Targeted infusion project: RE-invigorating chemistry education at the university of the district of columbia

The National Science Foundation Division of Undergraduate Education awarded the University of the District of Columbia $399,736 on September 1, 2026, under the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Targeted Infusion Projects initiative to re-invigorate chemistry education at the institution.

The project redesigns introductory chemistry laboratory instruction through inquiry-based learning strategies emphasizing collaborative problem-solving, experimental design, and scientific communication. Deliverables include inquiry-based laboratory experiences with computational molecular visualization, peer mentoring programs, scientific writing activities, expanded summer research opportunities, and faculty-guided mentoring. The project encompasses outreach to community college and local high school students, exposure to modern scientific instrumentation, and research dissemination opportunities. These activities aim to increase student engagement, confidence, persistence, and retention in STEM disciplines while strengthening pathways into science careers and graduate education.

Performance occurs at the University of the District of Columbia in Washington, DC, with the period of performance running through August 31, 2029. The award is classified as a Project Grant under CFDA 47.076, STEM Education.

Abstract

The historically black colleges and universities undergraduate program (HBCU-up), through targeted infusion projects, supports the development, implementation, and study of evidence-based, innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue science, technology, engineering, or mathematics (STEM) graduate programs and/or careers. The goal of this project is to strengthen chemistry education and improve student success in STEM disciplines through a comprehensive curriculum enhancement initiative focused on active learning, mentoring, technology integration, and undergraduate research engagement at the university of the district of columbia. The project will improve introductory chemistry instruction by incorporating inquiry-based laboratory experiences, scientific writing activities, peer mentoring, computer-assisted molecular visualization, and expanded summer research opportunities. The activity is designed to increase student engagement, confidence, persistence, and retention in science disciplines. Additional project activities will include outreach to community college and local high school students, faculty-guided mentoring, exposure to modern scientific instrumentation, and opportunities for research dissemination. The project is expected to strengthen pathways into science careers and graduate education while contributing to innovative learning environments. The project aims to accomplish this goal by redesigning the introductory chemistry laboratory instruction using inquiry-based learning strategies that emphasize collaborative problem-solving, experimental design, scientific communication, and real-world applications of chemistry. Students will engage in research-oriented laboratory activities, computational modeling exercises, mentoring experiences, and summer research training supervised by faculty mentors and peer learning assistants. The project will modernize instructional infrastructure through the acquisition of updated analytical instrumentation and instructional technologies that support laboratory instruction and undergraduate research. The project is expected to contribute to improved science education practices and increased participation in STEM education and similar educational environments. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.