Master ATE Awards
| Award # | Title | NSFOrganization | Program(s) | LastAmendmentDate | Principal Investigator | PI Email Address | State | Organization | Award Type | ProgramManager | Start Date | End Date | Awarded Amount | Co-PIName(s) | OrganizationStreet | OrganizationCity | OrganizationState | OrganizationZip | OrganizationPhone | NSFDirectorate | ProgramElementCode(s) | ProgramReferenceCode(s) | ARRAAmount | Abstract |
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| 2439099 | Development and Implementation of a Semiconductor Workforce Certificate Program Based on a Unified Advanced Manufacturing Competency Model | DUE | Advanced Tech Education Prog | 09/04/2024 | Robert Geer | rgeer@albany.edu | NY | SUNY at Albany | Standard Grant | Virginia Carter | 09/15/2024 | 10/31/2024 | $1,484,704.00 | 1400 WASHINGTON AVE | ALBANY | NY | 122.220.100 | 5.184.374.974 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Based on a 2018 survey, the global industry standards association for the electronics manufacturing industry (SEMI, semi.org) discovered that more than 85% of corporate respondents identified a lack of a qualified workforce as a top strategic challenge. With rapid growth in areas such as the Internet of Things, artificial intelligence, quantum computing, autonomous vehicles, smart medical devices, and 5G, the need for a skilled technical workforce will only increase. Addressing this need requires an integrated approach to attract students to STEM careers and to provide the education and career pathways that link students, education programs, and employers as an ecosystem rather than as individual parts. To address this need, this project will develop and pilot an industry-wide Semiconductor Workforce Certification Program based on an innovative Unified Competency Model that leverages the U. S. Department of Labor competency model. A multi-level, Semiconductor Technician Certificate will be developed and offered by SEMI as part of its strategic 'SEMI Works' initiative. This program will be developed by SEMI and the Northeast Advanced Technological Education Center (NEATEC) and piloted at 16 technician education programs at two-year and four-year colleges, technical high school programs, and with newly transitioned veterans at Fort Drum, NY. The pilot program will then be expanded to Oregon and North Carolina. It is estimated that, by the conclusion of the project, nearly 400 students will have earned a SEMI Semiconductor Technician Certification. The approach is expected to create a new, intrinsically flexible and updateable competency model applicable to a wide range of technician skillsets. The project will develop: 1) a Unified Advanced Manufacturing Competency Model and a Semiconductor Manufacturing Sub-Sector Competency Model, transforming the existing U. S. Department of Labor-ETA Advanced Manufacturing Competency model by adding a proficiency and relevance scale (0-4) for each competency; 2) a SEMI Certification model for technician education programs; and 3) a Proficiency-driven Academic Alignment Program that will review partner technician education programs and translate course and program learning outcomes to a Competency Profile format for skill gap/match analysis with SEMI Technician certification programs. This effort will create a transferrable academic review and alignment process for any U.S. academic institution to obtain a SEMI Semiconductor Workforce Certification for its technician education programs. Project outcomes will include the first-ever industry-wide semiconductor technician certification program, and an automated web-based SEMI Certification portal that will be maintained and updated by SEMI. The portal will build, sustain, compare, and update the Unified Advanced Manufacturing Competency Model for certified academic programs and provide an automated pathway for certification updates. The portal will also provide tools that guide workforce strategies for employers, technician education programs, and individual job seekers. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
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| 2247861 | Enhancing Uncrewed Aerial Systems Career Readiness in Biological Monitoring and Resource Management | DUE | Advanced Tech Education Prog | 07/18/2023 | Mukila Maitha | mmaitha@harpercollege.edu | IL | William Rainey Harper College | Standard Grant | Paul Tymann | 08/01/2023 | 07/31/2026 | $345,647.00 | Crystal Peirce | 1200 W ALGONQUIN RD # I123 | PALATINE | IL | 600.677.398 | 8.479.256.490 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Significant growth in the Uncrewed Aircraft Systems (UAS) industry in the last five years has led to the need for skilled pilots, technicians, and analysts in this emerging field. The goal of this project at Harper College is to provide a gateway to emerging employment opportunities for students in using UAS technologies in the biological monitoring and resource management workforce domains in the Chicago metropolitan area and northern Illinois. The integration of UAS technology into these fields presents a novel opportunity to create a pipeline of Science Technology Engineering and Math (STEM) technicians with skills in drone operations and remote sensing. This project will strengthen Harper's capacity to serve the UAS workforce needs of the wider Chicago metropolitan area and beyond. The success of this project will open the door to expanding the infusion of UAS technology into STEM fields at Harper and surrounding high schools and community colleges that use UAS technology or remote sensing. The overall educational aim of the project will be met by focusing on two principal goals that include (1) Enhancing UAS career readiness in biological monitoring and resource management by incorporating UAS knowledge, skills, and abilities (KSA's) into existing courses and through experiential learning opportunities with industry partners, and (2) Preparing educators to integrate UAS in STEM courses through summer workshops and a community of practice model that promotes interdisciplinary collaboration and curriculum development. This project will serve as a model for other academic institutions interested in developing a comprehensive program aimed at addressing the shortage of well-qualified and skilled UAS technicians. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2202169 | Grant Insights through Research & Development (GIRD): Using Big Data Centered Mixed Methods to Explain Variances in Grant Funding and Outcomes at Two-Year Colleges | DUE | Advanced Tech Education Prog | 07/25/2022 | Benjamin Reid | ben@impactallies.com | FL | IMPACT ALLIES INC | Standard Grant | Connie Della-Piana | 10/01/2022 | 09/30/2025 | $797,040.00 | William Tyson, Christopher Baechle, Rassoul Dastmozd | 2002 CORDOVA AVE | VERO BEACH | FL | 329.604.119 | 9.728.003.234 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Recognizing disparities in external funding across two-year institutions in advanced technological education programs and the need to build institutional capacity to address these disparities, this research is designed to surface factors and characteristics of institutions that are associated with successful efforts to secure external funds. Descriptive information derived from this investigation will form the basis for a set of empirically derived best practices associated with success in securing funding. The central research question is, "What characteristics and factors differentiate colleges with varying levels of external funding?" The research team will conduct a mixed methods research study that combines a rich set of data: (1) algorithm-derived meta-data on two-year college characteristics and performance; (2) public and campus institutional data; (3) surveys of college and program faculty and administrators; and (4) in-depth interviews with college and program faculty and administrators. The team will adapt quantitative research methods, such as big data algorithms, cluster analyses, and decisions support systems, commonly employed by the financial and health care sectors, and apply them to higher education. In an effort to support skilled technical workforce development in advanced-technology fields through fostering institutional capacity, the goal of the investigation is to establish viable pathways and impactful practices by which less grant-active, two-year colleges can utilize external funding resources to better meet the needs of diverse student populations, faculty, and institutions in advanced technological programs. Additionally, the project will apply and test an innovative use of quantitative research approaches to answer questions that now can be examined using large data sets and data science methods in combination with more traditional data collection methodologies. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the Nation’s economy. 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. |
| 2100382 | Building Southeastern Pennsylvania's Advanced Technical Workforce in Gene and Cell Therapy | DUE | Advanced Tech Education Prog | 05/21/2021 | Margaret Bryans | mbryans@mc3.edu | PA | Montgomery County Community College | Standard Grant | Virginia Carter | 09/01/2021 | 08/31/2025 | $573,347.00 | JAMES BRETZ | 340 DEKALB PIKE | BLUE BELL | PA | 194.221.412 | 2.156.416.466 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The number of Southeastern Pennsylvania companies that develop and manufacture gene therapies and cell therapies has increased. As a result, a regional need exists for highly skilled technicians in these fields, especially in the commercial manufacturing area. This project aims to address this need by increasing the number of graduates from local community colleges who enter this advanced therapy field. Montgomery County Community College (MCCC) is the lead institution in the Northeast Biomanufacturing Center and Collaborative. It has an extensive track record in developing and disseminating curriculum for biopharmaceutical bioprocessing technician education. In this project, MCCC will work with local industry partners to determine skills and competencies needed in the advanced therapy technical workforce, develop curriculum in cell and gene therapy manufacturing, and facilitate adoption of the curriculum at local two-year colleges. The new curriculum will provide students with a strong foundation in the skills and knowledge for developing, manufacturing, and testing these advanced therapies, as well as hands-on experience with industry-relevant bioprocessing equipment. The project will assess the competencies, skills, and curriculum needs of local biotechnology programs at two-year institutions, provide mentorship for enhancing or building new courses where needed, provide educators with professional development relevant to the new curriculum, and connect them to local industry. Students from communities that are underrepresented in the biomanufacturing sector, including students of color and/or first-generation college students, will have increased access to successful bioprocessing careers, as the project builds a pipeline from high school to community college to the advanced therapy workforce. Project aims include: (1) improving student education and training by developing and disseminating a local industry-endorsed advanced therapy curriculum; (2) promoting and facilitating adoption of new curriculum at local community colleges through mentorship, industry engagement, and professional development; and (3) increasing awareness of the biomedical/bioprocessing career path among high school students, with emphasis on inclusion of underrepresented populations. The project will build upon the work of the Northeast Biomanufacturing Center and Collaborative and its current open-source curriculum modules on biologic bioprocessing, adding new industry-guided curriculum based on required skills and knowledge for the advanced manufacturing workforce for the cell and gene therapy industry. Developing this skilled workforce is key for the Greater Philadelphia region to become an advanced therapy manufacturing hub, a possibility with significant positive economic impacts. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy. 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. |
| 2000730 | Collaborative Research: Improving the Educational Experiences, Outcomes, and Career Pathways of Welding Technology Students | DUE | Advanced Tech Education Prog | 09/23/2022 | Joi-Lynn Mondisa | jmondisa@umich.edu | MI | Regents of the University of Michigan - Ann Arbor | Standard Grant | Connie Della-Piana | 09/01/2020 | 08/31/2025 | $815,982.00 | Timothy Pawlowski, Ece Yaprak, Mark Jewett, Parmeshwar Coomar | 1109 GEDDES AVE, SUITE 3300 | ANN ARBOR | MI | 481.091.079 | 7.347.636.438 | EDU | 741200 | 097Z, 1032, 9178, 9251, SMET | 0,00 | Despite the increasing demand for welding technology professionals at local, regional, and national levels, the number of welding technology (WT) graduates has declined. This project aims to address this need, as well as to help develop a deeper understanding of WT career pathways. To do so, the project team will investigate the experiences and perceptions of WT students who begin their education and training at community colleges and the expectations of WT faculty, higher education administrators, and employers. The purpose of this exploratory research study is to: (1) identify personal/social/life factors that affect the career pathways of WT students and their decision to obtain credentials (associate degrees, certificates) and matriculate into a four-year program; (2) identify obstacles and issues that contribute to WT student attrition; and (3) create materials and activities to support retention, associate degree attainment, and matriculation into a 2+2 program in welding technology. The project is a collaboration between researchers and technician educators from the University of Michigan, Macomb Community College, Monroe County Community College, and Wayne State University. Guided by a conceptual framework that draws on the work of Hisrchy, Bremer, and Castellano (2011) and Phelps and Prevost (2012), this qualitative and quantitative exploratory mixed methods research project is guided by the overarching question: What are the factors and experiences associated with the career pathways of welding technology students? The research team will investigate (1) specific welding technology program features (e.g., articulated dual-credit high school courses, internships, etc.) that are associated with optimal student outcomes (e.g., retention, degree completion, matriculation, employment). They will also examine ways in which key stakeholders (e.g., faculty; administrators) can use the findings to inform strategic program improvement and decision-making. Thematic analysis of qualitative data will be applied to uncover and test the elements of the career pathways framework. Survey data will be analyzed using analysis of variance to test the mean differences and interaction effects that may occur among variables/elements of the career pathways framework. This approach will identify non-significant and significant differences across different groups of students, variables, and institutions and provide insights into the phenomenological aspects of education and career development. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2012891 | Expanding Sustainable Interdisciplinary Research to Inspire Undergraduate Success | DUE | IUSE, Advanced Tech Education Prog | 07/28/2020 | Kelly McDonald | mcdonald@csus.edu | CA | University Enterprises, Incorporated | Standard Grant | Thomas Kim | 10/01/2020 | 09/30/2025 | $2,679,250.00 | Catherine Ishikawa, Julie Fogarty, Enid Gonzalez-Orta, Linda Zarzana | 6000 J ST STE 3700 | SACRAMENTO | CA | 958.192.605 | 9.162.786.402 | EDU | 199800, 741200 | 1032, 8209, 9178 | 0,00 | This project aims to serve the national interest by developing STEM curricula that promote inclusion of all learners and foster interdisciplinary problem-solving skills. Issues faced by society today are complex, and STEM graduates with diverse perspectives and real-world problem-solving skills are needed to solve them. These skills may be developed through undergraduate research or internships, but access to these experiences can be limited and unevenly available. This project will engage students at California State University, Sacramento and the four Los Rios District community colleges in course-based Authentic Learning Experiences. These learning experiences will engage students in the same processes that professionals use in the field to solve problems with unknown outcomes. The learning experiences further focus on the common scientific theme of human impacts on Northern California’s waterways, thus engaging students in a local, socially relevant problem. As part of this project, more than 50 faculty teaching 67 courses at five institutions will engage in an interdisciplinary, faculty-led community of practice with a shared vision for STEM education reform. The faculty learning community aims to 1) elevate faculty expertise in curriculum design and innovative pedagogies, 2) promote collaboration across disciplines and institutions and 3) support the implementation of course-based authentic learning experiences to broaden participation in research experiences. The project will examine how faculty across different disciplines and institution types collaborate to build, implement, and assess new curricula. It will further provide data on the impacts of experiential curricula on students from ten disciplines, as well as seek to generate new knowledge about Northern California’s water ecosystems. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources, which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities. 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. |
