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 PLANNED FOR THIS AWARD.

APTR-ODPHP DISEASE PREVENTION AND HEALTH PROMOTION SCHOLARSHIP PROGRAM

SPECIAL EDUCATION RESEARCH

ENHANCING STEM STUDENT LEARNING THROUGH FACULTY DEVELOPMENT: WORKSHOPS FOR NEW PHYSICS AND ASTRONOMY FACULTY

EMERGING RESEARCH-EMPIRICAL: DEVELOPMENT AND APPLICATION OF A MULTILEVEL MULTIPLE-GROUP CDM TO COMPARE COGNITIVE ATTRIBUTE DISTRIBUTIONS BASED ON EI

CATALYZING CHANGE FOR DELAWARE STUDENTS AND EDUCATORS THROUGH STEM INITIATIVES

AFFORDABLE CARE ACT (ACA) MATERNAL, INFANT AND EARLY CHILDHOOD HOME VISITING PROGRAM: NONPROFIT ORGS

CS10K: PRIORITIZING & EXPANDING ACCESS TO COMPUTER SCIENCE INSTRUCTION IN HIGH-NEEDS HIGH SCHOOLS

EDUCATION RESEARCH TRAINING

REACHING 90% TARGET OF HIV VIRAL SUPPRESSION: THE ROLE OF POINT OF CARE VL MONITORING IN RESOURCES CONSTRAINED SETTINGS

UNSOLICITED AWARDS

EDUCATION AWARDS PROGRAM

TRANSITIONAL LIVING PROGRAM FOR RUNAWAY AND HOMELESS YOUTH

CORE COMPETENCY 4: HUMAN SCIENCES 4.2 SIMULATION & TRAINING: 'DETECTION AND TRANSITION ANALYSIS OF ENGAGEMENT AND AFFECT IN A SIMULATION-BASED COMBAT

THE CULTURALLY-INFORMED, TRAUMA-SENSITIVE PRACTICES FOR YOUTH (CITY) PROGRAM: INCREASING MENTAL HEALTH SERVICE CAPACITY OF URBAN, HIGH NEEDS SCHOOLS

UNKNOWN TITLE

NATIONAL COMMISSION ON TEACHING NASA 21ST CENTURY LEARNING TEAMS THE NATIONAL COMMISSION ON TEACHI

COLLABORATIVE RESEARCH: PHYSPORT'S IMPACT ON TEACHING PRACTICE

PROSPECTION IN SUICIDAL TEENS: IDENTIFYING A NOVEL AND MALLEABLE COGNITIVE RISK FACTOR

LONGITUDINAL INVESTIGATION OF THE RELATIONS AMONG STRESS, BRAIN ACTIVITY, NEUROCOGNITIVE SKILL, AND SOCIOEMOTIONAL FUNCTIONING DURING INFANCY - PROJECT SUMMARY/ABSTRACT THIS K99/R00 PATHWAY TO INDEPENDENCE APPLICATION WOULD PROVIDE ME WITH THE TRAINING NECESSARY TO ACHIEVE MY CAREER GOAL OF ESTABLISHING AN INDEPENDENT RESEARCH LABORATORY THAT INVESTIGATES THE RELATIONS BETWEEN STRESS, FUNCTIONAL BRAIN DEVELOPMENT, AND LATER NEUROCOGNITIVE AND SOCIOEMOTIONAL OUTCOMES IN RACIALLY AND ETHNICALLY DIVERSE POPULATIONS. MY TRAINING IN DEVELOPMENTAL COGNITIVE NEUROSCIENCE PROVIDES ME WITH THE FOUNDATION NECESSARY TO PURSUE THIS GOAL. HOWEVER, TO LEAD A LABORATORY, I REQUIRE ADDITIONAL TRAINING IN CULTURALLY SENSITIVE RESEARCH PRACTICES, STRESS THEORY, MULTIVARIATE STRESS ASSESSMENT, ADVANCED INFANT EEG ANALYSIS METHODS, INFANT EYE TRACKING, AND LABORATORY MANAGEMENT. THE PROTECTED TRAINING PERIOD OF THE K99 PHASE OF THIS AWARD WOULD ALLOW ME TO ENTER THE INDEPENDENT STAGE OF MY CAREER WITH THE THEORETICAL, METHODOLOGICAL, AND MANAGEMENT SKILLS NECESSARY TO ESTABLISH A RESEARCH TEAM READY TO STUDY THE ROLE OF STRESS–BRAIN INTERACTIONS IN THE DEVELOPMENT OF NEUROCOGNITIVE AND SOCIOEMOTIONAL SKILLS. RESEARCH PROJECT: CHRONIC STRESS HAS DETRIMENTAL EFFECTS ON NEUROCOGNITIVE DEVELOPMENT. HOWEVER, THE NEURAL MECHANISMS UNDERLYING STRESS-NEUROCOGNITION RELATIONS ARE NOT WELL UNDERSTOOD – PARTICULARLY IN INFANCY. EMERGING EVIDENCE IMPLICATES STRESS-RELATED ALTERATIONS IN FUNCTIONAL BRAIN DEVELOPMENT AS A POSSIBLE PATHWAY BY WHICH STRESS IMPACTS LONG-TERM NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING. WHILE STUDIES HAVE INDEPENDENTLY IDENTIFIED LINKS BETWEEN CHRONIC STRESS, INFANT BRAIN ACTIVITY, NEUROCOGNITION, AND SOCIOEMOTIONAL OUTCOMES, THE TESTING OF THESE RELATIONS IN A MECHANISTIC, LONGITUDINAL FRAMEWORK HAS NOT YET BEEN CONDUCTED. THE PROPOSED PROJECT AIMS TO LEVERAGE LONGITUDINAL DATA FROM A DIVERSE POPULATION OF MOTHERS AND INFANTS TO EXAMINE THE RELATIONS BETWEEN MATERNAL STRESS, INFANT RESTING BRAIN ACTIVITY, NEUROCOGNITIVE SKILL, AND SOCIOEMOTIONAL SKILL. CONSISTENT WITH MY PRELIMINARY DATA, I WILL EXAMINE WHETHER MATERNAL STRESS-RELATED ALTERATIONS IN INFANT BRAIN ACTIVITY EXIST AT 1 MONTH AND 1 YEAR OF AGE (AIM 1), AND WHETHER STRESS-RELATED ALTERATIONS IN BRAIN FUNCTION ARE RELATED TO FUTURE AND CONCURRENT MEASURES OF NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING (AIM 2). IN THE R00 PHASE, I WILL DETERMINE HOW A CHILD’S OWN PHYSIOLOGIC STRESS IS RELATED TO ALTERATIONS IN BRAIN ACTIVITY AND PROSPECTIVELY PREDICTS DEFICITS IN NEUROCOGNITIVE AND SOCIOEMOTIONAL FUNCTIONING BY SCHOOL ENTRY (AIM 3). ELUCIDATING THE DIRECT INFLUENCE OF CHRONIC PHYSIOLOGICAL STRESS ON ALTERATIONS IN BRAIN DEVELOPMENT AND THE FUNCTIONAL SIGNIFICANCE OF SUCH ALTERATIONS IN A DIVERSE SAMPLE OF PARTICIPANTS IS NOT ONLY NOVEL, BUT IT PROVIDES IMPORTANT INSIGHTS FOR EARLY IDENTIFICATION AND INVENTION OF FUTURE LONG-TERM COGNITIVE AND SOCIOEMOTIONAL OUTCOMES.