National Science Foundation-Funded STEM Grants

In FY 2009, NSF provided 373 awards to Connecticut institutions and individuals for a total of $82.6 million. 357 awards ($75.1 million)  were for research support to businesses and colleges/universities, 16 awards ($7.5 million) were for STEM education activities. Go to http://dellweb.bfa.nsf.gov/AwdLst2/default.asp for a full description of all CT awards.

1. Building a Bridge to Improve Student Success: Granted to collaboration among Western CT State University and area high schools. $175,000 . Original grant period 2005-06 . Program has spread to all four CT State University Campuses through 2007-08 General Assembly appropriations. Goals of the project were to decrease the number of students need remediation in college by (a) providing high school students with a clearer idea of college expectations, and (b) building relationships between the English and mathematics faculty in the university and high school so that good communication regarding standards and expectations could occur. As a result of this collaboration there was an almost 20 percent improvement in number of students requiring remediation when entering the university during the trial period. That number continues to improve. Contact: Dr. Linda VadenGoad, dean of the School of Arts and Sciences, 203-837-9401, vanden-goadL@wcsu.edu

2. Collaborative Industry/Community College System ATE Professional Development Project : Granted to CBIA. $638,262. The project supports comprehensive professional development for community college faculty, high school ma the matics, science and technology teachers and limited numbers of pre-service teachers. Project goals are to: (1) streng the n relationships among business and industry, the CCCS, state comprehensive and vocational high schools, and o the r ATE institutions; (2) build a stronger feeder system for the state's two-year ATE programs in three areas: manufacturing, engineering technologies and computer science/information technology; and (3) increase the supply of technically trained AS graduates. CBIA Contact, Lauren Kaufman kaufmanl@cbia.com 860-244-1938

3. Collaborative Research: Justification and Argumentation: Growing Understanding of Algebraic Reasoning (JAGUAR). National Science Foundation, REESE Program, Category B, Contextual Research Award $193,963. (Part of a three year collaboration grant project ending in 12/2011 with S. Larsen and E. Thanheiser (Portland University) and J. Newton (Purdue Unversity and University of Connecticut). Total award: $833,311. The main goal of the project is to understand how teachers 1) develop specific mathematical knowledge (algebraic justification), 2) transform this knowledge to classroom practice, and 3) advance in their pedagogy to promote students' learning. The project will clarify the meaning of justification for school algebra through collaborations among mathematicians, teachers, and mathematics educators. The project focuses on the important and under-explored connection between teachers' mathematical learning in a professional development environment and the subsequent a) changes in their teaching practice and b) continued deepening of their content knowledge in practice. Additionally, by working with a select group of exemplary teachers, the project explores the development of advanced inquiry teaching, namely teaching that supports students' mathematics learning via justification activities. Contact Megan Staples megan.staples@uconn.edu (Principal Investigator) or 860-486-0280.

4. Collaborative Research: Commonsense Computing: What students know before we teach. Granted to UCONN . $27,058. August 2008 through July 2010 (estimated). This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. Contact Robert McCartney robert@engr.uconn.edu (Principal Investigator).

5. Computer Science, Engineering, and Ma the matics Scholarships Program : Granted to Connecticut College . $385,000. The Program has three primary objectives: to enhance both the quantity and quality of high school students entering Connecticut College's existing math and computer science program, especially those from underrepresented minorities such as women and students of color; to increase retention of students who are enrolled in the math and computer science programs through extensive support services and through programs which increase the knowledge and skills of the students; and to expand the number of high school students considering math and computer science as career options by encouraging the scholarship students to become leaders and role models. Contact Gary Parker gary.parker@conncoll.edu

6. Computer Security and Data Assurance Associate Degree Program: Granted to Norwalk Community College . $688,414. This project is developing an associate degree program in computer security and data assurance at Norwalk Community College . The new program leads students ei the r to immediate employment or to a related four-year degree at Western Connecticut State University . The project provides faculty members with relevant workplace experiences so the y can better prepare the ir students for careers in the computer security field. Although the project's primary audience is two-year college faculty and students, the goal is to create a computer security career pathway from secondary schools to two-year colleges and on to universities. Contact Rose Ellis rellis@ncc.commnet

