This grant to the National Bureau of Economic Research (NBER) supports a predoctoral fellowship program that will support Ph.D. students carrying out research in behavioral macroeconomics. Four dissertation fellowships will be awarded to promising graduate students for a period of two years each. Potential dissertation topics include the aggregate implications of limited information, decision-making with flawed models, how expectations are formed, optimal policy design, and the interaction of economic agents with different levels of knowledge or economic sophistication. In addition to the fellowships, grant funds will support an NBER initiative to expand the community of behavioral economists by holding one-week boot camps each year that will train two dozen young scholars in topics in behavioral macroeconomics.

The Colorado School of Mines, in collaboration with the National Renewable Energy Laboratory (NREL), has established a new, unique graduate program in Advanced Energy Systems. Working closely with faculty and researchers from both institutions, doctoral students will move seamlessly between Mines and NREL to augment their academic training with hands-on experience, providing a robust, multidisciplinary foundation for understanding and analyzing energy systems. This grant supports this innovative new doctoral program in three ways. First, it will provide two years of salary support for a program director staff position; the program director will be responsible for overseeing program management, student recruitment, external partnerships, and donor outreach. Second, it provides funds for a student-run seminar series that will allow students to bring in external energy experts to enrich the training program. Third, it provides funds for the development and implementation of a summer research program for enrolled doctoral students, helping select students in the Ph.D. program pursue individualized research projects in furtherance of their training and education.

This grant supports an innovative training and professional development program at the Environmental Defense Fund (EDF) to give early-career scientists and economists the skills needed to effectively conduct policy-relevant research in an applied setting, outside a college or university. Training covers such topics as communications, proposal writing, program management, and team leadership and features a series of workshops that separately target postbaccalaureates and postdoctoral researchers to reflect the different skill development needs of these two groups.   Funds from this grant will allow EDF to enhance and expand this program. Formerly focused on training EDF’s in-house junior scientists, the program will expand through a series of institutional partnerships to include other early-career researchers at other universities and NGOs. The curriculum will also expand to include a series of monthly in-person or virtual workshops on relevant topics, including data science and empirical research methods. Additional funds support efforts to track and evaluate the impact of the program, to place trained scientists in policy-relevant positions at NGOs or in government, and to distill and disseminate lessons learned to those institutions interested in starting similar programs. EDF plans to integrate aspects of this program into its standard professional development activities by the conclusion of this grant.

Most home heating systems involve burning natural gas or oil. However, a less carbon-intensive technology is becoming more readily available: electric heat pumps. Heat pumps can provide heating services through interchanges with the ambient air or from the ground. Heat pumps have become increasingly more efficient than conventional oil or gas systems, with the potential to reduce carbon dioxide emissions. This grant funds a multi-institutional project led by economist Yueming Lucy Qiu at the University of Maryland, College Park, engineer Parth Vaishnav at Carnegie Mellon University, and economist Pengfei Liu at the University of Rhode Island that will examine the economic and engineering tradeoffs associated with heat pump installation. Qiu and her team have procured access to a detailed dataset drawn from Zillow, the popular real estate website, that contains records on nearly four million homes with heat pumps installed, the most extensive dataset on heat pumps that is readily available. Analyzing the Zillow data, Qiu and her team will examine how heat pump installation impacts home property values and how federal, state, and local incentive policies impact consumer decisions to install heat pumps. The team plans to produce a number of academic articles on these topics for both social science and engineering journals, and the dataset will be made available for other scholars for their own analyses.

The Handbook on Diversity and the Law: Navigating a Complex Landscape to Foster Greater Faculty and Student Diversity in Higher Education is a comprehensive handbook for college and university administrators that provides practical, actionable guidance on how to design effective, legally compliant programs that advance diversity. Originally produced in 2010 with the help of a Sloan Foundation grant, the Handbook needs an update that reflects the myriad changes to the legal landscape since its publication. This grant to the American Association for the Advancement of Science provides funding for that purpose.   The Handbook on Diversity and the Law Edition 2 will add descriptions and analyses of recent court and agency decisions and changes to federal policy; provide new suggestions for process management, governance, structural barrier removal, and communications; and operationalize these resources through new user-friendly tools and training materials.

