Project Grant 2613449
- The National Science Foundation Division of Computing and Communication Foundations awarded the University of Louisville $331,717 on June 15, 2026, under the Computer and Information Science and Engineering program (CFDA 47.070) to investigate how non-AI experts generate workarounds when encountering imperfect artificial intelligence tools and to identify competencies essential for AI literacy. The research combines mixed-methods studies and controlled experiments across four tasks. The first...
- The National Science Foundation Division of Undergraduate Education awarded the University of Florida $750,000 on October 1, 2026, under the STEM Education program (CFDA 47.076) to develop and implement experiential learning objects that integrate artificial intelligence literacy into undergraduate construction education. The project develops construction-contextualized, plug-and-play learning modules designed for embedding into existing undergraduate courses without explicit AI learning...
- The National Science Foundation Division of Graduate Education awarded Virginia Commonwealth University $250,000 on September 1, 2026, under the STEM Education program (CFDA 47.076) to develop curriculum and instructional materials preparing undergraduate computing students to use artificial intelligence coding tools securely and responsibly. The project will deliver a threat modeling framework for AI-assisted coding workflows and at least eight hands-on laboratory modules built around realistic...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded the University of Illinois $414,556 on August 1, 2026, under the STEM Education program (CFDA 47.076) to co-design, implement, and research artificial intelligence learning experiences with high school computing teachers. The project will conduct two iterative two-year qualitative studies to understand AI literacy development across teacher professional development sessions, co-design...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded $231,152 to the Institute For Advancing Computing Education on October 1, 2025, under the STEM Education program (CFDA 47.076) to develop curricular materials supporting artificial intelligence pair programming (AIPP) in high school computer science courses. The project creates curriculum-agnostic instructional materials that overlay existing high school CS curricula to guide students in...
- The National Science Foundation Division of Undergraduate Education awarded the University of Florida $300,000 on October 1, 2026, under the STEM Education program (CFDA 47.076) to design, develop, and evaluate DAISY, a data-driven artificial intelligence-based interactive learning support system for construction and engineering undergraduates. The project will create an AI-powered platform delivering step-by-step guidance, timely feedback, visual learning support, and personalized study aids to...
- The National Science Foundation Division of Research on Learning in Formal and Informal Settings awarded The University of Kentucky Research Foundation $535,000 on August 15, 2026, under the STEM Education program (CFDA 47.076) to develop an explainable AI-based learning environment for quantum computing education. The project will build a personalized learning platform that generates tailored practice materials on demand, provides fine-grained guidance and feedback as students study quantum...
- The National Science Foundation Division of Undergraduate Education awarded North Carolina State University $1,594,160 on August 1, 2026, under the STEM Education program (CFDA 47.076) to advance data-driven technologies and artificial intelligence integration for problem-solving in STEM learning environments. The project develops a framework for personalized instruction across three foundational STEM domains—logic, probability, and programming—using data-driven and AI-supported technologies....
- The National Science Foundation Office of Advanced Cyberinfrastructure awarded Purdue University $299,897 on December 1, 2026, under the Computer and Information Science and Engineering program (CFDA 47.070) to develop, implement, and evaluate interdisciplinary educational modules integrating artificial intelligence literacy, applied machine learning skills, and responsible use of generative AI tools for undergraduate students. The project pairs computer science and social science students in...
- The National Science Foundation Division of Graduate Education awarded Drexel University $249,979 on September 1, 2026, under the STEM Education program (CFDA 47.076) to prepare undergraduate computing students to use artificial intelligence coding tools responsibly and securely in software development. The project will develop a threat modeling framework for AI-assisted coding workflows and create at least eight hands-on laboratory modules using realistic software development scenarios....
The National Science Foundation Division of Undergraduate Education awarded the University of Louisville $295,233 on January 1, 2027, under the STEM Education program (CFDA 47.076) to identify essential competencies for AI-assisted programming in foundational engineering courses. Over two years through December 31, 2028, the project will develop a framework of updated learning objectives for programming instruction in an era of widespread AI integration. The recipient will characterize current AI-assisted programming practices among subject matter experts, prioritize foundational competencies through consensus-building methods, and translate competencies into measurable learning objectives. Phase 1 involves interviews with experts and thematic analysis to generate an essential competencies list. Phase 2 applies Q-sorting to rank competencies and the Delphi method to build consensus across divergent expert viewpoints. Phase 3 translates the validated competency framework into measurable learning objectives. The project addresses a misalignment between traditional programming pedagogy and workforce demands, offering engineering educators evidence-based guidance to determine which traditional skills remain essential, which require reduced emphasis, and which new competencies should be introduced so students can leverage AI safely and effectively. Work is performed in Louisville, Kentucky.
Mod # | Description | ReasonForModification | Federal Obligation | Date |
|---|---|---|---|---|
| Not listed | $295.2k | 8/5/26 |