| 2000193 | Expanding Pathways from High School into the Biotechnology Workforce | DUE | Advanced Tech Education Prog | 05/09/2022 | Jaclyn Madden | jmadden@harford.edu | MD | Harford Community College | Standard Grant | Virginia Carter | 09/01/2020 | 08/31/2025 | $493,912.00 | Susan Walker, Pamela Pape-Lindstrom | 401 THOMAS RUN RD | BEL AIR | MD | 210.151.627 | 4.434.122.160 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The nation’s capital region, including Maryland, Virginia, and Washington, D.C., is an expanding hub of biotechnology innovation and industry. Consequently, the number of biotechnology jobs is projected to increase in the region, as well as nationally. Despite the growing workforce demand, the public has a limited understanding of the biotechnology field or its promising career options. In addition, high school students, including students from economically challenged, underrepresented, and/or rural backgrounds, have limited exposure to the range of possible college and career choices. This project aims to increase the number and diversity of biotechnicians entering the workforce. To achieve this goal, the project will engage students and their families in workshops to improve their understanding of biotechnology as a vibrant career and to raise awareness of other educational and career opportunities. The project will target high schools with majority-minority enrollment and/or rural status, thus increasing opportunities to enroll students from groups traditionally underrepresented in STEM and in college-level biotechnology programs. This project has the potential to provide opportunities for upward socioeconomic mobility for the members of underrepresented communities in STEM by equipping them with the knowledge and skills needed in biotechnology careers. To address the growing industry demand, the project specific aims include to: (1) develop an associate degree in STEM with a concentration in biotechnology; (2) refresh the curriculum of an existing biotechnology certificate; (3) increase awareness of biotechnology careers and the number and diversity of students completing biotechnology curricula; and (4) provide summer internships for students to develop employability skills in biotechnology. The project includes partnerships with local public-school districts to recruit students into a newly created associate degree in STEM with a concentration in biotechnology. In collaboration with local industry partners, the project will provide summer internships to help students gain professional, field-specific, and career-readiness skills. The project expects to increase and diversify the biotechnology workforce by engaging high school students and their families in community-based outreach events that use hands-on biotechnology activities. Academic and career information, including degree programs, job descriptions, and salaries, will be disseminated at these events. Additionally, the project will create summer professional development opportunities emphasizing biotechnology for high school teachers and a week-long summer institute on the Harford Community College campus for high school students considering biotechnology as a career option. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation’s economy. 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. |
| 1839567 | ATE 2.0: Preparing Technicians for the Future of Work | DUE | GVF - Global Venture Fund, Advanced Tech Education Prog | 02/21/2024 | Ann-Claire Anderson | anderson@cord.org | TX | CORD | Standard Grant | Virginia Carter | 09/01/2018 | 12/31/2024 | $3,580,406.00 | Richard Gilbert, Hope Cotner, Michael Lesiecki | 4901 BOSQUE BLVD | WACO | TX | 767.102.302 | 2.547.418.334 | EDU | 054y00, 741200 | 1032, 5936, 5952, 9178, SMET | 0,00 | The workplace of today is undergoing a major transformation driven by machine learning, artificial intelligence, the internet-of-things, robotics, and systems-integrated process control. NSF's focus on the Future of Work at the Human Technology Frontier recognizes that technology advances are changing industries at an unprecedented pace. These technological advances promise benefits to the nation by creating new enterprises, occupations, and opportunities for innovation and global leadership while drastically altering the workplace as we know it. As technology evolves, so will tasks and occupations, creating a demand for an expanding array of knowledge, skills, and services. The demand for positions involving tasks that can be automated will decline and, in some cases, disappear, while entirely new occupations will emerge. This transformation is already affecting America's technicians. This project proposes strategies and collaborative regional activities with industry that will enable the NSF-ATE community to prepare technicians for the changing workplace by transforming technician education at the secondary and post-secondary educational levels. This project will convene academic partners, industry leaders, and economic development professionals. These individuals will serve as collaborative thought partners in framing, testing, refining, and supporting strategies that transform technician education to assure regional competitiveness in the evolving workplace. Technological education today generally focuses on industry segments and single sectors. Yet, soon technicians will need skill sets that cross industries and support both core and advanced STEM skills. This project will identify key cross-disciplinary and new disciplinary knowledge and skills needed by technicians in industries that are responding to the changing workplace. Regional networks of academic partners will actively collaborate with industry to strengthen ATE efforts to improve technician education across the US. It is expected that bringing the relevant stakeholders together will facilitate the needed paradigm shift in technician education, and coalesce support around industry expectations for technician education. 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. |
| 1700606 | ATE Regional Center for Semiconductor & Nanotechnology Education | DUE | Advanced Tech Education Prog, , , | 05/02/2023 | Robert Geer | rgeer@albany.edu | NY | SUNY Polytechnic Institute | Standard Grant | Virginia Carter | 09/01/2017 | 09/30/2024 | $2,585,877.00 | Gordon Snyder, Nathan Roscup, Jeremy Spraggs, Abraham Michelen, Art Peterson | 257 FULLER RD | ALBANY | NY | 122.033.613 | 5.184.378.689 | EDU | 741200, R29400, S29700, u32100 | 1032, 9178, SMET | 0,00 | Semiconductor-derivative manufacturing in the northeast U.S is expanding, and this expansion is increasing the demand for a highly qualified technical workforce. The Northeast Advanced Technological Education Center (NEATEC) proposes to support the education and training of technicians for the semiconductor and semiconductor-derivative industries (i.e., those industries based on, or incorporating, substantial Si wafer processing, compound semiconductor wafer processing or Si polycrystalline film processing) as well as the broader nanotech-based manufacturing industries in New York State and Western New England. NEATEC will expand opportunities in support of academic programs as well as targeted outreach to recruit and engage underserved and underrepresented populations. All programs will leverage online compatible learning management systems (e.g., Blackboard) to combine online delivery with hands-on laboratory and/or experiential learning components at NEATEC training and lab facilities. This includes a newly proposed ATE user facility at SUNY Polytechnic Institute which will help promote and sustain NEATEC's education/training content and the 'institutionalization' of that content at 2-year and 4-year colleges. This Center will 1) develop multiple academic certificate programs for technological education for a wide range of semiconductor-derivative industries (e.g., Photovoltaic Manufacturing (PVM), LED Lighting Manufacturing (LEDLM), Power Electronics Manufacturing (PEM), and Integrated Photonics Manufacturing (IPM)); 2) expand commitments from industrial collaborators for skill-standard analyses and experiential learning; 3) expand community college and technical high-school partners, including a new NEATEC/Technical High School partnership for at-risk students to adapt curricula to technical high school programs in Central New York with expansion to technical high schools in MA and CT; and 4) develop new technological education programs for underserved and underrepresented groups- specifically newly separated veterans and international refugee communities (permanent U.S. residents) in central New York State. NEATEC's core academic development team includes Hudson Valley Community College, Erie Community College, Jefferson Community College, Mohawk Valley Community College, Onondaga Community College, and Fulton Montgomery Community College in New York State, and Fairfield University in Connecticut. Industry collaborators include GlobalFoundries, Tokyo Electron, General Electric, SolarCity, Soraa, AIM Photonics, United Technologies Research Center, and the Interstate Renewable Energy Council (IREC). |
| 2434416 | Collaborative Research: CUE-M: LEVEL UP AI: Developing Strategies to Increase Capacity and Inclusion in AI Education | CNS | HSI-Hispanic Serving Instituti, CYBERCORPS: SCHLAR FOR SER, IUSE, IUSE: Computing Undergrad Educ, Advanced Tech Education Prog | 09/03/2024 | Tracy Camp | camp@cra.org | DC | Computing Research Association | Standard Grant | Jeffrey Forbes | 01/01/2025 | 06/30/2026 | $711,513.00 | Mary Lou Maher | 1828 L ST NW | WASHINGTON | DC | 200.365.104 | 2.022.662.949 | CSE | 077Y00, 166800, 199800, 279Y00, 741200 | 093Z, 147Z, 8209, 9102 | 0,00 | The Computing Research Association (CRA) and New Mexico State University in collaboration with Association for the Advancement of Artificial Intelligence (AAAI), Association for Computing Machinery (ACM), Institute of Electrical and Electronics Engineers Computer Society (IEEE-CS), and several Broadening Participation in Computing (BPC) Alliances will convene LEVEL UP AI to build consensus on strategies to increase capacity and diversity in Artificial Intelligence (AI) education and to expand AI curriculum and infrastructure. With the increasing demand for AI professionals, faculty, and researchers, there is an imperative to develop a shared vision that includes expectations and plans for an expanded AI curriculum, the infrastructure needed to deliver a quality AI education experience, and the strategies, principles, and resources that are required to ensure access and inclusivity in AI education. LEVEL UP AI is the Computing in Undergraduate Education effort to mobilize the computing community and build a consensus on strategies to increase capacity and diversity in AI education. LEVEL UP AI builds on the experiences and models developed by the Computing Research Association for visioning and consensus building across broad segments of the computing community around issues of excellence, inclusion, access, and diversity. The products of LEVEL UP AI will contribute to pathways to broaden participation in AI and promote excellence in AI education. LEVEL UP AI adopts a 2-phase process: (1) a series of virtual roundtable discussions to gather multiple perspectives around issues of increased capacity and inclusion in AI education, followed by (2) in-person workshops to develop community, consensus, and action. The outcomes of the 2-day in-person workshops are to create community and action for a common vision to mobilize the country to increase both capacity and inclusion in AI education. The expected outcomes of the project include (1) reports that articulate the vision and its supporting arguments, (2) best practices for strategies to increase capacity and inclusivity in AI education, (3) infrastructure resource categories and types that ensure the democratization of AI education, and (4) processes and metrics for assessing capacity, quality, and inclusivity in AI education. 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. |
| 2400824 | An Equity Focused Robotics and Automation Education Program for Career Development and Employment | DUE | Advanced Tech Education Prog | 07/30/2024 | Marie Tupaj | tupajm@middlesex.mass.edu | MA | Middlesex Community College | Standard Grant | Christine Delahanty | 10/01/2024 | 09/30/2027 | $554,945.00 | Russell Olwell, Angel Escalona, Cristopher Algarra | 591 SPRINGS RD | BEDFORD | MA | 17.301.120 | 9.786.563.483 | EDU | 741200 | 1032, 8037, 9178, SMET | 0,00 | Middlesex Community College (MCC) intends to design an Associate Degree in Science (AS) that will focus on emerging robotics and automation industries utilizing the Advanced Technological Education (ATE) program business and industry leadership team, or BILT, model to inform curriculum and validate the job skills students will learn. This project intends to create an employment pipeline and foster career development for the diverse student population at MCC, including high school students in early college (dual enrollment) classes. MCC is committed to equity-based curriculum development and practices. The outcome of this project is intended to be an educated diverse workforce that lives in and supports the regional and local community. The design of MCC’s AS in Robotics and Automation will be informed by industry partners to create a career pathway for both college and high school students selecting dual enrollment courses. This project will promote economic equity through broadening participation of students from underrepresented groups in the robotics industry. Students will also participate in an inclusive and supportive learning environment that will promote equity, retention, and success of all students. Implementing and assessing equity-focused high-impact pedagogical strategies is expected to improve technology education, increase its relevance and contribute to evidence-based practices and curriculum designed to strengthen the pipeline for Robotics and Automation workers into the community and the region. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2024276 | Preparing a Skilled Technical Workforce through Utilization and Assessment of Undergraduate Research | DUE | Advanced Tech Education Prog | 05/07/2020 | Iraj Nejad | inejad@mtsac.edu | CA | Mount San Antonio College | Standard Grant | Paul Tymann | 09/01/2020 | 08/31/2026 | $953,432.00 | Alvin Kung | 1100 N GRAND AVE | WALNUT | CA | 917.891.341 | 9.092.745.417 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project builds upon the evidence that early immersion in mentored experiential learning, such as an undergraduate research experience, increases student persistence in STEM, completion of STEM certifications, and entry into the technical workforce. Since research experiences may be limited at many two-year college campuses, students at these institutions would benefit from expanded opportunities to engage in authentic research experiences. Educating enough skilled technical workers who are prepared for advanced technology industries has become a national priority in the United States, and it is essential for the country to retain its global leadership in science and technology. Community and technical colleges play a vital role in meeting this demand, especially for preparing students who are well qualified to enter the technical workforce or transfer to a four-year university to earn STEM baccalaureate degrees. An efficient and rapid way to produce the STEM professionals that the nation needs would be to increase community college student persistence in STEM fields. This project proposes to achieve that goal by providing more undergraduate research experiences to community college students. The research experiences are expected to help students gain deeper STEM knowledge and skills, to increase their academic success, and to enable them to develop the highly valued professional skills needed to enter the STEM technical workforce. The project will build on three distinct goals: (1) providing authentic undergraduate research experiences to a large number of STEM students to help strengthen their interest in STEM careers and gain professional skills that are critically important in the technical workplace; (2) modifying an assessment tool, EvaluateUR, for use in shorter (8-week) summer research experiences; and (3) implementing EvaluateUR to assess the intellectual growth and development in the students’ disciplinary and professional skills acquired through participating in the undergraduate research experiences. The project is aligned with the goals of the Advanced Technological Education program and leverages the vast research facilities and resources at the University of California, Irvine, together with the technical resources and support for modifying and implementing EvaluateUR available through SUNY-Buffalo State and the Science Education Resource Center at Carleton College. Four cohorts of 20 STEM students will be recruited and engaged in an undergraduate research experience. Student and faculty mentors will be assessed using the modified EvaluateUR tool. This tool has been shown to measure a broad range of desirable outcomes that include both content knowledge and the outcomes that are critically important in the workplace, including communication skills, ability to solve obstacles, problem solving skills and critical thinking. The project will work to ensure educational equity through activities that support the recruitment of women, veterans, first-time college students, racial and ethnic minorities; these groups represent an important, talented STEM pool for growing the nation's technological workforce. The project outcomes will be published through a dedicated website, presentations at local and regional conferences, including the ATE Principal Investigators Conference, the American Association of Community Colleges annual convention, and the Council on Undergraduate Research Conference. The lessons learned while implementing this project will likely be of interest to all community colleges and other academic institutions with an interest in engaging students in similar research experiences. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1939219 | Development and Implementation of a Semiconductor Workforce Certificate Program Based on a Unified Advanced Manufacturing Competency Model | DUE | Advanced Tech Education Prog | 03/09/2022 | Robert Geer | rgeer@albany.edu | NY | SUNY Polytechnic Institute | Standard Grant | Virginia Carter | 10/01/2019 | 09/30/2024 | $7,207,573.00 | Robert Weinman, Michael Russo, Abraham Michelen | 257 FULLER RD | ALBANY | NY | 122.033.613 | 5.184.378.689 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Based on a 2018 survey, the global industry standards association for the electronics manufacturing industry (SEMI, semi.org) discovered that more than 85% of corporate respondents identified a lack of a qualified workforce as a top strategic challenge. With rapid growth in areas such as the Internet of Things, artificial intelligence, quantum computing, autonomous vehicles, smart medical devices, and 5G, the need for a skilled technical workforce will only increase. Addressing this need requires an integrated approach to attract students to STEM careers and to provide the education and career pathways that link students, education programs, and employers as an ecosystem rather than as individual parts. To address this need, this project will develop and pilot an industry-wide Semiconductor Workforce Certification Program based on an innovative Unified Competency Model that leverages the U. S. Department of Labor competency model. A multi-level, Semiconductor Technician Certificate will be developed and offered by SEMI as part of its strategic 'SEMI Works' initiative. This program will be developed by SEMI and the Northeast Advanced Technological Education Center (NEATEC) and piloted at 16 technician education programs at two-year and four-year colleges, technical high school programs, and with newly transitioned veterans at Fort Drum, NY. The pilot program will then be expanded to Oregon and North Carolina. It is estimated that, by the conclusion of the project, nearly 400 students will have earned a SEMI Semiconductor Technician Certification. The approach is expected to create a new, intrinsically flexible and updateable competency model applicable to a wide range of technician skillsets. The project will develop: 1) a Unified Advanced Manufacturing Competency Model and a Semiconductor Manufacturing Sub-Sector Competency Model, transforming the existing U. S. Department of Labor-ETA Advanced Manufacturing Competency model by adding a proficiency and relevance scale (0-4) for each competency; 2) a SEMI Certification model for technician education programs; and 3) a Proficiency-driven Academic Alignment Program that will review partner technician education programs and translate course and program learning outcomes to a Competency Profile format for skill gap/match analysis with SEMI Technician certification programs. This effort will create a transferrable academic review and alignment process for any U.S. academic institution to obtain a SEMI Semiconductor Workforce Certification for its technician education programs. Project outcomes will include the first-ever industry-wide semiconductor technician certification program, and an automated web-based SEMI Certification portal that will be maintained and updated by SEMI. The portal will build, sustain, compare, and update the Unified Advanced Manufacturing Competency Model for certified academic programs and provide an automated pathway for certification updates. The portal will also provide tools that guide workforce strategies for employers, technician education programs, and individual job seekers. