Grants Database

The Foundation awards approximately 200 grants per year (excluding the Sloan Research Fellowships), totaling roughly $80 million dollars in annual commitments in support of research and education in science, technology, engineering, mathematics, and economics. This database contains grants for currently operating programs going back to 2008. For grants from prior years and for now-completed programs, see the annual reports section of this website.

Grants Database

Grantee
Amount
City
Year
  • grantee: Association of Public and Land-Grant Universities
    amount: $20,000
    city: Washington, DC
    year: 2013

    To create more robust deal flow as measured by the launching of new ventures, increased number of tech-entrepreneurs at both the faculty and student levels, and increased advocacy for innovation, commercialization and tech-entrepreneurial activities

    • Program Higher Education
    • Initiative Professional Advancement of Underrepresented Groups
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator John Lee

    To create more robust deal flow as measured by the launching of new ventures, increased number of tech-entrepreneurs at both the faculty and student levels, and increased advocacy for innovation, commercialization and tech-entrepreneurial activities

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  • grantee: Skidmore College
    amount: $74,980
    city: Saratoga Springs, NY
    year: 2013

    To reduce science faculty members' explicit (consciously-held) and implicit (automatic or unintended) gender biases

    • Program Higher Education
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Corinne Moss-Racusin

    To reduce science faculty members' explicit (consciously-held) and implicit (automatic or unintended) gender biases

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  • grantee: University of California, Davis
    amount: $20,000
    city: Davis, CA
    year: 2013

    To maintain the 16 % minority enrollment rate in the department of chemistry and to determine whether providing small amounts of funds to doctoral students when they initially arrive at the university can maintain the small dropout rate

    • Program Higher Education
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator William Jackson

    To maintain the 16 % minority enrollment rate in the department of chemistry and to determine whether providing small amounts of funds to doctoral students when they initially arrive at the university can maintain the small dropout rate

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  • grantee: University of Arizona
    amount: $123,050
    city: Tucson, AZ
    year: 2013

    To plan for a new collaborative direction for the four campus groups that now constitute the Sloan Indigenous Graduate Partnership (SIGP)

    • Program Higher Education
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Maria Velez

    To plan for a new collaborative direction for the four campus groups that now constitute the Sloan Indigenous Graduate Partnership (SIGP)

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  • grantee: American Society for Engineering Education
    amount: $14,391
    city: Washington, DC
    year: 2013

    To produce a series of video segments to serve as a catalyst for engineering deans, chairs, and faculty to discuss issues related to specific impediments to increasing diversity, and strategies to overcome such impediments

    • Program Higher Education
    • Initiative Professional Advancement of Underrepresented Groups
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Ashok Agrawal

    To produce a series of video segments to serve as a catalyst for engineering deans, chairs, and faculty to discuss issues related to specific impediments to increasing diversity, and strategies to overcome such impediments

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  • grantee: National Action Council for Minorities in Engineering, Inc.
    amount: $3,835,000
    city: White Plains, NY
    year: 2013

    To cover expected obligations to be incurred by NACME to provide phase 1 transitional support for the Sloan MPHD program as campus programs compete for new multi-year grants for University Centers of Exemplary Mentoring or Programs of Exemplary Mentoring

    • Program Higher Education
    • Initiative Minority Ph.D.
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Aileen Walter

    To cover expected obligations to be incurred by NACME to provide phase 1 transitional support for the Sloan MPHD program as campus programs compete for new multi-year grants for University Centers of Exemplary Mentoring or Programs of Exemplary Mentoring

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  • grantee: Yale University
    amount: $539,107
    city: New Haven, CT
    year: 2013

    To test the impact of interventions on both explicit (consciously held) and implicit (automatic or unintended) gender biases; ultimately, to increase the participation of women in science by reducing bias

    • Program Higher Education
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator John Dovidio