This grant funds a joint effort by Barnard College and Columbia University’s School of Engineering to prepare undergraduate women to succeed in an accelerated M.S. degree program in engineering. Selected students will complete a four-year undergraduate major at Barnard coupled with a one-year master’s degree at Columbia Engineering, for a “4+1” program. Students from racial and ethnic groups traditionally underrepresented in engineering will be a special target for recruitment into the program, particularly those from low-income families. Four cohorts of eight students each will receive support across their junior and senior years at Barnard and their master’s year at Columbia. Barnard and Columbia Engineering will build a comprehensive structure of support for students in the program, including direct faculty advising, well-delineated paths for academic courses beginning in the junior year, career counseling, cohort-level support, and financial aid to encourage participation and success. All students will be guaranteed support for summer research experiences for two years, research-based cohort activities, and intensive faculty advising. Nine diverse scholastic pathways have been identified through the program to date, including mapping a major in chemistry to an M.S. in chemical engineering, and opportunities for math, statistics, economics, computer science, or physics majors to earn one of five M.S. degrees in the Columbia Department of Industrial Engineering and Operations Research.

The Institute on Teaching and Mentoring is an annual 3.5-day professional development conference for underrepresented minority doctoral students and recent Ph.D. recipients. Organized by the Southern Regional Education Board, the Institute is the single largest gathering in the country of underrepresented scholars pursuing advanced degrees. It presents an unrivaled opportunity for building community with and among such scholars and for addressing their specific educational and professional needs. The Institute also plays a central role in the Foundation’s Minority Ph.D. program. More than 150 scholars supported through the Sloan University Centers of Exemplary Mentoring attend each year. Attendees hear plenary speakers talk on substantive issues in graduate education and may choose from a large variety of workshops addressing topics across every stage of the educational pipeline, from the challenges of adapting to graduate study as a first-year student, to dissertation guidance, to making informed choices about the job market. The Institute also offers programming designed to build community among attendees, forge professional connections, celebrate the achievements of scholars, and introduce attendees to professional mentors and recruiters.  Funds from this grant provide partial support for the Institute for a period of four years.

This grant provides five years of support to the Fund for the City of New York (FCNY) to offset administrative and organizational expenses associated with the Sloan Awards for Excellence in Teaching Science and Mathematics, an annual awards program that honors exceptional math and science teachers working in New York City’s public high schools. Each year FCNY conducts a city-wide search for superb nominees from all five boroughs. Seven winners are selected by an expert panel of distinguished New Yorkers and winners are then honored at a city-wide celebration presided over by the chancellor of the NYC Department of Education. Winners receive a cash award of $5,000 and their schools each receive an award of $2,500 to augment their educational offerings.

This grant supports efforts by the Council for Economic Education (CEE) to attract a more diverse pool of individuals to economics by exposing precollege students to high-quality economics education. Grant funds support the Alfred P. Sloan Teaching Champion Awards, an annual program for recognizing innovative, effective high school economics teachers in the New York City metropolitan area. Winners receive $5,000 and their schools receive an additional $2,500 to enhance the economics curriculum. Winners are also celebrated at CEE’s annual Visionary Awards dinner each October, an event popular with leaders in business, education, economics, and the media. Additional grant funds support a series of three-day training boot camps and other online and in-person professional development programs that reach over 55,000 teachers per year, two-thirds of whom teach in schools serving students from low-income families. Last, CEE hosts the New York Economics Challenge, an annual quiz-bowl-style competition that helps students discover and develop a passion for economics. The grant’s funds support these and related activities for a period of three years.

In 2008 Ben Dubin-Thaler, a passionate science educator and entrepreneur, purchased an old New York City bus, outfitted it with state-of-the-art microscopy, developed a curriculum, and started visiting local schools. The result was the BioBus, a fully mobile research laboratory that brings a science field trip to school and community groups, with a focus on delivering high-quality science education to underserved communities. Since 2008, the organization has grown considerably, adding and outfitting a second bus and establishing two local community education centers (called BioBases), one on the Lower East Side and one in Harlem. BioBus also increased the breadth of their educational services by launching an internship program for high school and college students and a 12-week after school learning curriculum for interested middle and high schoolers. Since its founding, BioBus has brought innovative, fun science education to an estimated 250,000 students at more than 500 New York City schools. Funds from this grant support efforts to expand the number of students participating in BioBus programs over the next three years while creating the physical, fundraising, and evaluation infrastructure to ensure sustainable future growth. Funded activities include efforts to increase BioBus’s capacity to provide science research and mentorship opportunities; complete a three-year evaluation plan of the internship program that will provide data and insights to maintain program excellence while expanding capacity, and create a sustainable business plan for increased government support.