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 American Universities
    amount: $301,550
    city: Washington, DC
    year: 2018

    To construct more student-centered educational environments for all graduate students by active institutional and departmental support for a variety of career options and for increased inclusion of students from underrepresented groups

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Tobin Smith

    Funds from this grant support a multidimensional national effort by the Association of American Universities (AAU) to help make U.S. graduate education more student-centered. The need for such an effort stems from a recognition that the organization of much of graduate education has been too focused on the singular goal of research productivity at the expense of preparing doctoral students for a broader array of professional careers inside and outside the academy. AAU will run a pilot program at 8 universities drawn from its 62 highly respected member institutions. Over the course of three years, two departments from each university will conduct analyses to support the development and implementation of action plans to provide greater support for students’ pursuits of diverse Ph.D. career pathways The project will also increase transparency by making Ph.D. and career outcomes data readily available, and foster cross-institutional learning and broad dissemination of effective strategies and practices through workshops, virtual webinars, and activities aimed at fostering more student-centered educational environments for all doctoral students.

    To construct more student-centered educational environments for all graduate students by active institutional and departmental support for a variety of career options and for increased inclusion of students from underrepresented groups

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  • grantee: University of Michigan
    amount: $1,061,264
    city: Ann Arbor, MI
    year: 2018

    To establish a collaboration of 11 large R-1 universities that will accelerate and enhance efforts to improve foundational courses in STEM through learning analytics research into, and development of, equitable and inclusive STEM curricula and teaching practices

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Timothy McKay

    A recent study of undergraduates across five Big Ten research universities found that women in large classes in biology, chemistry, physics, accounting, and economics performed about a third of a grade point lower (e.g. A- to B+) than similarly situated men. Understanding the basis for this gendered performance difference has the potential to contribute to a better understanding of the poorer persistence patterns of women and other demographic groups in STEM, and to the development of means by which those differences can be eliminated. This grant funds an effort by University of Michigan physicist Timothy A. McKay to assemble a broad coalition of university collaborators to jointly undertake further research and interventions. The acronym for the project is SEISMIC, for the Sloan Equity and Inclusion in STEM Introductory Courses project, appropriately reflecting the opportunity for powerful disruption of an entrenched system. SEISMIC will bring together 11 institutions, each contributing a team of approximately 10 faculty members, students, and staff. The teams will examine all introductory STEM courses on all campuses through current analytics and engage in parallel data analysis, data sharing, coordinated experiments, a continuous exchange of speakers (about 60 per year), and extended annual summer meetings. Attention will be paid to the diversity of institutions chosen. Gender will continue to be an object of study, and the project will also examine other student demographics including race/ethnicity, first-generation (first-gen) college students, and various forms of intersectionality, e.g., Latina women or first-gen men. A planning meeting and three annual collaboration summer meetings will be held to accelerate research, build community, and enhance the spread of ideas. Results will be disseminated broadly through presentations at national professional meetings and publication in several peer-reviewed articles that will reach broad STEM and STEM-education audiences.

    To establish a collaboration of 11 large R-1 universities that will accelerate and enhance efforts to improve foundational courses in STEM through learning analytics research into, and development of, equitable and inclusive STEM curricula and teaching practices

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  • grantee: Arizona State University
    amount: $122,846
    city: Tempe, AZ
    year: 2018

    To integrate engineering principles and thought into the Masters of Public Policy/Masters of Public Administration programs to enhance the effectiveness of public and nonprofit managers

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Donald Siegel

    To integrate engineering principles and thought into the Masters of Public Policy/Masters of Public Administration programs to enhance the effectiveness of public and nonprofit managers

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  • grantee: Association of American Universities
    amount: $20,000
    city: Washington, DC
    year: 2017

    To undertake planning activities in preparation for a major new initiative on PhD education in collaboration with AAU member universities

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Tobin Smith

    To undertake planning activities in preparation for a major new initiative on PhD education in collaboration with AAU member universities

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  • grantee: University of Wisconsin System
    amount: $125,000
    city: Madison, WI
    year: 2017

    To build a new user interface and database for the Small World Initiative (SWI) and train graduate students to teach with the big data sets gathered through SWI course-sourcing on antibiotics produced by newly isolated soil bacteria

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Jo Handelsman

    To build a new user interface and database for the Small World Initiative (SWI) and train graduate students to teach with the big data sets gathered through SWI course-sourcing on antibiotics produced by newly isolated soil bacteria

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  • grantee: University of California, Berkeley
    amount: $101,821
    city: Berkeley, CA
    year: 2016

    To develop and test instruments that document increases in understanding of science concepts and scientific practices in undergraduate research experiences

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Anne Baranger

    To develop and test instruments that document increases in understanding of science concepts and scientific practices in undergraduate research experiences

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  • grantee: Mathematical Sciences Publishers
    amount: $50,000
    city: Berkeley, CA
    year: 2016

    To enable a peer-reviewed journal for undergraduate research in mathematics (Involve) to increase its subscriptions and ensure its longevity

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Robion Kirby

    To enable a peer-reviewed journal for undergraduate research in mathematics (Involve) to increase its subscriptions and ensure its longevity

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  • grantee: American Association for the Advancement of Science
    amount: $63,694
    city: Washington, DC
    year: 2015

    To provide graduate students with the skills to produce and effectively use an annotated version of the primary literature in advanced undergraduate course

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Melissa McCartney

    To provide graduate students with the skills to produce and effectively use an annotated version of the primary literature in advanced undergraduate course

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  • grantee: Council of Graduate Schools
    amount: $141,472
    city: Washington, DC
    year: 2015

    To develop an instrument for collecting information on the careers of STEM Ph.D.’s from matriculation to 15 years post-graduation

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Suzanne Ortega

    This grant supports efforts by the Council of Graduate Schools (CGS) to improve the ways colleges and universities collect data on the career pathways and outcomes of graduate students in doctoral programs. CGS will spearhead the development and dissemination of an instrument to be used by departments at colleges and universities to track the careers of those that graduate from their doctoral programs. In addition, it will provide universities with a framework for administering the surveys and analyzing responses. Unlike the data collected in the Survey of Doctorate Recipients and the Survey of Earned Doctorates, which are aggregated nationally, the CGS effort would be focused on data aggregated at the departmental and institutional levels and would focus on improving individual graduate programs; enhance institutional services to graduate students; inform prospective and current graduate students about careers associated with particular degree programs; and increase the awareness of policymakers, funders, and the broader public about the professional and social contributions of doctorate holders—wherever their lives take them. Data collection is envisioned to continue for 15 years post-matriculation.

    To develop an instrument for collecting information on the careers of STEM Ph.D.’s from matriculation to 15 years post-graduation

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  • grantee: Association of Public and Land-Grant Universities
    amount: $20,000
    city: Washington, DC
    year: 2014

    To explore innovative and effective ways to engage senior tenure-line faculty in physics and chemistry in pedagogical reform of upper division courses at research high or research very high universities

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Kacy Redd

    To explore innovative and effective ways to engage senior tenure-line faculty in physics and chemistry in pedagogical reform of upper division courses at research high or research very high universities

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