Project Grant 2540091
- The National Science Foundation Division of Undergraduate Education awarded Augusta University Research Institute, Inc. $462,206 on October 1, 2026, under the STEM Education program (CFDA 47.076) to develop the Software Engineering Tutor, a freely available teaching tool that transforms technical error messages from code-checking software into guided inquiry questions to help undergraduate students understand underlying software engineering concepts rather than simply correcting surface...
- Federal Project Grant Award Summary The University of Alabama received a $262,753 Project Grant awarded June 15, 2025, by the National Science Foundation's Division of Undergraduate Education under the STEM Education program (CFDA 47.076) to develop and implement TD-TUTOR (Technical Debt Tutor), an inquiry-based learning tool designed to enhance undergraduate computing education. The tool addresses the national priority of preparing students to understand and manage technical debt—the quality...
- The National Science Foundation Division of Undergraduate Education awarded Georgia TECH Research Corp $750,000 on October 1, 2026, under the STEM Education program (CFDA 47.076) to develop, implement, and evaluate the NEAT (Next-Gen Engineering Education with AI Tutoring) framework. The project will create an AI-enhanced tutoring system that delivers accurate, adaptive feedback to students while promoting self-regulated learning and AI literacy. The framework integrates an AI tutoring tool,...
- The National Science Foundation awarded a $1.8 million Project Grant to the University of Colorado Boulder under the Engineering (47.041) federal grant program. The award will fund the development of an AI-augmented tutoring analytics and performance support model to improve the work and professional growth of tutors. Specifically, the university will create a tutoring analytics system using deep learning to analyze tutor-student dialog and provide personalized feedback to tutors. A toolkit will...
- The National Science Foundation Division of Undergraduate Education awarded Old Dominion University Research Foundation $400,000 on October 1, 2026, under the STEM Education program (CFDA 47.076) to develop and evaluate a metaphor-based Socratic artificial intelligence tutoring system integrated with real-time interactive simulation for undergraduate engineering education. The project will design, implement, and evaluate an AI tutoring framework that guides students through visual simulation...
- Federal Grant Award Summary The University of Maryland Baltimore County received a $192,197 Project Grant from the National Science Foundation's Division of Undergraduate Education under the STEM Education program (CFDA 47.076), awarded June 15, 2025, with completion targeted for May 31, 2028. The project delivers TD-TUTOR (Technical Debt Tutor), an innovative inquiry-based learning tool designed to help undergraduate computing students recognize, evaluate, and manage technical debt—the...
- This $139,666 project grant from the National Science Foundation's Division of Undergraduate Education will fund the development of artificial intelligence-enhanced personalized adaptive learning tools to improve programming skills among engineering students at Historically Black Colleges and Universities. Under the grant program's Engaged Student Learning track, the awardee, Alabama A&M University, will create online learning modules, recommend personalized adaptive learning paths using...
- This Project Grant award from the National Science Foundation's STEM Education program supports the development of the Tutor Engagement Assistant (TEA) system by The Washington University. The TEA system aims to improve the quality of teaching assistant-student interactions in computing courses through $400,722 in funding from July 1, 2022 to June 30, 2024. Specifically, the TEA system will help undergraduate teaching assistants quickly debug student code and construct personalized problem...
- The National Science Foundation Division of Undergraduate Education awarded the University of Alabama $164,107 on October 15, 2026, under the STEM Education program (CFDA 47.076) to develop and disseminate instructional content for undergraduate cybersecurity education in multi-cloud machine learning operations. The University of Alabama will develop five portable, hands-on instructional modules integrated with a practice-oriented security sandbox featuring both free, open-source and...
- The Texas A&M Engineering Experiment Station (Tees) received a $300,000 Project Grant award from the National Science Foundation Division of Undergraduate Education to develop an online, intelligent tutoring system for automated system integration. Funded under the NSF's STEM Education program (CFDA #47.076), the three-year project will create a problem-solving environment to enhance student learning in STEM subjects. Leveraging just-in-time tutoring approaches and online delivery, the...
The National Science Foundation Division of Undergraduate Education awarded the University of Alabama $645,053 on October 1, 2026, to develop the Software Engineering Tutor, a freely available teaching tool that transforms automated code-checking feedback into guided inquiry-based learning questions for undergraduate computer science students. The project runs through September 30, 2031, with performance at Tuscaloosa, Alabama. The tutor will convert dense technical messages from automated checking tools—which flag errors in code quality, testing, and security—into clear questions that help students understand underlying software engineering concepts rather than simply patch mistakes. The project will distribute the tool, training materials, and faculty workshops openly to expand access to modern teaching methods across institutions with varying resources. The award operates under the STEM Education program (CFDA 47.076), which supports development and vitality of the nation's science, technology, engineering, and mathematics education enterprise. The project aims to advance understanding of how automated, theory-grounded feedback affects conceptual learning in computing and to investigate conditions under which inquiry-based feedback improves student outcomes, spanning the undergraduate computer science curriculum from introductory programming through advanced topics.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $645.1k | 8/10/26 |