    The grant provides support for a project headed by Yale biologist Jo Handelsman to find targeted interventions that to increase equitable decision-making and overcome the effects of explicit and implicit gender bias in the many review processes that are an essential part of academic science. Leading a multidisciplinary team, Handelsman will conduct two experiments comparing interventions designed to mitigate explicit bias, implicit bias, or both (hybrid). Depending on which intervention is found to be most effective, the team will then develop, evaluate, and distribute a training guide, and publish their results. Prospective audiences for the training guide include faculty, staff, and students in campus diversity training settings; graduate students in “responsible conduct of research” courses; faculty search committees; and senior academic administrators responsible for university personnel practices.

    To test the impact of interventions on both explicit (consciously held) and implicit (automatic or unintended) gender biases; ultimately, to increase the participation of women in science by reducing bias

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  • grantee: Keystone Symposia on Molecular and Cellular Biology
    amount: $78,794
    city: Silverthorne, CO
    year: 2013

    To enhance the Fellows’ success rates for grant applications, provide Fellows with problem-solving techniques that can be used to address diversity challenges, and teach Fellows the behaviors and strategies which contribute to success

    • Program Higher Education
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Laina King

    To enhance the Fellows’ success rates for grant applications, provide Fellows with problem-solving techniques that can be used to address diversity challenges, and teach Fellows the behaviors and strategies which contribute to success

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  • grantee: American Society for Engineering Education
    amount: $5,434
    city: Washington, DC
    year: 2013

    To capture for later webcasting a panel discussion on diversifying engineering faculty and administrators (department chairs/heads, associate deans, and deans) to be held at the April 2013 Engineering Deans Institute in New York City

    • Program Higher Education
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Ashok Agrawal

    To capture for later webcasting a panel discussion on diversifying engineering faculty and administrators (department chairs/heads, associate deans, and deans) to be held at the April 2013 Engineering Deans Institute in New York City

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  • grantee: Drexel University
    amount: $572,082
    city: Philadelphia, PA
    year: 2012

    To develop replicable models and assessment instruments for professional advancement programs to increase institutional capacity supportive of academic leaders from groups underrepresented in STEM

    • Program Higher Education
    • Initiative Professional Advancement of Underrepresented Groups
    • Sub-program Education and Professional Advancement for Underrepresented Groups
    • Investigator Diane Magrane

    ICELA, the International Center for Executive Leadership in Academics at Drexel University, exists to "increase the number and impact of women in academic leadership positions through two innovative programs: Executive Leadership in Academic Medicine (ELAM) and Executive Leadership in Academic Technology and Engineering (ELATE)." ELAM, begun in 1995, is a one-year leadership program to expand the national pool of women qualified for positions of leadership in academic medicine, dentistry, and public health. Now with over 700 graduates, the ELAM program has made significant progress, with alumnae serving in leadership positions from department chair to president at over 180 U.S. and Canadian academic health centers. Notably, 9 of the 23 women deans of U.S. medical schools are ELAM alumnae. Using the ELAM model, ICELA began a ELATE in 2012, focusing on leadership development for senior women faculty in engineering, computer science, and related fields. Funds from this grant support a thorough evaluation of the outcomes and impact (both individual and institutional) of the ELATE classes finishing in June 2013, 2014, and 2015. Besides analyzing the data from the pre- and post-program surveys, the deliverables of the new project will include: 1) a system by which the fellows' institutional action projects will be categorized and tracked to determine whether the original aims for impact have been met; 2) a nationwide survey facilitated by the American Society of Engineering Education (ASEE) of deans and provosts to ascertain views on the skills and practices necessary for effective leadership and mentoring; and 3) surveys of the deans who nominated the fellows to ascertain their views on the progress and outcomes of the program and to engage them about further development of institutional support for women leaders in CS&E.

    To develop replicable models and assessment instruments for professional advancement programs to increase institutional capacity supportive of academic leaders from groups underrepresented in STEM

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