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: American Sociological Association
    amount: $5,000
    city: Washington, DC
    year: 2012

    To establish a common standard for tracking demographic data and measuring the process and outcome of diversity?-enhancing programs in the sciences

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Sally Hillsman

    To establish a common standard for tracking demographic data and measuring the process and outcome of diversity?-enhancing programs in the sciences

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  • grantee: University of British Columbia
    amount: $20,000
    city: Vancouver, BC, Canada
    year: 2012

    To accelerate the rate of exploration, adaptation and effective integration of methods of instruction that better support improved student learning, with a focus on undergraduate STEM education

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

    To accelerate the rate of exploration, adaptation and effective integration of methods of instruction that better support improved student learning, with a focus on undergraduate STEM education

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  • grantee: St. Olaf College
    amount: $19,500
    city: Northfield, MN
    year: 2011

    To develop a new community of practice on evidenced? based design for the planning of undergraduate learning spaces

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Jeanne Narum

    To develop a new community of practice on evidenced? based design for the planning of undergraduate learning spaces

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  • grantee: Wellesley College
    amount: $39,828
    city: Wellesley, MA
    year: 2011

    To improve recruitment and retention of students in STEM fields and produce graduates who understand the role of science in society

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Adele Wolfson

    To improve recruitment and retention of students in STEM fields and produce graduates who understand the role of science in society

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  • grantee: Business-Higher Education Forum
    amount: $56,000
    city: Washington, DC
    year: 2011

    To develop a plan for piloting strategies to increase enrollment, persistence, and successful graduation of undergraduate students, particularly among women and underrepresented minorities (URMs), in the STEM disciplines in Maryland

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

    To develop a plan for piloting strategies to increase enrollment, persistence, and successful graduation of undergraduate students, particularly among women and underrepresented minorities (URMs), in the STEM disciplines in Maryland

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  • grantee: American Society for Engineering Education
    amount: $397,371
    city: Washington, DC
    year: 2011

    To enable the American Society for Engineering Education to launch a program to routinely collect and report data on undergraduate engineering completion rates and time-to-degree

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Brian Yoder

    One of the objectives of our small program focusing on student retention in STEM disciplines at the undergraduate and graduate levels is to encourage universities to obtain and pay attention to data on the migration of their own students into and out of STEM disciplines. In the absence of such data, which most universities do not have, many campuses are either unaware of or ignore high net out-migration of students from their STEM departments. The result is wasted resources, underutilized faculty and facilities, and, depending on why students leave these disciplines, disappointed educational aspirations. Funds from this grant support a project by the American Society for Engineering Education to collect and report data on completion rates and time-to-degree in undergraduate engineering programs. Initial data collection will begin in the summer of 2012 with ASEE inviting all 380 U.S. engineering schools to participate. Data will be published in aggregate form, reporting separately on public and private institutions; schools that accept students as freshmen, sophomores, or juniors; and transfer and non-transfer students. The collected information will provide a rich dataset for scholarly analysis of student flows into and out of engineering.

    To enable the American Society for Engineering Education to launch a program to routinely collect and report data on undergraduate engineering completion rates and time-to-degree

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  • grantee: MentorNet
    amount: $60,000
    city: Sunnyvale, CA
    year: 2011

    To develop and launch a campaign on web-based social channels to recruit students directly into MentorNet's mentoring program

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator David Porush

    To develop and launch a campaign on web-based social channels to recruit students directly into MentorNet's mentoring program

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  • grantee: University of Washington
    amount: $671,781
    city: Seattle, WA
    year: 2011

    To assess improvements resulting from and analyzing data collected by the Project to Assess Climate in Engineering (PACE)

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

    In October 2006, the Foundation approved a five-year grant to the University of Washington to enable Suzanne Brainard and her colleagues to assess the climate for women and underrepresented minority undergraduates in engineering schools across the country. Twenty-one engineering schools fully participated in the climate assessment-the Project to Assess Climate in Engineering (PACE)- 16 at public universities and 5 at private universities, accounting for 18 percent of the full-time engineering enrollments nationwide. Of these, 15 created and implemented action plans to make improvements based on the recommendations of the study. Funds from this grant will support the continuation PACE for three purposes: 1. Resurvey students in the 21 schools, compare the new responses to the pre-intervention responses, and analyze the results in light of the particular interventions made by each school. 2. Conduct focus groups involving approximately 40 students on each campus that administers the resurvey. 3. Code and analyze rich transcripts of student interviews that were conducted during the PACE project.

    To assess improvements resulting from and analyzing data collected by the Project to Assess Climate in Engineering (PACE)

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  • grantee: American Chemical Society
    amount: $63,000
    city: Washington, DC
    year: 2010

    To fund a survey of graduate student life and career prospects in the chemical sciences

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Mary Kirchhoff

    To fund a survey of graduate student life and career prospects in the chemical sciences

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  • grantee: Thurgood Marshall College Fund
    amount: $299,992
    city: New York, NY
    year: 2010

    To include Thurgood Marshall College Fund campuses in the STEM migration project led by Swarthmore College

    • Program Higher Education
    • Sub-program Science of Learning STEM
    • Investigator Teresa Orok

    Swarthmore College is studying the migration of undergraduates into and out of STEM disciplines. In 2009 the Foundation supported efforts by the Thurgood Marshall College Fund (TMCF), the umbrella organization of 47 public, historically black universities, law schools and medical schools, to enable them to explore the possibility of some of their member campuses joining the Swarthmore-led STEM migration project or launching a similar project. Fund from this follow-on grant will enable 20 of the TMCF member campuses to join the Swarthmore-led project. The addition of 20 TMCF campuses to the STEM migration project would provide the basis for these campuses to improve STEM retention, provide a broader basis for each of the 44 campuses to compare its own performance with that of others, greatly expand the project's data on African American students, and facilitate further fundraising to sustain the project to which both Swarthmore College and TMCF are committed.

    To include Thurgood Marshall College Fund campuses in the STEM migration project led by Swarthmore College

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