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2201678 | Broadening Participation in the Automation Technician Workforce | DUE | Advanced Tech Education Prog | 09/03/2024 | Ana Guzman | aguzman3@mdc.edu | FL | Miami Dade College | Standard Grant | Christine Delahanty | 08/01/2022 | 07/31/2025 | $370,033.00 | Carlos Genatios | 245 NE 4TH ST BLDG 3000 | MIAMI | FL | 331.322.206 | 3.052.373.910 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The demand for technicians who can implement, maintain, and troubleshoot robotics systems is growing as manufacturers adopt new automation technologies in their manufacturing facilities to improve their competitiveness. Broadening participation in this field requires new pathways that engage students from traditionally underrepresented groups in active learning experiences. Miami Dade College provides technical education for a diverse student population, many of whom are first generation and low-income students. In addition, given the regional demographics, there is an opportunity to broaden participation in the automation technician workforce by providing a pathway for students to obtain nationally recognized certifications. This project will develop a new pathway to help students learn fundamental skills and provide an entry point to further technical education in robotics, automation, electrical engineering, electronics engineering, mechanical engineering, programming, and information technologies. A professional development program will provide robotics training for college faculty and high school teachers. The project team will identify the role that hands-on robotics experiences have on increasing recruitment and retention of students from underrepresented groups in technical education. Using best practices based on lessons learned from the project, the project team will develop a workshop on successful strategies to recruit and retain female students in technical education programs. The goal of this project is to increase the number of students from underrepresented groups who have the necessary technical skills to enter the automation technician workforce. To achieve this goal, the project team will develop a new robotics certificate program, train high school teachers to teach courses in the certificate program, and recruit students from underrepresented groups to participate in a summer robotics camp. To earn a certificate, students will take four courses including introduction to robotics, algebra, electrical fundamentals, and digital circuits. Two of the courses will be offered for high school students who are dual enrolled. The project team will collaborate with the college’s industrial advisory committee to ensure that these courses align with industry credential requirements. The certificate program will provide students with hands-on training for programming and operating industrial robots. Faculty and subject matter experts will provide training on robotics for college faculty and high school teachers. At the summer camps, high school students will learn soft-skills training such as teamwork, writing reports, giving presentations, and problem-solving. Students will also have the opportunity to receive training on industrial equipment to obtain industry certifications. The project evaluation will assess the impact of the project activities on the enrollment of students from underrepresented groups in the certificate program. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2055324 | Supporting Instructors to Embed Design Thinking in Digital Fabrication Courses | DUE | Advanced Tech Education Prog | 05/21/2021 | Josh Labrie | jlabrie@nvcc.edu | VA | Northern Virginia Community College | Standard Grant | Virginia Carter | 09/01/2021 | 08/31/2025 | $299,897.00 | Richard Sewell, Mohamed BELGHITH | 8333 LITTLE RIVER TPKE | ANNANDALE | VA | 220.033.743 | 7.033.233.000 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Manufacturing and engineering industries face a looming gap in skilled workers, with an estimated 2.4M positions projected to go unfilled by 2025. This project aims to help fill this gap by improving the preparation of the needed technical workforce. To do so, it will establish a Professional Learning program in design thinking pedagogy for secondary and postsecondary educators. The curriculum will focus on design thinking projects that involve digital fabrication techniques, including 3D printing, laser engraving, and Computer Numerical Control milling. The Professional Learning program is expected to improve the educator' teaching practices and enable them to update existing curricula and lesson plans to better align with industry relevant skills and techniques. The project also intends to create a community of practice around design thinking in digital fabrication that will build a beneficial network among secondary teachers, community college faculty, makerspace educators, and regional employers. It is expected that the project will support 36 secondary and postsecondary educators who will teach more than 3,000 K-12 and undergraduate students in the northern Virginia region. These students will have greater interest in and be better prepared for technical careers in manufacturing and engineering. The overarching goal of the project is to use Professional Learning to move digital fabrication instruction beyond the reproduction of simple objects. Instead, the project will train educators to use pedagogy and cognitive strategies to embed design thinking into their digital fabrication lessons and courses. As a result, students will learn to use design thinking to build complex, useful objects. The project’s specific aims include to: (1) create a professional learning institute; (2) host digital fabrication summer camps at NOVA and the Boys and Girls Club of Greater Washington; (3) host a semiannual design and digital fabrication challenge; and (4) establish an online resource library of projects and lesson plans created and refined by educators in the community of practice. The project is expected to advance: understanding of the pedagogies that help to develop student interest in manufacturing and engineering; the capacity for Professional Learning to facilitate integration of design thinking into classrooms and makerspaces; and the extent to which a capstone design challenge may foster sustainable change in instructional practices. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2039395 | Building Pathways to Innovation in Skilled Technical Workforce Education Through Strategic Employer Engagement | DUE | Advanced Tech Education Prog | 07/14/2023 | Ann Beheler | abeheler@collin.edu | TX | CORD | Continuing Grant | Virginia Carter | 09/01/2020 | 08/31/2025 | $2,748,060.00 | David Dinkins, Hope Cotner, Ann-Claire Anderson | 4901 BOSQUE BLVD | WACO | TX | 767.102.302 | 2.547.418.334 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project will serve the national interest in a strong American workforce by ensuring that more college technical education programs align with the current and emerging needs of business and industry. In May 2020, the American Workforce Policy Advisory Board published a call-to-action challenging key stakeholders in the U.S. economy to “engage in a shared, coordinated, and sustained effort to build a resilient and agile workforce of the future powered by skilled American workers.” Investing in American Workers to Expedite Economic Recovery issued three goals: 1) Expedite American workers’ return to employment and upward mobility by investing in career pathways and implementing skills-based hiring practices; 2) Remove obstacles to the modernization of American education and training to accelerate reskilling and facilitate innovation in workforce development; and 3) Build the technological infrastructure necessary for the future of work. These goals closely align with current efforts of the National Science Board, the National Science Foundation, and the NSF’s Advanced Technological Education (ATE) program to grow the STEM-capable U.S. workforce through skilled technical workforce programs tailored to the needs of local communities. To support workforce development, this project will address the essential need to strengthen and expand partnerships between business/industry and community colleges that prepare the skilled technical workforce through career pathways programs. By fostering public-private partnerships in technical education, the project will promote making high-wage, high-skilled job opportunities available to many people who have not previously had access to these positions. Local and regional business and industry will benefit because their pipeline of qualified candidates for open positions will be expanded. Finally, participating colleges, their faculty, and future students in existing and emerging technical disciplines will benefit from initiating work on a culture of innovation co-led by business and industry. This project will develop strong business engagement between technical education programs and the employers who want to hire graduates of these programs, while also strategically increasing the number of competitive grant proposals submitted annually to the ATE program. Building on the ATE-supported Business Industry Leadership Team (BILT) model, a proven method for strategic employer engagement, colleges engaged in the project will develop employer relationships that yield workforce intelligence at a depth and with a frequency to facilitate continuous program improvement and innovation. The project will launch three complementary initiatives: 1) A BILT Academy that will support teams from community college to effectively keep pace with shifting workforce demands and evolving technologies to prepare the nation’s skilled technical workforce; 2) A Mentoring Academy that will increase awareness of ATE’s focus on innovation and mentor college teams to use BILT’s essential elements as a foundation upon which to build competitive proposals for implementing innovative programs responsive to employer needs; and 3) The project team will coordinate efforts with ATE National Centers to assist new grantees in effective grant management and implementation of strategic employer engagement through on-demand resources and an Ask-an-ATE Expert helpline. To carry out these activities, the project will develop a body of materials that can be used virtually and face-to-face, as well as a curated resource collection that will support ongoing college innovation in creating and enhancing technical education programs through strategic employer engagement. The project will also develop an updated approach to mentoring by building upon existing ATE proposal-writing workshop materials augmented with a BILT emphasis. The project will identify and document new frequently asked questions by the Ask-an-ATE Expert Help Desk to inform the development of new resources for grantees. All on-demand, curated content developed by the project will be made available without cost to the public. and beyond. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2350448 | Securing the Future: Inclusive Cybersecurity Education for All | DUE | Advanced Tech Education Prog | 04/12/2024 | Michael E Hardin | mike.hardin@kctcs.edu | KY | Kentucky Community & Technical College System | Standard Grant | Paul Tymann | 05/01/2024 | 04/30/2027 | $649,044.00 | Ethan Coats, Lauren Campbell | 300 N MAIN ST | VERSAILLES | KY | 403.831.245 | 8.592.563.397 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | This project aims to serve the national interest by creating an inclusive cybersecurity technician education for all at Bluegrass Community and Technical College in order to secure the future cybersecurity workforce. The project intends to address Kentucky's shortage of skilled cybersecurity professionals. The project team plans to investigate factors influencing high school and college students' career decisions, identify potential barriers to credential completion, and assess the impact of faculty and peer mentoring on student success. The project team intends to identify effective mentoring attributes in order to effectively recruit skilled technical employees. The project has the potential to increase enrollment in cybersecurity credentials by enhancing access to accurate information for high school students, teachers, and counselors. The project will support peer mentors, and summer workshops for high school teachers. A part-time retention and recruitment specialist plans to engage near-peer mentors to support minority and female students by hosting workshops of the cybersecurity career exploration across the college campus. The project team plans to recruit 240 diverse students (including female students and students from groups underrepresented in STEM) from local high schools into a hybrid campus program. This hybrid program includes various activities to expose students to cybersecurity skills, credentials and career pathways. The project will recruit and train 20 teachers or counselors over the life of the project. The project team will provide teachers or counselors with a basic understanding of cybersecurity so that they will be able to facilitate success for high school students enrolled in dual credit cybersecurity courses. The project findings will be disseminated to other community colleges across the state. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400729 | Collaborative Research: Cyber-Con2: Multi-sector Convergence to Advance the Preparation of Learners for OT and IT Cybersecurity Convergence Workforce | DUE | Advanced Tech Education Prog | 09/05/2024 | Jorge Crichigno | jcrichigno@cec.sc.edu | SC | University of South Carolina at Columbia | Standard Grant | Virginia Carter | 09/15/2024 | 08/31/2027 | $650,000.00 | John Gerdes, Elie Kfoury, Kristen Booth | 1600 HAMPTON ST | COLUMBIA | SC | 292.083.403 | 8.037.777.093 | EDU | 741200 | 1032, 8045, 9150, 9178, SMET | 0,00 | This project aims to serve the national interest by enabling the "convergence" of the public, private, and education sectors to prepare learners for the "Cybersecurity Convergence" workforce (Cyber-Con2). Studies consistently show that demands for cybersecurity workers exceed supplies by large margins and the gap is still increasing. The gap is exacerbated by the rise of information technology (IT) systems and virtual activities. Moreover, the attacks on industrial control systems (ICSs) are frequently observed as plant operations and are more interconnected. The security of operational technology (OT) and ICSs is increasingly important for national security. This collaborative project intends to develop Cyber-Con2 workforce to meet the cybersecurity needs in the region and reduce the gap. The project plans to develop educational and training material in the form of virtual lab libraries for OT/ICS and IT cybersecurity. The materials will be adopted by high schools, community colleges, and universities in the Carolinas. Additionally, learners will have the option to earn industry credentials with support from the private sector. The project will modernize the Academic Cloud with new equipment for cybersecurity. The Academic Cloud is a scalable, purpose-built system for education, training, and research. The project will run an internship program conducted at businesses and governmental agencies and organize tutorials with several communities of practice (COPs) to upskill professionals and train instructors. The COPs include the Cyberinfrastructure Engineering community, the Industrial Cybersecurity COP, the community of users of FABRIC (NSF funded Adaptive Programmable Research Infrastructure for Computer Science and Science Applications project), and multiple training centers. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400482 | Stackable Credential Program for Mechatronics Technicians | DUE | Advanced Tech Education Prog | 09/04/2024 | Harry Schoeller | Hschoeller@germanna.edu | VA | Germanna Community College | Standard Grant | Connie Della-Piana | 09/15/2024 | 08/31/2027 | $348,228.00 | Kenneth Jaskowiak | 2130 GERMANNA HWY | LOCUST GROVE | VA | 225.082.102 | 5.407.273.018 | EDU | 741200 | 1032, 8037, 9178, SMET | 0,00 | Recognizing the demand for mechatronic technicians in a rural, but rapidly growing region in northeastern Virginia, the project team from Germanna Community College (GCC) will develop a stackable credential program to address this need. The aim of the project is to produce a multi-level mechatronics technician program that allows students to pursue single or multiple certificates and/or an associate's degree in mechatronics and to become a Manufacturer Skills Institution (MSI) Assessment Center. The effort includes dual enrollment pathways, certificate and degree producing pathways, transfer pathways, and career advancement pathways. Project objectives include (1) establishing a mechatronics advisory board for industry input; (2) developing a stackable credential program that is aligned with a Virginia state-wide initiative (G3) with three interconnecting levels for associate degree programs and with the offer of tuition assistance to students pursuing degrees in fields identified as critical to the state's needs (3) initiating a dual enrollment program; (4) informing the public about education and career opportunities in the field; (5) attracting students from diverse groups, particularly students from underrepresented populations; (6) fostering faculty expertise and experience aligned with up-to-date knowledge and skills through participation and completion of the MT1 Trainer Certification course (Manufacturing Skills Institutes' Manufacturing Technician 1 certification); and (7) incorporating experiential learning activities into the program. The project draws on the resources developed by Central Virginia Community College (CVCC) Advanced Technological Education (ATE)-funded center in “Improving Mechatronics Technician Training for the Advanced Manufacturing Industry.” Importantly, industry standards and competency examinations guide the alignment of the design/implementation of project activities and project deliverables. The mixed methods formative and summative evaluation will be designed to answer key questions about project outputs/outcomes and processes/implementation. The goals of the project are to: (1) expand the existing program to establish a stackable credential program for mechatronics technicians in the Washington, D.C., Maryland, Virginia (DMV) region; (2) create educational pathways to recruit a diverse student body into the mechatronics program; and (3) build the college's capacity to provide relevant, high-quality education for mechatronics technicians. Project goals, objectives, activities and deliverables are aligned. Guided by a set of questions, indicators, specified data sources, research methods and planned analyses, the mixed methods project evaluation is designed to assess and document project implementation, accomplishments, and identify problems and unanticipated results. