Project Grant 2612765
- The National Science Foundation Division of Undergraduate Education awarded The University of Iowa $305,928 on October 1, 2026, under the STEM Education program (CFDA 47.076) to develop an automated tool that detects instructional practices in STEM higher education classrooms and provides tailored feedback to instructors. The project creates a free-to-use platform enabling STEM instructors to reflect on their teaching by receiving automated, practice-specific feedback designed to prompt...
- This $300,000 two-year project grant from the National Science Foundation's STEM Education program (CFDA 47.076) will fund research at Carnegie Mellon University to develop a "Professional Informatics" (Pro-I) system using classroom sensing technologies. The goal is to provide instructors personalized feedback on their teaching practices to help create more equitable learning experiences, especially to increase underrepresented student participation in STEM fields. The project will...
- This Project Grant award from the National Science Foundation (NSF) Division of Information and Intelligent Systems under the Computer and Information Science and Engineering program (CFDA 47.070) aims to enhance student learning and engagement in large lecture STEM courses. The $103,426 award to the University of Pittsburgh supports the development and optimization of a digital learning environment called CourseMirror that uses natural language processing (NLP) techniques to prompt and scaffold...
- This National Science Foundation (NSF) STEM Education (CFDA 47.076) Project Grant, awarded to the University of Nebraska at Omaha, aims to develop survey tools to measure faculty use of evidence-based teaching practices and identify perceived barriers to their adoption. The $294,957 award will fund the creation and validation of two new instruments: the Student-Observed Instructional Practices (S-IMPACT) survey for students, and the Observed Barriers to Successful Teaching Questionnaire for...
- This $400,000 project grant awarded by the National Science Foundation (NSF) under the STEM Education program (CFDA 47.076) aims to develop and evaluate the T-PRACTISE system, a framework for fostering engaged asynchronous online and hybrid learning among diverse students, such as adult learners. The project plans to: 1) design, implement, and pilot a proof-of-concept T-PRACTISE system to reduce training and engagement disparities in an asynchronous online environment; 2) adapt and extend...
- This Project Grant from the National Science Foundation's STEM Education program ($106,679) supports the development of a model to understand instructor implementation of evidence-based teaching practices. Awarded February 1, 2023 for a three-year period concluding January 31, 2026, this collaboration between Yale University, SUNY-Binghamton, and the University of Connecticut aims to identify why some instructors continue to adopt evidence-based teaching methods after professional development...
- This Project Grant from the National Science Foundation's STEM Education program, formerly known as Education and Human Resources, totaling $421,171 will fund the development of a model to understand instructor implementation of evidence-based teaching practices. Yale University is the primary awardee and will collaborate with the State University of New York at Binghamton and the University of Connecticut on this project awarded February 1, 2023 with a projected completion date of January 31,...
- The National Science Foundation (NSF) awarded a $900,000 Project Grant under its STEM Education (CFDA 47.076) program to Northeastern University. The grant, awarded on November 1, 2024, supports the development of an "AI-Empowered Reflective Learning" tool that aims to deepen and accelerate learning through the use of AI-supported prompts and feedback across different interaction contexts, including digital learning environments, virtual reality simulations, and augmented reality...
- This Project Grant award from the National Science Foundation (NSF) under the STEM Education (CFDA 47.076) program provides $344,869 to Tufts University to develop and implement professional development for Learning Assistants (LAs) to improve their facilitation of student learning in active learning STEM courses. The key objectives are to design and implement a new LA pedagogy course sequence based on recent research (Goal 1) and investigate how this pedagogy sequence impacts LA facilitation...
- This Project Grant award from the National Science Foundation (NSF) Engineering program (CFDA 47.041) provides USD 427,056 to The Regents of the University of Colorado, doing business as the University of Colorado Office of Contracts and Grants Division, to conduct research on enhancing the future of teacher practice through AI-enabled formative feedback for job-embedded learning. The primary goals are to: 1) Work with teachers to design and refine automated feedback systems, 2) Enhance the...
COLLABORATIVE RESEARCH: ENHANCING STEM INSTRUCTOR REFLECTION BY AUTOMATICALLY DETECTING INSTRUCTIONAL PRACTICES -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY 1) AUTOMATICALLY DETERMINING WHAT INSTRUCTIONAL PRACTICES ARE BEING USED IN STEM HIGHER EDUCATION CLASSROOMS, AND 2) SHARING THOSE PRACTICES WITH INSTRUCTORS IN THE SERVICE OF EDUCATIONAL IMPROVEMENT. THIS LEVEL 1 ENGAGED STUDENT LEARNING PROJECT ADDRESSES A KEY PROBLEM IN MODERN STEM EDUCATION: IDENTIFYING INSTRUCTIONAL PRACTICES CAN BE A TIME-CONSUMING AND SUBJECTIVE PROCESS. THIS PROJECT IS DESIGNED TO PROVIDE A CAREFULLY REDESIGNED, FREE-TO-USE TOOL THAT ALLOWS STEM INSTRUCTORS TO REFLECT ON THEIR CURRENT INSTRUCTIONAL PRACTICES BY RECEIVING TAILORED ADVICE. FOR EDUCATIONAL RESEARCHERS, THE PROJECT HAS THE POTENTIAL TO DOCUMENT INSTRUCTIONAL PRACTICES AT SCALE THEREBY SUPPORTING RESEARCH ON TEACHING PRACTICES AND STUDENT SUCCESS. THE PRIMARY GOAL OF THIS PROJECT IS TO CREATE A TOOL THAT ALLOWS STEM INSTRUCTORS TO RECEIVE AUTOMATED FEEDBACK ABOUT THEIR INSTRUCTION THAT PROMPTS GENUINE REFLECTION AND SUPPORTS IMPROVEMENT OF INSTRUCTION. THE SCOPE INCLUDES THE ANALYSIS OF LARGE-SCALE CLASSROOM OBSERVATION DATA, VALIDATION OF AUTOMATED INSTRUCTIONAL PRACTICE DETECTION, DEVELOPMENT OF INSTRUCTOR-FACING FEEDBACK FEATURES, AND STUDY OF INSTRUCTOR USE OF THE TOOL. IN THE DEVELOPMENT OF THIS TOOL, THIS PROJECT AIMS TO SIMULTANEOUSLY ADVANCE THE UNDERSTANDING OF INSTRUCTIONAL CHARACTERIZATION VIA ADVANCED DATA MINING APPROACHES OF LARGE-SCALE OBSERVATIONS OF CLASSROOM BEHAVIORS. AFTER INSTRUCTIONAL PATTERNS ARE VALIDATED, THE PROJECT PLANS TO DEVELOP A TOOL THAT SEEKS TO IMPROVE INSTRUCTIONAL QUALITY, WHICH IN TURN IMPROVES STUDENT LEARNING OUTCOMES. THIS PROJECT ALSO INCLUDES PLANS TO STUDY THE EFFECTIVENESS OF THE DEVELOPED TOOL AS WELL AS HOW TO IMPROVE IT. THE NSF IUSE: EDU PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH THE ENGAGED STUDENT LEARNING TRACK, THE PROGRAM SUPPORTS THE CREATION, EXPLORATION, AND IMPLEMENTATION OF PROMISING PRACTICES AND TOOLS. 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.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $86.6k | 8/10/26 |