Project Grant 2550877
- Federal Grant Award Summary The National Science Foundation Division of Undergraduate Education (CFDA 47.076, STEM Education program) awarded $1,877,881 to the University of South Carolina on October 1, 2025, to design, develop, and implement the Building Leadership Among Science Teachers in Rural Regions (BLAST) Leadership Academy through July 31, 2029. This Noyce Track 3 project serves 28 K-8 master teacher fellows in high-need school districts across South Carolina by delivering a...
- Federal Grant Award Summary The National Science Foundation (NSF) Division of Research on Learning in Formal and Informal Settings awarded Oregon State University a $1.3M Project Grant (CFDA 47.076, STEM Education) beginning October 1, 2025, and concluding September 30, 2029, to improve how secondary science teachers incorporate real-world context into science instruction. The project delivers curriculum materials, professional learning models, and classroom observation tools designed to help...
- Federal Grant Award Summary Purdue University received a $502,000 Project Grant from the National Science Foundation's Division of Research on Learning in Formal and Informal Settings under the STEM Education program (CFDA 47.076), effective September 1, 2025 through August 31, 2028. The award funds a three-year research initiative examining how teachers interpret, adapt, and implement research-based instructional practices following completion of professional learning (PL) programs. Using a...
- Federal Project Grant Award Summary The National Science Foundation's Division of Undergraduate Education awarded $750,000 in STEM Education funding (CFDA 47.076) to Gaston College on March 15, 2026, with a completion date of February 28, 2031. This collaborative research project supports STEM persistence and retention for talented, low-income students across five North Carolina institutions: University of North Carolina at Charlotte, Rowan-Cabarrus Community College, Cleveland Community...
- Federal Grant Award Summary BSCS Science Learning received a $419,963 Project Grant from the National Science Foundation's Division of Research on Learning in Formal and Informal Settings under the STEM Education program (CFDA 47.076), awarded August 1, 2025, with a completion date of July 31, 2028. The organization will develop and deliver a professional learning intervention program designed to increase high school science teachers' tolerance for ambiguity (T4A)—their comfort level with...
- Federal Grant Award Summary The National Science Foundation's Division of Undergraduate Education awarded $750,000 under the STEM Education program (CFDA 47.076) to South Piedmont Community College Inc. and collaborative partner institutions to support STEM student persistence and degree completion. The award, made on March 15, 2026, with a completion date of February 28, 2031, will provide scholarships of up to $15,000 per year to at least 120 low-income, high-achieving scholars pursuing...
- Federal Project Grant Summary The University of North Dakota received a $247,817 Project Grant award from the National Science Foundation's Division of Research on Learning in Formal and Informal Settings under the STEM Education program (CFDA 47.076), effective September 1, 2025, through August 31, 2028. This research initiative examines how K-12 teachers interpret, adapt, implement, and apply professional learning (PL) content after completing formal training programs. Using a narrative...
- Federal Project Grant Award Summary The National Science Foundation's Division of Undergraduate Education awarded $2.0M under the STEM Education program (CFDA 47.076) to the University of North Carolina at Charlotte on March 15, 2026, for a collaborative research project addressing STEM persistence and retention among low-income, high-achieving undergraduate students. The award will support at least 120 scholars pursuing Associate in Science and Bachelor's degrees in Biology, Data Science, or...
- Federal Grant Award Summary The National Science Foundation's Division of Undergraduate Education awarded North Carolina State University a $373,307 Project Grant (CFDA 47.076, STEM Education) effective October 1, 2025, through September 30, 2028. This Level 2 Engaged Student Learning Improving Undergraduate STEM Education (IUSE) project integrates participatory science (citizen science) activities into undergraduate mathematics, social science, and environmental coursework to enhance student...
- Federal Grant Award Summary The National Science Foundation (NSF) Division of Undergraduate Education awarded Rowan Cabarrus Community College a $750,000 Project Grant under the STEM Education program (CFDA 47.076) on March 15, 2026, with a completion date of February 28, 2031. This collaborative research project supports STEM persistence and retention for talented, low-income students across five institutions: University of North Carolina at Charlotte, Rowan-Cabarrus Community College,...
The University of South Carolina received a $157,689 Project Grant from the National Science Foundation's Division of Undergraduate Education under the STEM Education program (CFDA 47.076), awarded October 1, 2026, with completion targeted for November 30, 2027. In partnership with Clemson University, the University of Georgia, and the National Science Education Leadership Association (NSELA), this project delivers research and analysis examining how professional learning (PL) opportunities for district science coordinators (DSCs) impact the effectiveness and retention of new science teachers in high-need schools. The project generates qualitative and quantitative data through mixed-methods research, employing two-cycle coding processes to trace the relationship between DSC professional development—encompassing both required professional development and self-directed learning such as conference attendance, educational media consumption, and museum visits—and subsequent outcomes for early-career science educators. This research deliverable directly addresses a national need to support and retain science teachers by investigating an underexplored factor in teacher persistence: the role of DSC professional support. By identifying how different levels and types of professional learning among DSCs contribute to new teacher effectiveness and retention in their first five years, the project produces evidence-based insights intended to strengthen science education quality and expand the STEM talent pipeline, particularly for student populations underserved by rigorous science instruction.Federal Project Grant Award Summary
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $157.7k | 1/16/26 |