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: 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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  • grantee: University of Wisconsin, Madison
    amount: $633,044
    city: Madison, WI
    year: 2012

    To expand the scholarly understanding of effective teaching and learning in STEM fields, and of undergraduate student persistence in STEM majors, by a combination of surveys, interviews, and classroom observations of students and faculty at seven colleges

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Mark Connolly

    In the 1990s, the Foundation supported a project by Elaine Seymour and Nancy Hewitt of the University of Colorado, Boulder and Mark Connolly at the University of Wisconsin, Madison to conduct extensive ethnographies of students at seven selective colleges and universities to determine why majors in STEM fields switch majors for other areas. The results of their work, Talking About Leaving: Why Undergraduates Leave the Sciences, provides one of the most interesting, comprehensive accounts of what factors drive retention and attrition among undergraduates in STEM fields. Fifteen years later, Seymour endeavors to return to this issue, updating the findings original reported in Talking About Leaving and expanding her analysis to include examination of efforts by professors, departments, and school administrators to shrink attrition in STEM fields. Funds from this grant provide partial support to Seymour, her colleague Mark R. Connolly, and their team to conduct a series of new interviews at the same seven institutions sampled in Talking About Leaving and to support their subsequent analysis of the data they collect. Their efforts promise to provide new insights into what has changed and what has stayed the same when it comes to why undergraduates pursue or abandon STEM degrees.

    To expand the scholarly understanding of effective teaching and learning in STEM fields, and of undergraduate student persistence in STEM majors, by a combination of surveys, interviews, and classroom observations of students and faculty at seven colleges

    More
  • grantee: University of Colorado, Boulder
    amount: $666,956
    city: Boulder, CO
    year: 2012

    To expand the scholarly understanding of effective teaching and learning in STEM fields, and of undergraduate student persistence in STEM majors, by a combination of surveys, interviews, and classroom observations of students and faculty at seven colleges

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

    In the 1990s, the Foundation supported a project by Elaine Seymour and Nancy Hewitt of the University of Colorado, Boulder and Mark Connolly at the University of Wisconsin, Madison to conduct extensive ethnographies of students at seven selective colleges and universities to determine why majors in STEM fields switch majors for other areas. The results of their work, Talking About Leaving: Why Undergraduates Leave the Sciences, provides one of the most interesting, comprehensive accounts of what factors drive retention and attrition among undergraduates in STEM fields. Fifteen years later, Seymour endeavors to return to this issue, updating the findings original reported in Talking About Leaving and expanding her analysis to include examination of efforts by professors, departments, and school administrators to shrink attrition in STEM fields. Funds from this grant provide partial support to Seymour, her colleague Mark R. Connolly, and their team to conduct a series of new interviews at the same seven institutions sampled in Talking About Leaving and to support their subsequent analysis of the data they collect. Their efforts promise to provide new insights into what has changed and what has stayed the same when it comes to why undergraduates pursue or abandon STEM degrees.

    To expand the scholarly understanding of effective teaching and learning in STEM fields, and of undergraduate student persistence in STEM majors, by a combination of surveys, interviews, and classroom observations of students and faculty at seven colleges

    More
  • grantee: Council of Graduate Schools
    amount: $400,000
    city: Washington, DC
    year: 2012

    To enhance the skills of future faculty in the assessment of student learning in STEM fields

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

    This three-year grant supports the launch of a major initiative by the Council of Graduate Schools (CGS) to assist graduate students to gain knowledge in the assessment of student learning, both for the improvement of their own course-based teaching and for the reflective analysis of student learning outcomes at the level of a program or major. Partnering with five universities, CGS will partner with five universities to develop programs aimed at training graduate students in the best practices for assessing student learning and in implementing these practices in their courses, with special attention paid to large "gateway" science and math courses with high student attrition. Grant funds will also support three annual meetings and 2 summer workshops where learning assessment will be discussed, and a web-based clearinghouse for resources on the topic.

    To enhance the skills of future faculty in the assessment of student learning in STEM fields

    More