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 2100027 | Using Cloud Technologies to Develop the Data Analysis Skills of Community College Students | DUE | Advanced Tech Education Prog | 07/07/2023 | Monica Trujillo | mtrujillo@qcc.cuny.edu | NY | CUNY Queensborough Community College | Standard Grant | Paul Tymann | 09/01/2021 | 08/31/2025 | $359,874.00 | Esma Yildirim | 222-05 56TH AVE | BAYSIDE | NY | 113.641.432 | 7.186.316.222 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | The greater New York City (NYC) area is one of the world’s leading financial and cultural centers. High-tech jobs are a key driver of NYC’s place in the US economy and the need for high tech workers is growing. From 2008 to 2018, jobs in this sector rose 45%, with jobs in the data analytics category representing 30% of that total growth. The current rate at which students graduate with skills in data analytics is not keeping pace with the demand for skilled data analytics technicians. This project aims to increase the number of students graduating with the skills necessary to enter the data analytics workforce. It will do so by improving the data analytics knowledge and skills of students at a diverse urban community college. The project intends to increase the participation of women and individuals from communities that are not yet equitably represented in the technical workforce. It is expected that the project will help prepare students for the predicted employment opportunities and contribute to better productivity, problem solving, and effectiveness in the workplace. Working in collaboration with the Business Industry Leadership Team at Queensborough Community College, the project team intends to enhance the ability of the College to recruit, educate, and graduate a diverse group of students to help meet regional employment needs. Participating students will be offered a summer boot camp in Data Science/Analysis, a year-long undergraduate research experience following the summer camp, and a series of workshops focused on skills for internship applications and job interviews. To meet role models and increase their sense of belonging in Data Science/Analysis, students will also participate in a seminar series focused on Data Science/Analysis careers that will feature professionals from diverse backgrounds and from both academia and industry. The project will also offer preparation for the AWS Certified Cloud Practitioner certification. It is expected that this initiative will lay the foundation to establish a degree program in Data Science/Analysis at Queensborough Community College. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2052780 | IUCRC Phase I: University of Tennessee, Knoxville (UTK) Site: Center for High-Frequency Electronics and Circuits for Communication Systems (CHECCS) | EEC | Eddie Bernice Johnson INCLUDES, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 09/03/2024 | Aly Fathy | fathy@eecs.utk.edu | TN | University of Tennessee Knoxville | Continuing Grant | Prakash Balan | 07/01/2021 | 06/30/2027 | $737,340.00 | Husheng Li, Ryan Glasby, Ozlem Kilic, Gong Gu | 201 ANDY HOLT TOWER | KNOXVILLE | TN | 379.960.001 | 8.659.743.466 | ENG | 032Y00, 576100, 741200 | 1032, 5761, 8036, 9178, SMET | 0,00 | The University of Arkansas, University of Tennessee, and Florida International University have established the Center for High-Frequency Electronics and Circuits for Communication Systems (CHECCS), an Industry-University Cooperative Research Center (IUCRC). The efforts at the three universities will provide cooperative opportunities to develop new research knowledge to support U.S. competitiveness in wireless communications technologies, including 5G/6G and beyond. CHECCS addresses the potential to increase accessibility to high-frequency circuits and communication-system services. The center’s research will be seamlessly integrated with educational activities, and findings will be incorporated into courses for training undergraduate and graduate students. The center is also committed to broadening participation of underrepresented groups. Underrepresented faculty, graduate and undergraduate students will be actively recruited by each site to work on and participate in the center’s research and educational activities including outreach events. The technical area of high-frequency devices, circuits and communication systems is critically important to U.S. industry, its economy, and national security. CHECCS’ mission is in developing different levels of integrated components for future multi-scale systems on a single chip. CHECCS brings strength and expertise from a wide range of disciplines to significantly advance knowledge and bridge the gap between universities and industry. The research areas cover a broad range of disciplines from electrical engineering, to computer engineering, materials science, transportation, and physics. The center will work closely with industry and government agencies in addressing multidisciplinary research challenges by combining knowledge from participating research groups and creating a culture that links engineering research to technological innovation. This linkage will be achieved through sustained partnerships with industry/practitioner organizations and technology transfer offices. Core strengths of CHECCS include a dynamic team that has both academic and industry research experience, with emphasis on comprehensive electromagnetic modeling, monolithic microwave and millimeter-wave integrated circuits, radiofrequency high-power components and systems, antenna design, and digital and analog circuit design up to terahertz frequency. The team has access to advanced fabrication, testing, and high-performance computational resources, as well as strong ties to industry that will enable refinement of the research areas. 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. |
| 2000715 | Improving Pathways into the Geospatial and Unmanned Aircraft Systems Technician Workforce | DUE | Advanced Tech Education Prog | 08/10/2020 | Chris Carter | cxcarter@odu.edu | VA | Old Dominion University Research Foundation | Standard Grant | Keith Sverdrup | 10/01/2020 | 09/30/2024 | $561,977.00 | John McGee, David Webb, Cheryl Aukland, Shawn Shields Lyons | 4111 MONARCH WAY STE 204 | NORFOLK | VA | 235.082.561 | 7.576.834.293 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Demand for skilled technicians in geospatial technologies and small unmanned aircraft systems continues to increase as new applications are developed for these emerging technologies. To help meet these demands, this project is designed to increase the number of students who are trained to use these technologies in multiple disciplines. Specifically, Germana Community College will create new academic pathways that provide students with multiple opportunities to enter the technical workforce. Building on previous work, an online version of a course that prepares students for the FAA Remote Pilot Certificate exam will be developed to increase student access and enrollment. Students will learn how to apply geospatial and unmanned aircraft technologies to solve real world problems through service-learning projects that will be integrated into existing courses. The project will also support professional development programs and mentoring to increase the capacity of community college faculty to teach in these technical areas. By supporting the integration of geospatial and unmanned aircraft systems technologies into community college technical programs, this project has the potential to increase opportunities for students to enter the technical workforce. The goals of the project are to: 1) develop new pathways for students at Germana Community College to pursue technical education in geospatial technology and small unmanned aircraft systems; 2) provide faculty professional development programs that will prepare community college faculty for implementing courses that will train students in this field; and 3) increase the number and diversity of students in these technical programs through high school outreach activities. The pathways at Germana Community College will include two stackable certificates that students can use to complete requirements for an Associate of Applied Science degree. To support the new pathways, an online course will be developed that will facilitate completion of the remote pilot certificate. Instructors will assess student learning through knowledge tests and videos of students demonstrating their flying capabilities. The project will offer two faculty institutes to train community college faculty in best practices for implementing curricula relevant to these technologies. Training of faculty will provide hands-on experiences with the technologies using project-based learning that will span different disciplines aligned with participant interests. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2000166 | Resource Center for Laser, Photonics, and Fiber Optics Education, LASER-TEC | DUE | Advanced Tech Education Prog | 12/16/2022 | Chrys Panayiotou | cpanayio@irsc.edu | FL | Indian River State College | Standard Grant | Virginia Carter | 09/01/2020 | 08/31/2025 | $1,649,997.00 | Alexei Glebov, James Pearson, Natalia Chekhovskaya, Gary Beasley | 3209 VIRGINIA AVE | FORT PIERCE | FL | 349.815.541 | 7.724.624.703 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Lasers, optics, photonics, and fiber optics (LOPFO) are used in many advanced technologies including medical instrumentation, photonics-integrated circuits, telecommunications, advanced manufacturing, and biotechnology. The US Department of Labor projects that, between 2016 and 2026, at least 1,700 LOPFO technicians will be needed to fill open positions. These jobs have a median annual salary of more than $63,000. However, the annual output of LOPFO technicians from all US colleges is not enough to meet the growing need. This project intends to sustain and expand efforts to meet the national shortage of qualified LOPFO technicians. It will do so by updating, developing, and distributing LOPFA educational resources to technical college instructors and K-12 teachers, as well as to industry for use in training incumbent workers. The major goal of the project is to develop the LASER-TEC Resource Center, which will continue to support efforts to increase the LOPFO technical workforce. The Resource Center will update and maintain educational services and materials and provide open access these resources to secondary, post-secondary, and industry educational and training programs. Project aims include: 1) developing a comprehensive, high-performing, and responsive website that will house and distribute all LOPFO educational products funded by the National Science Foundation and other US government agencies; 2) updating technical content and high-impact pedagogical strategies to improve all curricular materials; 3) creating tailored content and conducting professional development events for teachers, college instructors, counselors, advisors, administrators, incumbent industry members, and other communities to discuss best practices and increase their technical knowledge; 4) conducting outreach to inform K-12 and college educators about the availability of LOPFO resources; and 5) supporting efforts to build or enhance bridges between industries that need LOPFO technicians and colleges that offer LOPFO programs. All resources will be structured, systemized, and available as Open Education Resources under the Creative Commons ShareAlike license. In collaboration with industry, LASER-TEC will develop new modules in the areas of Raman Spectroscopy, LiDAR, High Power Diode Lasers, Femto Second Lasers, Disk Lasers, and other LOPFO technologies. LASER-TEC will also continue its efforts in supporting historically underserved and underrepresented groups to increase diversity in this technological field. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2202092 | A Collaborative Cybersecurity Analysis Certification Program | DUE | Advanced Tech Education Prog | 09/07/2022 | Adam Beatty | adambeatty@ucwv.edu | WV | University of Charleston | Standard Grant | Paul Tymann | 09/01/2022 | 08/31/2025 | $216,189.00 | John Barnette | 2300 MACCORKLE AVE SE | CHARLESTON | WV | 253.041.045 | 3.043.574.800 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | To meet workforce demands crucial to the Nation’s security and sustained economic development, this project will develop an educational and career pipeline for the regional and national cybersecurity workforce. Three West Virginia educational institutions: BridgeValley Community and Technical College, the Southern West Virginia Community and Technical College, and the University of Charleston, will work together to develop and launch a four-course, two-semester Security Analysis (SA) Certificate program. The program will be offered virtually and in-person and will target veterans, military-connected adult learners, and high school students from West Virginia’s rural and economically depressed southern counties. The goals of the project include: (1) building a sustainable educational and career pipeline for critically needed cyber specialists, and (2) growing a capable and trained workforce of cyber specialists with security abilities and skills vital to national security within West Virginia and across the country. The three institutions share relationships with regional hiring organizations and have been independently attentive to industry workforce needs. Combining efforts and streamlining recruiting and co-curricular activities will improve each institution’s cybersecurity and information technology academic offerings, and will create a pipeline across state, regional, and national sectors. In addition to the ATE community, the project team will share best practices and outcomes across technical, industrial, and military networks. The project team will work with the state’s First2 Network, an NSF INCLUDES program focused on increasing STEM academic offerings to first-generation students, and TechConnect West Virginia, a statewide organization promoting innovative research and workforce growth by partnering with businesses and regional stakeholders. Evaluation of the project consists of a constructive and collaborative adaptation of the “Input, Outputs, and Outcome” model. The evaluation will provide an outside, independent perspective on the effectiveness of the project and SA Certificate program. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2300775 | Map Your Success | DUE | Advanced Tech Education Prog | 04/06/2023 | Tamara Biegas | tbiegas@harford.edu | MD | Harford Community College | Standard Grant | Keith Sverdrup | 09/01/2023 | 08/31/2026 | $427,181.00 | Tony Wohlers | 401 THOMAS RUN RD | BEL AIR | MD | 210.151.627 | 4.434.122.160 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by increasing pathways into its geospatial technology (GST) associate of applied science (A.A.S.) and for-credit certificate programs at Harford Community College (HCC). As GST is woven into government and industry applications, employers in the Mid-Atlantic and beyond increasingly need a workforce with the technical skills to create, develop, use, and analyze mapping and surveying technologies and products. Within GST, there has also been a call for research to better understand how to equip educators, build relevant curricula, and engage future GST learners. As one- and two-year GST training programs structured for nontraditional students can effectively move workers from entry-level, low-wage jobs into well-paying careers the project’s significance includes supporting students’ career advancement and financial security. Through the Map Your Success project’s diverse connections to schools, public and private employers, and communities where workforce development is needed, HCC expects to demonstrate the high value and relevance of GST careers. The project aligns with NSF’s mission and draws on Advanced Technological Education (ATE) scholarship, including the work of the ATE-supported GeoTech Center, to advance understanding of how GST programs integrate traditional STEM skills with social and behavioral sciences. The project will support the GST program to train in the competencies employers seek and can effectively open a new pipeline into GST jobs for community college students. HCC’s goals are to increase GST A.A.S. enrollment from 9 students to 20 students per year and enroll an annual average of 20 GST certificate students by the end of the project period. Project objectives are to (1) enhance the GST A.A.S. and certificate programs to align with workforce needs; (2) enroll an average of 20 GST A.A.S. students and 20 GST certificate students annually, reaching approximately 100 students over the three-year ATE project period, by engaging secondary educators, high school students, and current HCC students in GST outreach and education opportunities; and (3) retain and graduate an average of 80% of students in each program and support their advancement into relevant technical careers. HCC will learn from and partner with the GeoTech Center and the Maryland Geographic Alliance at Towson University to develop statewide professional training opportunities for secondary educators; create a new Unmanned Aerial Vehicles course; expand the existing GST Advisory Board; strengthen GST internships; hold annual International GIS Day events; and reach out to local high schools and underserved communities. Through Map Your Success project evaluation, HCC will investigate, generate new knowledge about, and disseminate findings on the pathways into GST careers from diverse entry points, as well as the benefits of effective partnerships in training the next generation of technically skilled mapping and GIS technicians. This project is funded by the Advanced Technological Education (ATE) program that focuses on the education of technicians for the advanced-technology fields that drive the Nation’s economy. 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. |
