Project Grant 2400805

Award Date 8/1/24
Completion Date 7/31/25
Dollars Obligated $175K
Federal Grant Program
47.076
Assistance Type
Project Grant
Place of Performance
Long Beach, CA 90815, USA
Similar Awards
This $136,123 National Science Foundation project grant aims to improve student learning outcomes in computer science theory courses through the use of conceptual models. Funded under the federal STEM Education program (CFDA 47.076), the grant supports research at Rochester Institute of Technology to study the impact of teaching students how to create their own conceptual models of theoretical computing concepts. The project team will analyze qualitative and quantitative data from student...
This $162,814 project grant from the National Science Foundation's STEM Education program (CFDA 47.076) supports the development of conceptual models to improve student learning outcomes in computer science theory courses at the University of Rochester from July 2022 through June 2025. The award aims to study the impact of teaching students to create their own conceptual models of theoretical computing concepts. Researchers will analyze qualitative and quantitative data from student surveys,...
This National Science Foundation (NSF) Project Grant award under the Mathematical and Physical Sciences federal grant program (CFDA 47.049) will explore new ways to address complex mathematical problems by integrating advanced machine learning techniques with automated reasoning. The $418,035 grant awarded to Carnegie Mellon University will support a collaborative research effort between mathematicians and computer scientists to develop and evaluate new algorithms for solving three specific open...
This $347,370 National Science Foundation project grant supports the development of active assessment strategies aligned with active learning methods in collegiate mathematics. Funded under the NSF's STEM Education program (CFDA 47.076), the grant aims to build capacity for high-quality STEM education research and practice. Specifically, the awardee, California State University, East Bay Foundation, will integrate student and instructor perspectives on active assessment through communities of...
The National Science Foundation (NSF) awarded a $328,554 Project Grant under its STEM Education (CFDA 47.076) program to the University of California Irvine (UC Irvine) to study instructional approaches that foster students' relational reasoning skills in mathematics. The primary goal is to help students improve their ability to recognize relationships, commonalities, and differences between mathematical concepts, which supports the development of strong problem-solving skills applicable to...
This $246,900 National Science Foundation project grant supports the development of reflection exercises and vignettes to promote professional dispositions among undergraduate computing students. Awarded under the Science, Technology, Engineering, and Mathematics Education program (CFDA 47.076), the grant involves faculty from four institutions collaborating over two years to design and study exercises asking students to explain how they have demonstrated behaviors like persistence and...
This $364,440 National Science Foundation Project Grant under the Mathematical and Physical Sciences program (CFDA 47.049) supports the Research Experiences for Undergraduates Site: Research Challenges of Computational Methods in Discrete Mathematics. A collaboration between Moravian University, Cedar Crest College, and Kutztown University, this award will bring ten students to Moravian College each summer from 2022 to 2025 to concentrate on research projects associated with discrete...
This Project Grant award from the National Science Foundation (CFDA 47.070 Computer and Information Science and Engineering) provides $250,000 to the University of Illinois to transform online computer science theory education. The project aims to develop online homework exercises with attributes like instant automated feedback, isolated skills, adaptive complexity, and culturally responsive contexts. These innovative exercises are intended to improve student success, confidence, and sense of...
This $750,000 Project Grant awarded by the National Science Foundation (NSF) under the STEM Education program (CFDA 47.076) aims to improve mathematics education for pre-service K-8 teachers at Arizona State University. The project will integrate visual computing technology and the engineering design process into an upper-division mathematics methods course, engaging approximately 180 pre-service teachers per year. Research will study the effectiveness of this interdisciplinary approach in...
This $385,799 National Science Foundation project grant will fund research and educational activities through August 2024 under the STEM Education program (CFDA 47.076). The University of Delaware will leverage educational data mining to understand how undergraduate computer science students regulate learning and draw on motivational resources. Initial findings aim to inform a just-in-time learning intervention to improve study patterns. The project also seeks to increase participation of...

This Project Grant award, funded by the National Science Foundation's STEM Education program (CFDA 47.076), aims to gain deeper insights into how undergraduate students in computer science and mathematics approach and comprehend fundamental discrete mathematics concepts. The $175,000 award to the California State University Long Beach Research Foundation will span one academic year from August 2024 to July 2025.

The project will utilize a novel analytical approach combining the frameworks of process/object duality and the instrumental approach to analyze students' cognitive activity. During Phase 1, research participants will engage in think-aloud procedures to vocalize their thought processes while solving questions related to logic, set theory, combinatorics, number theory, iteration, recursion, and graph theory. In Phase 2, the researchers will focus on understanding the various approaches taken by computer science and mathematics students, and have them provide feedback on the strategies they find most helpful. The findings from this study will be disseminated through published asset-based narratives and the creation of in-class activities for introduction to proofs courses, with the goal of advancing theoretical understanding and improving pedagogical practices at the intersection of computational and mathematical reasoning.

Generated 5/13/25, 4:04 AM