7. Connecticut Pathways to Innovation (CPI) : Granted to Education Connection. $881,605.00 NSF Advanced Technology Education Project runs from July 1, 2007 to June 30, 2009. CPI is a three year, multi-phased educational opportunity for underserved and underrepresented students to develop workforce skills in the area of information technology. The project will provide an educational continuum of articulated courses, and experiential learning activities, including Biotechnology; Innovation, Research & Development; Nanotechnology Research & Development. The coursework will begin in high school and result in increasing the number of underserved minority students pursuing post-secondary technical certifications and four-year STEM related degrees at the Connecticut Community College of Technology. STEM professionals from the IBM Corporation and Connecticut Technology Council will interact with students and teachers, both face-to-face and online through a variety of “Experiential Learning” activities. Courses will be developed by the Center for 21 st Century Skills@EDUCATION CONNECTION and will be disseminated via the Connecticut Education Network (CEN), a high-speed, fiber-optic education network connects Connecticut school districts and post-secondary institutions. Co-principal Investigators are: Michael Mino, Director, Center for 21 st Century Skills @ EDUCATION CONNECTION and Dr. Karen Wosczyna-Birch , Director, Connecticut Community College System's College of Technology and Principle Investigator, NSF ATE Regional Center for Next Generation Manufacturing. www.nextgenmfg.org

8. Coupled Core Science Courses for Integrative Learning. Granted to Fairfield University , $136,262 : June 2008 through June 2011. The project is developing a series of coupled interdisciplinary core science courses for non-science majors and is creating a Resource Center for Core Science to enhance the design, delivery and evaluation of core science courses. In order to increase the science literacy of students, coupled interdisciplinary core science courses are being developed around broad themes. For example, the theme named The Limits of Human Performance couples the course Physics of Sport with the course Chemistry of Nutrition. The new Resource Center for Core Science is partnering with the Center for Academic Excellence to develop, deliver, and review existing and new core science courses. Faculty attend focused workshops to design coupled courses that include creative laboratory experiences, classroom activities, and data analysis projects that engage students in doing science and in connecting scientific knowledge with other types of knowledge. This project builds on a larger institutional strategic planning initiative that aims to integrate courses across the core curriculum and serves as a model for those interested in the teaching of science using integrative teaching and learning. Contact Lawrence Steffen lsteffen@mail.fairfield.edu (Principal Investigator)

9. Implementing Physics by Inquiry Using Undergraduate Peer Instructors and Cooperative Group Learning , Granted to collaboration led by Southern CT State University. $33,548. The primary objective of the Physics by Inquiry project is to adapt and investigate how the PbI curriculum can be implemented without the need for physics graduate student teaching assistants as it is currently being implemented by its developers. Instead, formal cooperative group learning techniques and undergraduate teaching assistants are being used. Contact Karen Cummings cummingsk2@southernct.edu

10. Machine Learning Laboratory Experiences for Introducing Undergraduates to Artificial Intelligence . Granted to Central Connecticut State University and Gettysburg College . $109,469. Collaboration has developed hands-on projects for students involving the design and implementation of a learning system. The projects use machine learning to tie toge the r the core artificial intelligence (AI) topics. In addition to creating projects for classroom use, undergraduate students have worked on related research. The project URL is http://uhaweb.hartford.edu/compsci/ccli Contact: Ingrid Russell irussell@hartford.edu

11. Pipeline from Technical High Schools to the College of Technology:  Granted to a collaboration of the Connecticut Business and Industry Association (CBIA), the College of Technology (COT), and the Connecticut Technical High School System (CTHSS).  $883,900.  September 1, 2006 through August 31, 2010 (estimated).  The  partners are collaborating to increase the number of young people entering technical careers in Next Generation Manufacturing.  The COT, representing 12 community colleges, was awarded a Regional Center in Next Generation Manufacturing (RCNGM) in fall of 2004 to develop college level technician outreach and education in advanced manufacturing technologies.  This project is designed to complement the work of the Center to ensure that entering students are prepared for college level work, leading to careers in advanced manufacturing.  The project targets six community colleges and six technical high schools in three regions of the state with strong manufacturing employment opportunities coordinated with strong industrial support.  Students are being encouraged to pursue manufacturing careers.  The project emphasizes the importance of mastering more rigorous curriculum in scin=ence, technology, engineering and math.  Students receive business and industry and college support to succeed in academic courses.  Contact Lauren Kaufman at kaufmanl@cbia.com (Principal Investigator), Karen Wosczyna-Birch at kbirch@commnet.edu (Co-Principal Investigator) or Abigail Hughes at abigail.hughes@po.state.ct.us (Co-Principal Investigator). 
                                                                                                         
12. Problem Based Learning of Life Support and Sustainable Living: Granted to collaboration led by CT Business & Industry Foundation. $289,074 . February 2008 through January 2010 (estimated). I nvolves a partnership of 12 public community colleges, two universities, comprehensive and technical high schools, a pre-engineering program, local industry, and NASA. It is strengthening the 2 + 2 + 2 pathway in STEM disciplines by providing the opportunity for a diverse population of students to collaboratively work on real-world science, technology, and engineering applications. The partners are establishing interdisciplinary teams of high school, community college, and university students and mentors from two-year colleges, four-year colleges, and industry. These teams are conducting research on real-world problems in life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, and other industry partners. The project is also developing industry-mandated professional skills and competencies such as teaming, leadership, and oral and written communications. The results of these real-world, problem-based-case-based projects are being used to write multi-media classroom and laboratory curricula that is piloted and disseminated regionally and nationally. The project is increasing the pool of technicians, scientists, and engineers who possess the requisite skill sets necessary for the 21st century workforce. The 2 + 2 + 2 seamless pathway provides a model for addressing a diverse population of students who may enter the workforce at various exit and entry points while continuing their education. Contact Karen Wosczyna-Birch karenlee@snet.net (Principal Investigator)
     