| 2231625 | IUCRC Phase I: University of Illinois at Urbana-Champaign (UIUC): Center for Advanced Semiconductor Chips with Accelerated Performance (ASAP) | EEC | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, | 08/07/2024 | Shaloo Rakheja | rakheja@illinois.edu | IL | University of Illinois at Urbana-Champaign | Continuing Grant | Prakash Balan | 01/01/2023 | 12/31/2027 | $517,999.00 | Naresh Shanbhag, Paul Braun, Qing Cao | 506 S WRIGHT ST | URBANA | IL | 618.013.620 | 2.173.332.187 | ENG | 576100, 741200, Y11000 | 1032, 106Z, 170E, 5761, 8036, 9178, 9251, SMET | 0,00 | This Phase I award supports the Industry University Cooperative Research Center for Advanced Semiconductor Chips with Accelerated Performance (ASAP) at the University of Illinois - Urbana-Champaign. Integrated circuits or “chips”, containing billions of transistors within the size of a fingernail, have had a profound impact on human lives, and enabled many fundamental scientific discoveries. However, in state-of-the-art microprocessors and associated computing machines, interconnects or wires that transport data between different components start to dominate the overall power consumption and performance, which has become a critical bottleneck for future semiconductor technologies. In alliance with industry members, the Center will develop breakthrough solutions that alleviate interconnect challenges and improve the energy efficiency of next-generation information-processing systems. The Center will address the critical national need for US technology supremacy in future microelectronics. In addition to technology development, the center will foster unique training opportunities for a diverse workforce with technical competence, socially responsible leadership, and entrepreneurship. The Center has a rich portfolio of outreach activities, including working with under-represented and low-income K-12 students, training students from two-year institutions of higher education (community colleges/technical colleges), and developing a women-in-microelectronics program. The Center will work closely with UIUC’s Institute for Inclusion, Diversity, Equity, and Access to recruit, educate, and retain diverse talents and empower them to become future leaders in US-based microelectronics and other related industries. The Center’s research is structured into three tightly integrated themes including materials discovery for electrical and optical interconnects, heterogeneous 3D integration, and highly energy-efficient circuits and architectures. The materials-to-architectures co-design approach will allow the Center to address the fundamental technological roadblocks toward enabling future microprocessors with higher performance but lower energy consumption. By integrating disparate components on silicon, such as interconnects based on quantum materials, nanodielectrics, magnetic and ferroelectric memory, nano-photonics, and III-V elements, the Center seeks to reduce the energy-delay cost of data communication hundred-fold in chips adopting novel processing-in-memory architectures. Center faculty members have cross-disciplinary expertise in materials science, nanoscale electronic and photonic device fabrication and characterization, computational modeling, and circuit and architecture design. By focusing on technologies that are mutually beneficial for digital and RF applications, the Center will collaboratively address the research needs of its industrial members representing different microelectronics sectors and thus different research priorities. The Center will engage with semiconductor foundries, chip manufacturers, small startups, DOE national labs, and DoD labs and collaboratively seek to make a sustained and meaningful impact on the next-generation information-processing systems. 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. |
| 2052528 | IUCRC Phase I UArizona: Center to Stream Healthcare In Place (C2SHIP) | CNS | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 08/31/2024 | Janet Roveda | meilingw@email.arizona.edu | AZ | University of Arizona | Continuing Grant | Mohan Kumar | 05/01/2021 | 04/30/2026 | $1,349,706.00 | Kathleen Melde, Hao Xin, Ao Li | 845 N PARK AVE RM 538 | TUCSON | AZ | 85.721 | 5.206.266.000 | CSE | 576100, 741200 | 1032, 5761, 9178, SMET | 0,00 | Chronic health conditions are financially and emotionally costly. Immediate, creative action is needed to provide solutions for managing physical, social and psychological needs that maintain autonomy and quality of life. Research on long-term functioning of those with chronic illnesses is lacking. The Center to Stream Healthcare In Place (C2SHIP) unites the best minds in academic medicine with leaders in biomedical industry to research, develop and promote in-place care technologies for managing chronic diseases in the home. The University of Arizona serves as the C2SHIP Lead Site with Partner Sites being University of Southern California, Baylor College of Medicine, and California Institute of Technology. The Center will accelerate innovation through partnerships, multi-specialty collaborations, and resource sharing. C2SHIP will prepare an educated workforce to promote wellness through self-care technologies. The Center’s trans-disciplinary team will pursue research and development in new material-based sensors, reconfigurable designs, and system integration with data mining, machine learning, and Artificial Intelligence. Through “Internet of Things”, patient data can be streamed to medical professionals at remote locations in real-time, establishing a mobile hub for vulnerable patients in their own home. C2SHIP will focus on mitigating physiological, environmental, and psychological changes for real-time management and intervention. The University of Arizona site will focus on the design and develop of new sensors and systems that can perform effective and accurate data analysis using machine learning and Artificial Intelligence technologies. The Center will accelerate knowledge and intellectual property transfer between academia and industry through collaborative partnerships. This will promote rapid development of new technologies , and transform health care delivery by enhancing the quality of life of chronically-ill patients while reducing health care costs and preventing hospitalizations. Student engagement in the proposed research projects will create opportunities with Center companies and organizations, and provide multidisciplinary participation at C2SHIP conferences and workshops. The University of Arizona site will recruit students from diverse backgrounds by engaging them in the proposed research. The University of Arizona site will work with The Center to engage underrepresented undergraduates through cross site workforce development plans and activities. Data produced from this project will be deposited in servers at the C2SHIP Center using password protected Box data sharing folder and will keep for duration of five years. Box is a cloud computing business which provides file-sharing, collaborating, and other tools for working with files that are uploaded to its servers. The PIs and Co-PIs at the C2SHIP Center will have password-protected accounts and servers to conduct their research. The proposed study will only collect non-sensitive data. No personal identifiers will be recorded or retained by the researchers in any form. The University of Arizona projects that collect patient data will be approved by The University of Arizona IRB prior to project onset. All data will be deidentified, with no personal identifiers recorded or retained in any form. 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. |
| 2055036 | Developing Classroom-based Undergraduate Research Experiences in Antibody Bioengineering | DUE | Advanced Tech Education Prog | 03/19/2024 | Sandra Porter | sandra@digitalworldbiology.com | WA | Digital World Biology | Standard Grant | Virginia Carter | 05/15/2021 | 04/30/2025 | $697,183.00 | Margaret Bryans, Todd Smith, Aron Kamajaya, Sheela Vemu | 2449 NW 60TH ST | SEATTLE | WA | 981.073.256 | 2.062.407.912 | EDU | 741200 | 096Z, 102Z, 1032, 8038, 9178, SMET | 0,00 | Antibodies are proteins involved in vertebrate immune responses. They are also used for medical and other purposes. For example, nearly 300 employers across the United States develop antibody-based drugs or diagnostic tests, sell antibodies as bioreagents, or provide antibody-related laboratory services. Not surprisingly, antibodies are an important front-line tool for diagnosing and treating COVID-19 infections. Bioengineering antibodies is an active area of applied biotechnology research. Bioengineered antibodies have the potential to reduce the costs of antibody manufacturing and storage, as well as to improve antibody-based drug delivery. This project will enlist faculty, industry-representatives, and two-year college students from across the United States to participate in developing and implementing research projects in antibody bioengineering. The research projects and laboratory protocols that derive from this work will help two-year colleges incorporate high-impact and relevant technologies into new or existing courses, thus providing a mechanism to engage students while preparing them to work in fulfilling careers. In addition, the project will provide expert information about COVID-19 vaccine development and testing, thus benefitting students, instructors, and the public. The specific aims of the project include 1) developing laboratory modules to support course-based undergraduate research experiences related to antibody bioengineering, and 2) investigating the feasibility of using hackathons as a novel strategy for engaging participants in collaborative curriculum development. The project will develop learning modules that each address computational skills (e.g., data science, structural biology, bioinformatics), technical skills (e.g., mutagenesis, protein purification, assays, staining), and employability skills (e.g., poster presentations, communication, leadership). The modules will list related skill standards and learning outcomes, making it easy for instructors to incorporate the modules in their courses and for employers to evaluate portfolios of students participating in the research. The project team has assembled a national advisory board comprised of individuals with expertise in antibody technologies from biotechnology companies, research institutions, and core laboratories. Board members have agreed to provide guidance concerning project ideas and industry needs, as well as to evaluate modules. An annual hackathon will be held where the participants will organize in teams around one of the industry-suggested projects or other new project ideas. During the hackathon, the teams will work to refine the ideas, and to identify the modules and materials needed for each project. Project pitches at the end of the hackathon will be used to determine which projects will be selected for development and implementation. The project team and faculty collaborators will continue to develop the selected modules, implement the projects with students, and share findings. The ubiquitous presence of antibodies in industry and research labs ensures that students who learn antibody-related workforce-skills will be employable in nearly any locale. The project can, thus, contribute to mitigation of COVID-19 impacts on individuals who have been disproportionately impacted by the pandemic. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2000971 | Meeting the Bay Area's Electronics Technician Workforce Need | DUE | Advanced Tech Education Prog | 04/01/2020 | Nicholas Langhoff | langhoffn@smccd.edu | CA | San Mateo County Community College District | Standard Grant | Paul Tymann | 09/01/2020 | 08/31/2025 | $592,538.00 | Jenny Le, Thomas McCall | 3401 CSM DR | SAN MATEO | CA | 944.023.651 | 6.503.586.755 | EDU | 741200 | 1032, 9178, SMET | 0,00 | In the Bay Area, there are currently over 10,000 job openings for electronics technicians. In addition, the number of electronics technician jobs is projected to grow at a rate of over 20% within the next ten years. This project aims to meet local workforce needs by developing a new engineering electronics technology program. This program will be developed in partnership with local industry to ensure that graduates of the program have the knowledge, skills, and competencies needed to meet this critical local workforce need. The new program has the potential to improve the capacity and quality of the electronics technician workforce in the Bay Area and to serve as a model for building new engineering technology programs. This project will adopt, adapt, and develop courses covering DC and AC circuits, math for electronics, electronics test and measurement, schematic entry, custom cabling, printed circuit board design and manufacturing, soldering and printed circuit board rework, and battery technology. The program will align with the eleven elements of high-quality Career Technical Education programs as outlined by the California Department of Education. The project will include an intensive student support program and a funded internship and job placement program with integrated support from industry partners. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2301165 | Cultivating Career Pathways for Advanced Manufacturing Technicians | DUE | Advanced Tech Education Prog | 09/14/2023 | Brooks Jacobsen | jacobsbr@lakeareatech.edu | SD | Lake Area Technical College | Standard Grant | Michael Davis | 10/01/2023 | 09/30/2026 | $342,504.00 | Steven Trautner | 230 11TH ST NE | WATERTOWN | SD | 572.012.869 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | The South Dakota Department of Labor & Regulation recently reported nearly 3,000 manufacturing job openings and the industry is projected to add 3,500 jobs by 2030. This report and other indicators highlight the significant need for skilled technicians to fill the state’s high-demand, high-wage Advanced Manufacturing jobs. Lake Area Technical College’s three-year effort will encourage learning and career pathways at an earlier age, provide regional manufacturers with an expanded and diversified talent pipeline, and strengthen relationships between education and industry. The project was developed with the support of secondary education, workforce development, and industry partners who share LATC’s vision for expanded employability and earning potential for workers and a growing state economy. The overall goal of the project is to recruit larger classes of college-ready students into the college’s Advanced Manufacturing programs and increase the number of technicians entering the workforce. The project will provide the opportunity for middle and high school students to explore careers and technical education options not often emphasized in South Dakota’s secondary schools. Teachers, administrators and other influencers will also learn the importance of these careers and find resources for improving secondary technical education programs and supporting students in their career and education decisions. Over the course of the three-year project, STEM-related recruiting events will reach 1,050 students. In addition, 30 secondary educators will join LATC’s STEM learning community and 60 incumbent workers will receive additional technical training through the college. This project will help break the manufacturing industry stigma in the region; introduce students, parents, educators and incumbent workers to new career opportunities; and share examples of how individuals with a variety of STEM-related aptitudes can succeed in today’s manufacturing industry. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy. 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. |
