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: $74,865
    city: Washington, DC
    year: 2013

    To examine the need and value of establishing a robust network and communication among university-based STEM Education Centers to contribute to transforming undergraduate science, technology, engineering and mathematics education

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Noah Finkelstein

    To examine the need and value of establishing a robust network and communication among university-based STEM Education Centers to contribute to transforming undergraduate science, technology, engineering and mathematics education

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  • grantee: Association of American Colleges and Universities
    amount: $31,606
    city: Washington, DC
    year: 2013

    To host a workshop and distribute a sourcebook that will assist foundation leaders and practitioners to promote alignment between STEM classroom and laboratory practice and what we know about how undergraduates learn

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Linda Slakey

    To host a workshop and distribute a sourcebook that will assist foundation leaders and practitioners to promote alignment between STEM classroom and laboratory practice and what we know about how undergraduates learn

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  • grantee: Massachusetts Institute of Technology
    amount: $20,000
    city: Cambridge, MA
    year: 2013

    To share best practices in evaluating teaching and learning in promotion and tenure at some of the nation’s top research universities.

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Daniel Hastings

    To share best practices in evaluating teaching and learning in promotion and tenure at some of the nation’s top research universities.

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  • grantee: Virginia Polytechnic Institute and State University
    amount: $70,000
    city: Blacksburg, VA
    year: 2013

    To determine whether participation in targeted programming can encourage development of innovative thinking skills and if in doing so, facilitate retention to degree among engineering undergraduates

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Bevlee Watford

    To determine whether participation in targeted programming can encourage development of innovative thinking skills and if in doing so, facilitate retention to degree among engineering undergraduates

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  • grantee: Association of American Colleges and Universities
    amount: $93,150
    city: Washington, DC
    year: 2012

    To bring about a cultural shift in undergraduate STEM education, toward a norm in which classroom and laboratory practice align fully with what we know about how people learn

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Linda Slakey

    To bring about a cultural shift in undergraduate STEM education, toward a norm in which classroom and laboratory practice align fully with what we know about how people learn

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  • grantee: Council of Graduate Schools
    amount: $30,000
    city: Washington, DC
    year: 2012

    To provide future STEM faculty with strategies to identify when undergraduate students are most at risk of departing from baccalaureate STEM pathways

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Daniel Denecke

    To provide future STEM faculty with strategies to identify when undergraduate students are most at risk of departing from baccalaureate STEM pathways

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  • grantee: University of British Columbia
    amount: $803,943
    city: Vancouver, BC, Canada
    year: 2012

    To enable the Bay View Alliance to accelerate the rate of adaptation, exploration, and effective integration of methods of instruction that better support improved student learning, targeting key STEM gateway courses

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Lorne Whitehead

    Though studies indicate that pedagogy that incorporates "active learning" results in significantly higher student outcomes, the traditional "professors lecture, students listen" teaching format remains stubbornly predominant in STEM higher education. This grant funds a project by the Bay View Alliance (BVA), a consortium of seven large public flagship universities in the U.S. and Canada, to jointly study the features of institutional and faculty culture that inhibit the spread of new pedagogical techniques and approaches inside colleges and universities. The BVA will design, implement, and then evaluate a series of small interventions at member colleges aimed at increasing our understanding of how university administrators can best support improvements in student learning. Grant funds support the development of the administrative and organizational infrastructure necessary to manage the project; the creation of shared protocols for the conduct of research; the design, implementation and analysis of interventions; and the dissemination of results and findings.

    To enable the Bay View Alliance to accelerate the rate of adaptation, exploration, and effective integration of methods of instruction that better support improved student learning, targeting key STEM gateway courses

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  • grantee: Business-Higher Education Forum
    amount: $397,858
    city: Washington, DC
    year: 2012

    To launch and scale new curricular and pedagogical models of industry-higher education collaboration aimed at increasing the recruitment and persistence of STEM students

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Stephen Barkanic

    Funds from this grant support a project by the Business-Higher Education Forum, an innovative regional partnership between industry and academia in the state of Maryland, to further develop and expand an undergraduate cybersecurity curriculum across the University of Maryland system that provides students with the skills and training sought by regional employers. A pioneering exercise in collaborative curriculum development, the project has the potential to serve as a model for how educators and private industry can effectively collaborate to maximize the value of university education for students. Funds from Sloan will support the creation of the USM Undergraduate Cybersecurity Network to coordinate curriculum, internships, advanced degrees, and job opportunities in the Washington, D.C.-Maryland region. Joint efforts will allow the collection and analysis of student academic performance, demographic, and employment data from all institutions with respect to initial enrollment, early stage persistence, transfer and articulation, declared majors, graduates, and number of job offers; data on number and involvement of industry professionals in curriculum development and internship responsibilities; and the use of the data to inform curriculum and pedagogy. It is expected that program capacity will be expanded so that 585 additional undergraduates enroll in cybersecurity programs by 2015 and 20 percent more bachelor's degrees are earned in cyber-related fields by 2018. In addition, the program will be designed with a focus on increasing the recruitment and retention of women and underrepresented minorities into the cybersecurity program.

    To launch and scale new curricular and pedagogical models of industry-higher education collaboration aimed at increasing the recruitment and persistence of STEM students

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  • grantee: National Academy of Sciences
    amount: $100,000
    city: Washington, DC
    year: 2012

    To provide evidence-based guidance to post-secondary faculty in science and engineering on how to improve their instruction and to improve undergraduate science education in order to improve students' learning and increase retention of students in science

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Heidi Schweingruber

    To provide evidence-based guidance to post-secondary faculty in science and engineering on how to improve their instruction and to improve undergraduate science education in order to improve students' learning and increase retention of students in science

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  • grantee: National Academy of Sciences
    amount: $100,000
    city: Washington, DC
    year: 2012

    To provide evidence-based findings and actionable recommendations on the increasingly complex pathways undergraduate students take into and out of STEM degree programs

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Martin Storksdieck

    To provide evidence-based findings and actionable recommendations on the increasingly complex pathways undergraduate students take into and out of STEM degree programs

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