13. Project Opening Doors (POD):  Granted to a collaboration among the Education Foundation of the Connecticut Business & Industry Association (CBIA), Connecticut Science Center, Connecticut College of Technology, EASTCONN (a Regional Education Service Center), and CBIA member companies.  $371,793 - Award period September 1, 2009 through August 31, 2010 (estimated).  This grant forms a strategy to encourage and prepare 9th and 10th grade minority and low-income, first-generation college students for enrollment in Advanced Placement courses in math, science and English in Project Opening Doors (POD) schools in Connecticut.  POD, Connecticut's National Math and Science Initiative, is designed to increase enrollment of underserved and minority students in 11th and 12th grade AP classes and improve their educational performance, success in post-secondary education, and evential employment in science and technology based companies.  The ITEST project is a pre-AP initiative designd to excite and motivate students in the sciences and technology and prepare them for the rigor of AP coursework in POD project schools.  Contact is Judith Resnick at judy.resnick@cbia.com
     

14. Regional Center for Next Generation Manufacturing: Granted to CT Community-Technical Colleges' College of Technology . $1,571,849. August 2004 through July 2009 (estimated). The Connecticut Community College System, through its College of Technology (COT), is developing an ATE Regional Center for Next Generation Manufacturing (RCNGM). The Center is the regional focal point for the education of an agile manufacturing workforce skilled in the implementation of advances in technology and capable of meeting the changing needs of the manufacturing industry. The RCNGM is a partnership of the Community Colleges' College of Technology with the Manufacturing Institute of the National Association of Manufacturers, the Education Foundation of the Connecticut Business and Industry Association (CBIA), the Connecticut Center for Advanced Technology, government agencies, and secondary and higher education institutions. The RCNGM builds on the successes of several ATE, CSEMS and CCLI grants received by the partners. A continuing grant in 2007. Contact Karen Wosczyna-Birch : kwosczyna-birch@commnet.edu (860)-244-7608 or 860-255-3746

15. SoftHum: Student Participation in the Community of Open Source Software for Humanity. Granted to Trinity College . $149,861: May 1, 2008 through April 30, 2010 (estimated). The SoftHum project champions the use of Humanitarian Free and Open Source Software as a foundation for computing education that can attract students into majoring in Computer Science, provide an excellent learning vehicle, and achieve social benefits. Students engaged in SoftHum team projects work in unique real-world environments along with professional developers in which the students gain traits of professional maturity, practical experience, and social responsibility within a humanitarian context. Contact, Heidi J.C. Ellis heidi.ellis@trincoll.edu (Principal Investigator). 860/297-2000.

16. STRONG-CT: Science and Technology Reaching Out to New Generations in CT, Granted to collaboration among University of Connecticut, Manchester Community College, Three Rivers Community College and Quinebaug Valley Community College. $1,999,905. 2005-2010. The focus of STRONG-CT is to prepare life science students beginning at the community colleges that normally would not be afforded this opportunity (disadvantaged, first generation, female, or minority students). Contact: Marcia Jehnings at mjehnings@mcc.commnet.edu or at 860-512-2703.

17. Transforming Engineering Education through Social Networking. Granted to UCONN's Schools of Engineering and Education in collaboration with Windham high school . $99,999. May 2009 through April 2010 (estimated) . This project will investigate the utility of social networking as a learning environment to motivate and improve the performance of high school students, especially Hispanic students, and college students in the areas of math, science, and engineering. The Learning Enabled Social Network (LESN), seeks to discover how these inherently motivating environments can be adapted to enhance motivation and interest in engineering education and how to harness the power of project-based learning and social networking to enhance learning and promote the science, technology, engineering, and math disciplines. LESN is based on a strong theoretical framework of communities of practice to engage students in authentic problem solving activities. The structure of the technology allows vertical integration from elementary school to professional engineering as well as horizontal participation across various cultures and disciplines. The tools student-centered design seeks to facilitate student-centered learning and transform faculty teaching. Collaboration between the University of Connecticut and Windham high school will seek to identify features of the online social network that lend improve engineering problem solving. This project will also advance the understanding and skills of participating engineering faculty and administrators as related to innovative pedagogy as a result of working with the project. Contact Robert Hannafin robert.hannafin@uconn.edu (Principal Investigator)

CT Academy for Education | CT STEM-Related Educational Asset Directory