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| 2055412 | Enhancing Career Pathways to Green Jobs in High-performance Building Technology | DUE | Advanced Tech Education Prog | 12/12/2022 | Charles Setterfield | charles.setterfield@sinclair.edu | OH | Sinclair Community College | Standard Grant | Nasser Alaraje | 07/01/2021 | 06/30/2025 | $559,624.00 | Robert Gilbert, Dalya Ismael, Eric Dunn | 444 W 3RD ST # 12 | DAYTON | OH | 454.021.453 | 9.375.124.573 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | Buildings account for a major portion of the total U.S. energy consumption. Making buildings more energy efficient is a goal of the high-performance building technology industry. Achieving this goal requires hiring more building performance technicians, but the demand for these technicians outstrips the supply. Building performance technical work includes all aspects of facility operations and maintenance, including whole-system analysis and energy management. Thus, success in the building technology workforce requires the knowledge and skills needed to install, implement, and maintain complex building systems. This project intends to increase the pipeline of highly skilled building performance technicians by creating a new stackable certificate program, offering dual enrollment courses for high school students, providing training for high school teachers, and conducting outreach activities. By expanding career pathways into the building performance workforce, the project aims to broaden participation of women and other groups that are underrepresented in the building technology workforce and that have been disproportionately impacted by the COVID-19 pandemic. This project will address a significant and growing demand for entry-level high performance building technicians in Southwest Ohio. The overall goal of the project is to expand the pipeline of skilled technicians who have the skills to reduce energy consumption in buildings. To this end, the project will develop a stackable short-term certificate with embedded industry-recognized credentials. Students who earn this credential will be prepared to take industry certification exams and enter the building performance workforce. Specific aims of the project include to: (1) create a new postsecondary certificate program that can be completed by high school students; (2) train high school teachers to deliver postsecondary course content; (3) pilot an outreach program to raise awareness of technical career opportunities among youth, particularly from communities not equitably represented in the building technician workforce; (4) provide a structured approach to guide high school students and unemployed/ underemployed adults onto building performance career pathways; and (5) improve student learning by upgrading labs with the latest building technologies. Using student surveys, student interviews, and institutional data, the project will assess the impact of the certificate program on student learning and the impact of outreach activities on recruiting students from communities that are underrepresented in the technical workforce. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2201625 | Creating New Aerospace Technician Pathways Using Space Materials Design and Fabrication Skills Training | DUE | Advanced Tech Education Prog | 08/30/2023 | Douglas Brauer | douglas.brauer@fscj.edu | FL | Florida State College at Jacksonville | Standard Grant | Christine Delahanty | 06/01/2022 | 05/31/2025 | $492,747.00 | Kevin Beamish, Thomas Dutrieux | 501 WEST STATE STREET | JACKSONVILLE | FL | 322.023.099 | 9.046.323.327 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Training and certifications in engineering technology provide pathways for students to enter the aerospace technician workforce. Currently there is a shortage of qualified technicians for the aerospace industry in Northeast Florida. To be successful in the aerospace workforce, students need to learn skills associated with the design and fabrication of products using lightweight materials. This includes an understanding of the technologies used to create these products such as additive manufacturing, fiber composites fabrication, polymer fabrication, and computer-numerical control in metal working. This project will create a new curriculum within an existing engineering technology degree program that focuses on these skills and techniques. As students complete courses in the program, they will have the opportunity to earn three industry certifications. Students will learn how to use these manufacturing technologies through hands-on training. To increase the number of students in the aerospace technician pipeline, dual enrollment courses will be offered for high school students. Project results and educational resources will be made available through the ATE Central Portal. The goal of this project is to increase the number of qualified aerospace technicians in Northeast Florida. The project will: (1) create a new Advanced Materials Design in Manufacturing track within the current engineering technology degree program, (2) prepare students to earn at least three industry-recognized credentials in space materials manufacturing, (3) develop a Space Materials Manufacturing Laboratory to help students learn manufacturing techniques, and (4) create a career pathway for secondary students. Using best practices from the Florida Advanced Technological Education Center as well as existing institutional programs, the project team will recruit students from underrepresented groups to broaden participation in the aerospace technical workforce. Professional development for community college instructors and secondary teachers will provide hands-on training on space materials and fabrication techniques. The project will assess student learning gains due to the new curriculum by comparing the results of pre- and post-tests. Student surveys will be used to assess the impact of project activities on students’ sense of belonging and self-efficacy. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 1901984 | InnovATEBIO National Biotechnology Education Center | DUE | Advanced Tech Education Prog | 04/27/2023 | Linnea Fletcher | linneaf@austincc.edu | TX | Austin Community College | Standard Grant | R. Corby Hovis | 10/01/2019 | 09/30/2025 | $7,896,901.00 | Russ Read, James Hewlett, David Micklos, Sandra Porter, Thomas Tubon | 6101 HIGHLAND CAMPUS DR | AUSTIN | TX | 787.526.000 | 5.122.237.000 | EDU | 741200 | 1032, 7556, 9178, SMET | 0,00 | The InnovATEBIO National Biotechnology Education Center will address the need to educate highly skilled technicians for the nation's biotechnology workforce. Toward this goal, InnovATEBIO will provide leadership in biotechnology technician education, including support for development and sharing of best practices in biotechnology workforce development. In addition, the Center will promote local and national economic development of the biotechnology industry and help accelerate innovation in biotechnology and associated fields. The Center will focus on biotechnology technician education across the country, with a specific focus on strengthening the connections between high school and community college biotechnology programs. It will actively reach out to all students, including women and students from economically challenged, underrepresented, first generation college, and/or rural backgrounds. Project activities will foster collaboration and mentoring to accelerate development of community college faculty leadership and promote collaboration with industry. The Center will work with industry to gain recognition for biotechnology programs and the educational institutions that offer these programs, so that the entire biotechnology community sees the merits of educational programs and values them. The evaluation activities of the Center will gather the information needed to understand the present status of biotechnology education and the future trends in the field. To serve the national biotechnology community, InnovATEBIO will build a diverse network of educators, students, alumni, and industry partners, including incubators, trade organizations, and professional societies. These partners will work synergistically to build or improve technician education programs so that the programs meet the needs of students, institutions, the biotechnology industry, and the communities that support them. Through its outreach activities, the Center will increase knowledge and awareness of the biotechnology field across all sectors. A major activity of InnovATEBIO will be developing supply chain hubs that engage high school and community college students to produce and use the products necessary for an excellent hands-on biotechnology education. Another activity will develop open educational resources that will be available at no cost to educators around the country. Training and mentoring of faculty will ensure these resources are used effectively and broadly. Through these activities, InnovATEBIO will achieve the following goals: (1) develop a collaborative infrastructure that supports innovation, and promptly addresses the changing needs of the biotechnology community; (2) coordinate and leverage outputs from ATE-funded biotechnology projects; (3) identify opportunities to generate partnerships and collaborations that accelerate innovation in biotechnology education; (4) monitor and address emerging biotechnology industry and technician workforce trends; and (5) develop a regional outreach and mentoring infrastructure to broadly engage underserved populations in biotechnology labs and related emerging technologies. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2134772 | FMRG: Bio: DNA & RNA Condensate Droplets for Programmable Separation and Manufacture of Biomolecules | MCB | FM-Future Manufacturing, Advanced Tech Education Prog | 08/05/2021 | Elisa Franco | efranco@seas.ucla.edu | CA | University of California-Los Angeles | Standard Grant | Bianca Garner | 12/01/2021 | 11/30/2025 | $3,000,000.00 | Deborah Fygenson, Paul W.K. Rothemund, Jillian Blatti | 10889 WILSHIRE BLVD STE 700 | LOS ANGELES | CA | 900.244.200 | 3.107.940.102 | BIO | 142Y00, 741200 | 7465 | 0,00 | The ability to spatially organize, separate, and sort is key to any advanced manufacturing process. While these tasks have been mastered in top-down industrial biochemical processes, it remains challenging to embed these operations in biochemical reactors at the micro- and nano-scale. Microscopic reactors are useful to extract, sort, separate, and organize components in low-volume, low-cost reactions, and are particularly relevant for scarce, toxic, or high-value ligands. This project will establish design tools and components to build microscopic liquid reactors made with DNA and RNA, taking inspiration from cellular condensation phenomena that compartmentalize small molecules, nucleic acids, proteins, and entire reaction pathways. By developing a technological blueprint to build DNA and RNA condensates, this research will promote the adoption of this powerful approach in biotechnology, pharmaceutics, and chemical engineering, and contribute to the generation of a new workforce. Toward this goal, undergraduates will be involved in the research and the research will be integrated in educational modules that will be tested at Pasadena City College, UCLA, UCSB, and Caltech, and will be made available to the general public. This approach takes advantage of the well-understood thermodynamic and kinetic properties of nucleic acids to systematize the innovative technology of biological condensates. The project aims to: (i) develop DNA and RNA condensates into a future manufacturing technology; (ii) engage undergraduates and develop and disseminate educational tools for preparing a workforce to actively participate in this emerging technology; and (iii) expand the capabilities for domestic manufacturing of high-value biomolecules. Building on advances in DNA and RNA nanotechnology, the project will contribute libraries of DNA and RNA monomers that condense into liquid droplets that host specific molecules and pathways that are relevant for separation and production. Experiments will be guided by predictive models for design of customizable host condensates, and through a design-build-test pipeline will demonstrate liquid separation of an expandable set of molecules, cells, and pathways that are relevant for sensing, drug manufacturing, and healthcare. The team of PIs includes leaders in the field of DNA self-assembling systems (Rothemund), engineered DNA and RNA reaction networks (Franco), biophysics of nucleic acid systems (Fygenson), and biochemistry education (Blatti). Because nucleic acids are naturally present in living organisms, it will be possible to seamlessly integrate the operation of the custom artificial condensates with that of cells and tissues. This project is jointly funded by the Division of Molecular and Cellular Biosciences in the Biological Sciences Directorate, the Division of Chemical, Biomedical, Environmental and Transport Systems in the Engineering Directorate, the Division of Undergraduate Education in the Education and Human Resources Directorate, and the Division of Chemistry in the Mathematical and Physical Sciences Directorate. 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. |
| 2300932 | Drones to Avionics Pathway (DAP) Project | DUE | Advanced Tech Education Prog | 07/24/2023 | Johan Alvarez | jalvare6@broward.edu | FL | Broward College | Standard Grant | Virginia Carter | 08/01/2023 | 07/31/2026 | $454,038.00 | James Rowe, Russell McCaffrey, Julie Mura | 111 E LAS OLAS BLVD | FORT LAUDERDALE | FL | 333.012.206 | 9.542.017.410 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The US Bureau of Labor Statistics data show that Florida has the second highest employment level in the Avionics industry of the 50 states and is in the highest growth category for the industry. FAA’s reports show Broward College’s service area in the highest growth category for Uncrewed Aerial Vehicles (UAVs) with new device registrations. This project will increase access for underrepresented populations to Avionics careers by engaging students in informal avionics encounters and creating a new track in the Avionics AS degree program focused on drone maintenance. The informal introduction to avionics begins the pathway of stackable credentials including regulatory licensure, stackable credentials, AS degrees, and BS degrees. The project will add to the body of knowledge in effective pedagogy in avionics education resulting in increased credential attainment. Utilizing experiential learning methods, students will demonstrate competencies leading to stackable credentials. The effort ultimately benefits students by increasing enrollment, retention, and credential acquisition in avionics pathways. The project activities, which are based on previous promising efforts at the College, will increase depth of learning and understanding of career skills in Avionics. These activities include: 1) Conducting an experiential learning after school program and a summer boot camp; 2) Developing curriculum and establishing a 9-credit drone maintenance track in the AS Avionics degree program; 3) Establishing a firm foundation through partnerships at the secondary, community college, university, community, and professional levels; 4) Implementing outreach efforts that tap underserved and non- traditional populations; and 5) Evaluating and disseminating project results, processes, and materials. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2202204 | Expanding Geographic Information Science Technology Education | DUE | Advanced Tech Education Prog | 03/21/2022 | Christina Friedle | christina.friedle@pcc.edu | OR | Portland Community College | Standard Grant | Kalyn Owens | 07/01/2022 | 06/30/2025 | $650,000.00 | Lorena A C Nascimento | 12000 SW 49TH AVE | PORTLAND | OR | 972.197.132 | 9.717.228.392 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The use of Geographic Information Science Technology (GIST) is expanding in many fields and occupations in the Pacific Northwest and across the country as more sophisticated commercial uses are developed and implemented. This interdisciplinary field, which encompasses geography, computer science, and mathematics in spatial problem solving, is used in governmental agencies and private companies to solve many U.S. and global societal challenges. As employees within these companies retire or as these industries expand, employees with the most current knowledge of technologies and practices are needed. This project will support the growing need for well-educated surveying/mapping technicians in the region. Since STEM fields have not historically attracted many women, students of color, and low-income students, this project will focus on evidence-based interventions that support student recruitment, retention, and program completion for people from groups underrepresented in STEM. To recruit more diverse students the project will partner with culturally relevant community-based organizations (CBOs) and women STEM educators to identify high school and community college students interested in geospatial technology. Project-based learning using geospatial technology and paid internships will engage students in work-based skill development. This project will provide innovative opportunities for students, who never considered working in this STEM field, to enter an exciting new career. The overall goal of this project is to improve student recruitment, retention, and program completion in the Geospatial program, and position the program for future growth with regional GIST partners. The strategies that provide the foundation for this work include: 1) expanding partnerships with community-based organizations, 2) increasing recruitment efforts of specific student populations on campus and in the community, 3) conducting summer institutes for high school teachers and community college faculty in geospatial technologies, 4) creating a "Women in Geospatial Careers" workshop series, 5) redesigning a capstone course to incorporate more advanced technical skills, 6) expanding partnerships with regional industries, 7) collaborating with a regional geospatial association to provide mentors for the GIST students, and 8) equipping classrooms and labs with appropriate equipment and software to address the competencies needed for this emerging technical workforce. Results of the project will be made available to other community colleges and GIST partners to demonstrate the value of the recruitment and retention strategies and how they can be incorporated into existing pedagogical approaches. This project has potential to advance knowledge in the evolving GIST fields by implementing recruitment and retention strategies that have the greatest impact on individuals from groups underrepresented in geospatial programs. This project is funded by NSF’s Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2000725 | Nanotechnology Applications and Career Knowledge Resource Center | DUE | Advanced Tech Education Prog | 04/16/2020 | Osama Awadelkarim | ooa1@psu.edu | PA | Pennsylvania State Univ University Park | Standard Grant | Virginia Carter | 09/01/2020 | 08/31/2025 | $1,650,000.00 | Robert Ehrmann, Lynn Zentner, Anthony Dalessio, Wesley Sanders | 201 OLD MAIN | UNIVERSITY PARK | PA | 168.021.503 | 8.148.651.372 | EDU | 741200 | 1032, 9178, SMET | 0,00 | In addition to its roles in basic research, nanotechnology is also a research and development enterprise that focuses on rapid commercialization of products and technology. For the US to capitalize on its investments in nanotechnology, it is essential to prepare a skilled technical workforce with the appropriate nano-scale skill set. The Nanotechnology Applications and Career Knowledge (NACK) Resource Center proposes to extend a nation-wide nanotechnology education approach that includes providing resources and assistance to the nanotechnology education infrastructure. These resources can strengthen and streamline efforts to ensure that students develop industry-relevant knowledge, skills and abilities. In addition, the project will maintain web courses and remote equipment access, as well as provide faculty professional development to ensure that faculty remain at the cutting-edge of nanotechnology advances. The NACK Resource Center will support and grow partnerships between community and technical colleges and research universities to: 1) share resources and disseminate learning materials; 2) deliver web-based professional development workshops and webinar series; and 3) widely disseminate resources using the NACK website, nanoHUB, and ATE Central. Additionally, the Remotely Accessible Instruments for Nanotechnology (RAIN) network will continue to support current and develop new RAIN nodes, add new online-accessible characterization and processing tools to the network, develop ways to increase use of the network, and collect data to evaluate RAIN’s impact on nanotechnology education. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2201904 | From Black Boys to Men in a Multiyear STEM Education Intervention and Mixed Methods Research Project | DRL | S-STEM-Schlr Sci Tech Eng&Math, Robert Noyce Scholarship Pgm, ITEST-Inov Tech Exp Stu & Teac, Advanced Tech Education Prog, Discovery Research K-12 | 08/25/2022 | Julius Davis | jldavis@bowiestate.edu | MD | Bowie State University | Continuing Grant | Jolene Jesse | 09/01/2022 | 08/31/2027 | $3,163,527.00 | Sean Coleman | 14000 JERICHO PARK RD | BOWIE | MD | 207.159.465 | 3.018.604.399 | EDU | 153600, 179500, 722700, 741200, 764500 | 1032, 111Z, 112Z, 7908, 8212, 8817, 9178 | 0,00 | Conceptualizing a community-based model that enhances the recruitment, engagement, and transition to STEM teaching roles for Black male students while retaining and advancing Black male teachers is critical to addressing their significant and historically disproportionate representation in teaching careers. The project explores systemic barriers that dissuade Black male students from pursuing STEM majors and takes a strength-focused approach to fostering a critical mass of Black male STEM teachers. This project will advance foundational knowledge by developing conceptual and methodological frameworks that interrogate the systemic barriers in the STEM teacher staffing challenge, while expanding the possibilities of motivating Black boys and men in STEM fields. This project leverages the work of authentic partnerships between academic institutions (Prince George's County Public Schools, Prince George’s County Community College and Bowie State University) and their various industry and community partners to increase the number of Black boys and men in postsecondary schools and professional settings. This applied study has the potential to impact how school systems, community colleges, and four-year universities work together to develop tiered approaches to recruiting and retain Black boys and men in STEM education. Through mixed methods designs, this project investigates Black male students’ STEM pathways from middle school to the STEM teaching profession through various programmatic efforts. Efforts include community-centered outreach, early clinical teaching experiences for undergraduate students, and professional development for participating STEM teachers and mentors. This multi-institutional engages Black boys and men in STEM from across the career path continuum, attends to many gaps in the research literature pertaining to racialized experiences of Black boys and men in STEM education, specifically: 1) how systemic racism impacts their recruitment, development, attrition, retention and advancement; and 2) how Black male students’ individual and collective racialized experiences in a STEM education program should inform evidence-based strategies for recruiting Black middle school boys to become STEM teachers. Further, it sheds light on the impact of Black men mentors of Black male students on STEM education and career pathways. This project is funded through the Racial Equity in STEM Education program (EHR Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. This program aligns with NSF’s core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations. Funds for EHR Racial Equity are pooled from programs across EHR in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate. 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. |
| 2202074 | A Collaborative Cybersecurity Analysis Certification Program | DUE | Advanced Tech Education Prog | 08/21/2022 | Matthew Payne | matthew.payne@southernwv.edu | WV | Southern West Virginia Community College | Standard Grant | Paul Tymann | 09/01/2022 | 08/31/2025 | $157,731.00 | Rick Thompson | 2900 DEMPSEY BRANCH RD | MOUNT GAY | WV | 25.637 | 3.048.967.439 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | To meet workforce demands crucial to the Nation’s security and sustained economic development, this project will develop an educational and career pipeline for the regional and national cybersecurity workforce. Three West Virginia educational institutions: BridgeValley Community and Technical College, the Southern West Virginia Community and Technical College, and the University of Charleston, will work together to develop and launch a four-course, two-semester Security Analysis (SA) Certificate program. The program will be offered virtually and in-person and will target veterans, military-connected adult learners, and high school students from West Virginia’s rural and economically depressed southern counties. The goals of the project include: (1) building a sustainable educational and career pipeline for critically needed cyber specialists, and (2) growing a capable and trained workforce of cyber specialists with security abilities and skills vital to national security within West Virginia and across the country. The three institutions share relationships with regional hiring organizations and have been independently attentive to industry workforce needs. Combining efforts and streamlining recruiting and co-curricular activities will improve each institution’s cybersecurity and information technology academic offerings, and will create a pipeline across state, regional, and national sectors. In addition to the ATE community, the project team will share best practices and outcomes across technical, industrial, and military networks. The project team will work with the state’s First2 Network, an NSF INCLUDES program focused on increasing STEM academic offerings to first-generation students, and TechConnect West Virginia, a statewide organization promoting innovative research and workforce growth by partnering with businesses and regional stakeholders. Evaluation of the project consists of a constructive and collaborative adaptation of the “Input, Outputs, and Outcome” model. The evaluation will provide an outside, independent perspective on the effectiveness of the project and SA Certificate program. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2229983 | Microelectronics and Nanomanufacturing Partnership for Veterans | DUE | Advanced Tech Education Prog | 08/27/2024 | Osama Awadelkarim | ooa1@psu.edu | PA | Pennsylvania State Univ University Park | Continuing Grant | Virginia Carter | 09/01/2022 | 08/31/2026 | $5,606,336.00 | Richard Vaughn, Juan Gonzalez-Gonzalez, Anthony Fontes, Seung Paik | 201 OLD MAIN | UNIVERSITY PARK | PA | 168.021.503 | 8.148.651.372 | EDU | 741200 | 1032, 106Z, 9178, SMET | 0,00 | The United States (U.S.) has been experiencing a semiconductor chip shortage due in part to the pandemic. This shortage has impacted businesses and industry, including automotive, consumer electronics, data science, and cybersecurity to name a few. Efforts are underway to support semiconductor and microelectronics technologies in the U.S., which will require a prepared and diverse skilled technical workforce to support these critical economic engines. A strong nanomanufacturing workforce will enable the U.S. to be competitive in the global economy and will support the U.S. leadership in microelectronics and semiconductor technologies. This project led by the Center for Nanotechnology Education and Utilization at Pennsylvania State University will support members of the U.S. military, veterans, and family members to gain the knowledge, skills, and abilities (KSAs) to move into the semiconductor and microelectronics workforce. Many of these individuals have relevant experience with military technology as members of teams responsible for building mechanical, electrical and communication systems. Veterans without direct military technology experiences also have skills such as teamwork and project management skills that industry recognizes as needed skills within their workforce. This project will provide educational opportunities for military personnel, veterans, and family members to gain the KSAs needed to enter the nanomanufacturing workforce. Members of the collaborative include 2-yr and 4-yr institutions, microelectronics companies, and the Global SEMI Trade Association. The project will leverage a successful pilot that involved the U.S. Navy, Tidewater Community College and Norfolk State University, which will be adapted and scaled to involve additional academic institutions and branches of the military. The project will: (1) adapt and implement the content of the pilot and offer a Microelectronics and Nanomanufacturing Certificate Program (MNP) supported by community and technical colleges and universities, (2) continually assess and adjust the content in consultation with industry for skillset needs, (3) work to secure the endorsement of the MNP by departments of veteran services for different military branches, and (4) elevate the role of community and technical college faculty in the delivery of the MNP minimizing the dependence on the research universities. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2300188 | National Information Technology Innovation Center (NITIC) | DUE | Advanced Tech Education Prog | 08/30/2023 | Lawrence McWherter | lmcwherter@cscc.edu | OH | Columbus State Community College | Standard Grant | Paul Tymann | 09/01/2023 | 08/31/2028 | $7,475,000.00 | Kyle Jones, Rajiv Malkan, Diane Meza | 550 E SPRING ST | COLUMBUS | OH | 432.151.722 | 6.142.872.639 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The Information Technology (IT) industry is continuing to experience shortages of skilled workers, and COVID-19 has further exacerbated the sense of urgency and need for an IT skilled technical workforce. According to CompTIA’s 2022 Workforce and Learning Trends report, U.S. tech employment will grow an estimated 12.4 million net jobs in 2022 alone. Over the next ten years, technology occupations are expected to grow at twice the rate of overall employment. Yet the high demand for skilled workers is confounded by workers leaving the field. According to Microsoft’s 2021 Work Trends Index, more than 40% of employees were considering a job change, and 46% planned to make a significant career move or transition. While traditional areas of technology are experiencing an increasing demand, there are also emerging job clusters. These include, but are not limited to, the following fields: Artificial Intelligence (AI), Machine Learning (ML), IT Automation, Quantum Computing, DevOps, FinTech, Augmented Reality (AR), Virtual Reality (VR), Encryption Technologies, IoT/Edge Computing, 5G, and Blockchain Technology. Nationally, there are diversity gaps in the IT industry. Underserved and disadvantaged students are not well represented in pathways for careers in IT which often discourages these individuals from pursuing these career pathways. This project will bring together an experienced consortium of community colleges leaders in information technology collaborating with industry partners to create the National Information Technology Innovation Center (NITIC). The Center will create a future-focused community of practice with diverse perspectives and geographic distribution. NITIC will focus on emerging technologies while strengthening and promoting proven best practices from prior ATE IT centers. NITIC will create new deliverables that develop high-quality educational materials, curricula, pedagogy, and teaching resources while consolidating access for existing materials across broad areas of information technology. The center will leverage a mix of experienced and emerging community college partners to serve as leaders within their technology clusters to expand collaboration and develop future leadership for the ATE community. The Center will produce, implement, assess impact, and broadly share the following: 1) Innovation clearinghouse to encourage new emerging IT curriculum and materials driven by a Business & Industry Leadership Team (BILT) Model for high employer engagement; 2) A Community of Practice: IT Innovation Network (ITIN) to promote sharing and problem-solving; 3) Faculty Professional Development Model – Working Connections Virtual and In-Person Workshops to address continuing learning needs for faculty as technologies emerge; and 4) Dedicated models for increasing diversity and underserved population representation in IT, including veterans, women, and underserved student populations in STEM. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2300008 | Grow with Rhodes: Expanding Awareness of Agriculture Technology Careers and Pathways | DUE | Advanced Tech Education Prog | 04/06/2023 | James Uphaus | Uphaus.J@rhodesstate.edu | OH | James A. Rhodes State College | Standard Grant | Keith Sverdrup | 09/15/2023 | 08/31/2026 | $526,765.00 | 4240 CAMPUS DR | LIMA | OH | 458.043.576 | 4.199.958.200 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by introducing modern agriculture to STEM high school students, especially females, and their teachers, as a viable STEM career choice in northwest Ohio. STEM-field sectors, such as computer science and traditional engineering disciplines, are more familiar to high school students as a career choice, but agriculture technology is typically only considered by a small population of traditional farm youth. In addition to educating STEM/Agriculture students, their teachers and counselors, who are influential in students' education and career choices, should be educated about this viable industry sector so they can demonstrate and speak about it to students. Modern agriculture equipment includes sophisticated robotics, sensors, artificial intelligence, machine learning, and data manipulation software designed to collect field data to increase productivity, raise profitability, and sustain the environment. This equipment is missing a tech-savvy workforce of technicians needed to operate, compile field data, and make management decisions. This project is designed to create career-specific Ag Tech career pathway materials and provide hands-on experiences in the field and in the classroom for both STEM high school students and their teachers with the goal of increasing awareness of modern agriculture as a viable career option, thus meriting serious consideration as a career by STEM students. STEM/Agriculture teachers will learn about the industry, careers, and advanced technology. Participants will use the technology to solve real-world nutrient management problems in the Grow with Rhodes Institute, allowing direct connections to be made between STEM principles and agriculture. The Institute will encourage STEM teachers to create their own teaching modules based on the Institute’s problem/solution sets and to teach it in their own high-school classrooms. The project will also foster interest in agriculture careers by bringing the technology to the high schools to assist STEM teachers in teaching their Institute module to their students, thus allowing students to use technology and data to connect STEM discipline concepts to agriculture. A Young Women in Agriculture mentoring program is planned to encourage STEM young women to choose agriculture as a career. These activities will serve as a model for other institutions. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy. 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. |
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| 2202036 | Robotic Process Automation Career Training | DUE | Advanced Tech Education Prog | 07/19/2022 | Faith Alexander | fbryan@com.edu | TX | COLLEGE OF THE MAINLAND COMMUNITY COLLEGE DISTRICT | Standard Grant | Paul Tymann | 09/01/2022 | 08/31/2025 | $307,758.00 | Suleyman Tari | 1200 N AMBURN RD | TEXAS CITY | TX | 775.912.435 | 4.099.338.261 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Robotic process automation (RPA) is a technology that uses software to complete common, repetitive tasks, such as open emails, transfer files, and send invoices. This form of automation uses software to perform business process activities at a high-volume, allowing workers to direct their attention to more important tasks that are not candidates for automation. Companies are turning to RPA technology to improve the efficiency of their operations and to make more effective use of their human capital. The goal of this project is to develop and implement a two-year degree program consisting of stackable credentials in RPA that supports industry-recognized RPA tool certifications and offers cooperative work-based learning opportunities. Among the community colleges in Texas, the College of the Mainland will be the first to offer a workforce Occupational Skills Award and Certificate in RPA technology. There is no certificate, two-year, or four-year degree programs in Texas dedicated to RPA. Students with specialized RPA skills who obtain industry-recognized certifications will be qualified to fill a variety of positions in this rapidly growing area. The Robotic Process Automation Career Training (RPACT) project will develop a two-year curriculum using RPA tools supplied by leading vendors. Students will learn to configure these tools to create software robots which perform repetitive tasks, usually tasks performed every day manually by computer users. The objectives of the project include (1) identifying the skills, certifications, and supporting systems for the industry focused workforce program, (2) developing and promoting the RPACT program pathway and curriculum, (3) recruiting and retaining students focusing on women, nontraditional aged, and concurrent high school students, and (4) supporting RPACT students through the program, to obtain industry-recognized certification, and into RPA technician careers. RPACT will target recruitment and student supports for women, nontraditional aged (25+) reskilling/upskilling students, and concurrent high school students. Project faculty will establish a network of business and industry advisors, develop industry-aligned curriculum with a hands-on lab learning foundation, support internships and career services, and evaluate the project to inform post-award sustainability. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2113873 | IUCRC Phase II Boise State University: Center for Atomically Thin Multifunctional Coatings (ATOMIC) | EEC | GOALI-Grnt Opp Acad Lia wIndus, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 08/12/2024 | David Estrada | daveestrada@boisestate.edu | ID | Boise State University | Continuing Grant | Prakash Balan | 08/01/2021 | 07/31/2026 | $672,631.00 | Harish Subbaraman, Elton Graugnard | 1910 UNIVERSITY DR | BOISE | ID | 837.250.001 | 2.084.261.574 | ENG | 150400, 576100, 741200 | 019Z, 1032, 123E, 1504, 5761, 8808, 9150, 9178, SMET | 0,00 | The Center for Atomically Thin Multifunctional Coatings (ATOMIC) investigates the fundamental science of 2-dimensional (2D) material systems to enable a wide range of industrial and defense related applications. Phase II of the ATOMIC IUCRC adds a new site to the ATOMIC Center at Boise State University, thus extending the geographical reach of ATOMIC into the Pacific Northwest. A large focus of the work at the Boise State site is related to the fundamental chemistry needed to accelerate industry-scale synthesis of 2D materials via atomic layer deposition and large volume synthesis of 2D material inks for additive electronics manufacturing via inkjet, aerosol jet, plasma jet, and micro dispense/extrusion-based printing. The partnerships between ATOMIC universities, the industry members, and government partners are designed to serve the national interest by promoting the progress of 2D materials in science and engineering. Undergraduate and graduate students will have the opportunity to engage in research projects across all three sites, interacting with a diverse range of faculty and industry partners. Phase II builds on the robust foundation of scientific innovation in 2D materials at Penn State and Rice University and expands it into scalable 2D materials printing enabled by the addition of Boise State University. Penn State and Rice have successfully pioneered fundamental research programs in novel 2D materials, such as graphene, hBN, MoS2, and WS2; and Boise State has excelled in the area of nanomaterial ink development and controlled precision printing such as inkjet, plasma jet, aerosol jet, and micro-dispensing. This combination of expertise will ensure relevant pre-competitive research of interest to the industrial members in areas related to large-scale production processes, electronics, sensing, energy, and protection. The joint research efforts chosen and designed by ATOMIC will concentrate on addressing key societal and industrial problems in areas of U.S. national interest that can be mitigated through advanced multifunctional coatings, such as infrastructure protection, internet of things (IoT) sensing, electronics, energy harvesting/storage, autonomous systems, and biological threat reduction. Student-centric activities include transformational and applied research, developing intellectual property, low-cost nano-manufacturing and industry internship opportunities. 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. |
| 2054753 | National CyberWatch Resource Center | DUE | Advanced Tech Education Prog | 08/24/2021 | David Tobey | dtobey@nationalcyberwatch.org | MD | Prince George's Community College | Standard Grant | R. Corby Hovis | 10/01/2021 | 09/30/2025 | $1,650,000.00 | Michael Smith, Casey O'Brien, Elizabeth Hawthorne | 301 LARGO RD | UPPER MARLBORO | MD | 207.742.109 | 3.015.460.722 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Keeping computers and information systems secure is a major challenge. Business, industry, and government need well-prepared technicians who can prevent, detect, and investigate cybersecurity breaches. The growth of cyber-threats has created a need for many additional workers who have cybersecurity knowledge and skills. In 2012, following a successful tenure as an Advanced Technological Education (ATE) regional center, the National CyberWatch Center (NCC) was funded to serve as the ATE program's national center for cybersecurity education. Having fulfilled that role, NCC will transition to an ATE resource center, with a narrower scope, and will continue to host some of the key resources and activities that it previously developed to support cybersecurity education and workforce development in community colleges. The resource center will pursue three broad goals: (1) Capacity Building: Promote, support, and enhance the capability of programs, faculty, and students based on effective models of impact. (2) Dissemination: Broadly distribute exemplary programs, practices, and materials. (3) Research: Advance the development of evidence-based strategies and practices for cybersecurity education and workforce development. Working closely with other ATE centers, NCC will continue its role as a national leader in community college cybersecurity education. Its activities will build on valuable efforts that it launched during its period as a regional and national ATE center. Major activities will include the following: * Support national accreditation efforts for community college cybersecurity programs. * Update and expand model cybersecurity degrees, certificates, and technical courses. * Support the incorporation of cybersecurity learning modules across the curriculum. * Offer Cybersecurity Skills Development Workshops to help educators master new cybersecurity concepts and competency-based instructional methods. * Offer Paper Development Workshops and Collaborative Peer Review Workshops to help educators develop, test, and publish new materials and methods for cybersecurity education. * Increase the number of chapters and members of the National Cybersecurity Student Association. * Broadly distribute exemplary curricular materials, programs, practices, academic pathways, and partnership models. These resources include the Community College Cyber Summit, the NCC Digital Press, the Cybersecurity Skills Journal, and the "Innovations in Cybersecurity Education" recognition program, as well as NCC's website, social media, newsletters, and webcast series. * Conduct and publish research on the capability maturity of the cybersecurity workforce, instructors, and students. Through its continuing collaborations and the variety of resources that it provides, NCC will pursue three aims. First is to ensure that the national dialogue around workforce needs in cybersecurity reflects the important role of community colleges. Second is to provide oversight so that workforce frameworks and occupational standards that are under development have strong community college input. Third is to promote the currency and relevancy that community college degree and certificate programs have for employers in industry and government. This project is funded by the Advanced Technological Education (ATE) program, which focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2032738 | Advanced Technological Education: Collaborative Outreach and Engagement to Communicate Impacts and Outcomes | DUE | Advanced Tech Education Prog | 08/27/2024 | Rachael Bower | bower@scout.wisc.edu | WI | University of Wisconsin-Madison | Continuing Grant | Virginia Carter | 01/01/2021 | 12/31/2026 | $2,952,179.00 | Edward Almasy | 21 N PARK ST STE 6301 | MADISON | WI | 537.151.218 | 6.082.623.822 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The National Science Foundation's Advanced Technological Education (ATE) program focuses on enhancing technician education in advanced technology fields. It emphasizes education/industry partnerships and supports projects based primarily at two-year institutions of higher education across the country. ATE encourages and supports these institutions to extend their leading roles in educating the skilled technical workforce. The community and collaborations built by this program have had an impressive and ongoing impact on the development of the nation’s skilled technical workforce. The ATE Impacts book showcases this impact by representing the diversity of programs, students, faculty, and industry partners supported and amplified by the ATE program. The need to share information about the impact of technician education is critical as outlined in the National Science Board’s 2019 report, “The Skilled Technical Workforce: Crafting America’s Science & Engineering Enterprise.” The report discusses the need to improve the message about technician education and “communicate the importance of the STW to our nation’s S&E enterprise, individual economic prosperity, national security, and US global competitiveness.” This project will showcase outstanding examples of how technical education and messages about skilled technical careers are changing. It will also help strengthen partnerships, encourage community building, and support outreach and dissemination within and beyond ATE. This project will develop a suite of deliverables designed to collect and share data about the impacts and outcomes of the ATE program, including the centers and projects the program funds and the valuable resources and activities these grantees develop and deploy. The project team will work collaboratively with the ATE community, the American Association of Community Colleges, Vox Television, and a project Advisory Board to help showcase the important role two-year community and technical colleges play in building the skilled technical workforce and provide evidence of the critical U.S. economic need for and impact of technician education, within and beyond ATE. The project will create the following set of deliverables: 1) Three new ATE Impacts print publications (2022, 2024, and 2026 editions), covering ATE centers and projects, their impacts, and the impacts of the whole ATE program; 2) Digital versions of the ATE Impacts editions, in both accessible PDF and interactive flipbook format; 3) Professionally-produced videos that illustrate individuals (student, faculty, industry partner) impacted by ATE, with a corresponding spread in the print and electronic publications; 4) An ATE Impacts Blog that will provide an ongoing series of examples from different segments of the ATE community, increasing the currency and relevance of the publications; 5) Audience- and subject-focused adaptable components to re-frame the ATE Impacts publication and blog content for use by ATE projects and centers and other stakeholders in outreach to specific audience segments; 6) A visual library that organizes the hundreds of photos gathered in the process of creating the ATE Impacts publications and makes them available for use by ATE projects and centers and others for promotional and educational use; 7) An ATE Impacts online portal to provide no-cost access to all of the deliverables. The content produced and managed for all of these deliverables will be offered and distributed under a Creative Commons license, to encourage maximum adoption, reuse, and impact. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1953645 | RET Site: Providing Research Experiences and Practicum on Cyber-Physical Systems for Regional Community College Faculty (PREP-CPS) | EEC | RES EXP FOR TEACHERS(RET)-SITE, Advanced Tech Education Prog | 06/26/2020 | Bradley Harris | bradley-harris@utc.edu | TN | University of Tennessee Chattanooga | Standard Grant | Patricia Simmons | 09/01/2020 | 08/31/2025 | $591,489.00 | Stephanie Philipp | 615 MCCALLIE AVE | CHATTANOOGA | TN | 374.032.504 | 4.234.254.431 | ENG | 135900, 741200 | 1032, 115E, 9177, SMET | 0,00 | This award creates a new RET Site: Providing Research Experiences and Practicum on Cyber-Physical Systems for Regional Community College Faculty (PREP-CPS) at the University of Tennessee Chattanooga (UTC). Each summer, ten community college faculty teaching in Science/Technology/Engineering/Mathematics (STEM) fields will participate in research activities with engineering faculty at the University of Tennessee Chattanooga. The community college faculty will be recruited from 5 feeder colleges in the greater Chattanooga region. Participants at the site will receive basic training in cyber-physical systems, along with specific knowledge on how to use these tools to address the pressing problems and needs of the future. A key enabler for future technology developments, cyber-physical systems is an interdisciplinary research area that engages a broad spectrum of disciplines and could bring about revolutionary changes in domains such as energy, environment, and healthcare. This technology has the potential to transform our everyday lives (e.g., smartphones, activity trackers), our communities (e.g., self-driving cars, smart cities), and even our future (e.g., clean energy, space exploration). The participating community college faculty will translate their experience and knowledge by developing instructional modules and course materials that leverage cutting-edge technology and better prepare students for in-demand research and career fields. These activities all contribute to the strengthening of the multi-institutional consortia of the UTC and its feeder colleges in order to promote curricular alignment for a seamless engineering transfer pathway that can be replicated across the state and nation. The RET site will provide participants with much-needed discovery and lab-based research experiences involving cutting-edge technology in cyber-physical systems. Participants will conduct research on cyber-physical systems applied to engineering challenges for smart and sustainable urban infrastructure and industries. These efforts will lead to new knowledge, technology, and process optimization in algal biofuels and biohydrogen production, geothermal systems, solar energy harvesting, and rocket propulsion systems. Objectives include: (1) Increase participants’ research skills and practical knowledge of CPS; (2) Increase participants’ self-efficacy in creating and implementing laboratory-based experiments using cutting-edge technology with students in the classroom; (3) Help bridge the preparedness gap between what is exhibited by community college transfer students and what is expected by university engineering faculty. Coached by a STEM Education faculty member, participants will develop lesson plans for two types of modules: lab-in-a-box modules, in which students conduct inexpensive high-tech laboratory experiments on site, and remote modules, in which students conduct laboratory experiments remotely with state-of-the-art technology at the University of Tennessee Chattanooga. The modules developed through this Site will incorporate threshold concepts that will help ensure community college students in the greater Chattanooga region transfer smoothly to the University of Tennessee Chattanooga and other four-year institutions. This award is being co-funded by the Directorate for Education and Human Resources (EHR), Advanced Technological Education (ATE) Program and the Directorate for Engineering (ENG), Division of Engineering Education and Centers (EEC). 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. |
| 1801062 | Engaging Students From Classrooms and Camps to College and Advanced Technological Careers | DUE | GVF - Global Venture Fund, Advanced Tech Education Prog | 06/04/2024 | Sharon Gusky | sgusky@nwcc.commnet.edu | CT | Northwestern Connecticut Community College | Standard Grant | Virginia Carter | 09/01/2018 | 08/31/2025 | $835,140.00 | Tara Holmberg, Lisa Dubany, Bridget Brody, Christine Gamari | 2 PARK PL | WINSTED | CT | 60.981.706 | 2.033.798.543 | EDU | 054Y00, 741200 | 1032, 5936, 5952, 9178, SMET | 0,00 | The forty manufacturers in the Torrington area of Northwestern Connecticut include smaller, local companies, as well as national and global companies such as Wittmann Battenfeld and Altek Electronics. In addition, Jackson Laboratory, the leading bioscience company in the area, is located twenty miles away. These companies need employees at all levels of skills and knowledge, from technicians to engineers and research scientists. They rely on an educational infrastructure to provide a capable, industry-ready workforce. However, there is a gap between the industry demand and availability of skilled workers, and neither the technical high school nor the college is currently meeting these needs. For example, in the robotics and automation areas, industry need exceeds the trained workforce by almost 68%. According to the 2016 Chamber of Commerce Survey of Northwest Connecticut, maintaining and growing manufacturing was one of the highest priorities in the region and the lack of skilled applicants was cited as being the biggest barrier. This project, Engaging Students from Classrooms and Camps to College and Careers, brings 7th-12th grade teachers, community college faculty, students, and industry members together to develop a strong technical workforce. This project aims to increase the STEM interest and skills attainment of underrepresented and socioeconomically disadvantaged students in the Torrington School District. It will engage forty-four middle and high school STEM teachers and their students, using innovative activities to introduce students to careers as technicians. Teachers will participate in industry-based externships and professional development workshops. These activities are designed to help teachers better understand the roles of technicians. Students will participate in college visits and summer camps, designed to help them understand career opportunities for technicians. Community college students will learn about careers as technicians by participating in externships in industry, and will refine their knowledge and skills by serving as teaching assistants in camps and classrooms, and as mentors for the middle and high school students. Through this program, the community college plans to increase the number of dual enrollment college courses for high school students. The program will establish a support system for teachers through the formation of a STEM Community of Practice that includes teachers, college faculty, and industry members. The project activities are expected to support pathways for students to careers in the advanced technological industries in the region. 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. |
| 2052565 | IUCRC Phase I IUPUI: Center for Environmental Sustainability through Insect Farming (CEIF) | EEC | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 04/10/2024 | Christine Picard | cpicard@iupui.edu | IN | Indiana University | Continuing Grant | Prakash Balan | 08/01/2021 | 07/31/2026 | $694,587.00 | Yunlong Liu, Meghan Barrett | 107 S INDIANA AVE | BLOOMINGTON | IN | 474.057.000 | 3.172.783.473 | ENG | 576100, 741200 | 1032, 5761, 8038, 9178, SMET | 0,00 | This Industry University Cooperative Research Center (IUCRC) for Environmental Sustainability through Insect Farming (CEIF) represents a first of its kind IUCRC to support the animal nutrition and human food industries that go beyond conventional protein sources currently available. At current rates of population growth, traditional agriculture will be under intense pressure to meet protein demands. Insect farming can increase the food supply for both animals and humans. In addition, sustainable and cost effective methods for remediating agricultural waste while producing high value protein is essential to the long term health of ecosystems and agriculture. Select insects can take waste, such as that produced in agro-ecosystems or urban environments, and convert it into protein and compost. Industry can utilize the knowledge created in the center to further explore the use of insect protein, with suitable regulatory approvals, as food for humans and animals. Thus, insect-farming and its innovations could represent a circular economy, which reduces land and/or water use and reduces greenhouse gas emissions. Insect farming may also relieve the stress imposed on marine and agricultural resources to generate protein for food and animal feed. The Center for Environmental Sustainability through Insect Farming (CEIF) will be comprised of three sites (Indiana University-Purdue University Indianapolis [IUPUI], Texas A&M AgriLife Research [TAMU], and Mississippi State University [MSU]), with each site specializing in a specific area of research. TAMU will serve as the lead site for the center. The sites will work collaboratively to deliver Industry desired fundamental research into the genetics/genomics of the insect systems, evaluating the heritability of traits, and a determination of the genetic contribution to traits, allowing for future optimization of mass production. Through this research, new knowledge and technologies that fill critical scientific and industrial gaps that relate to the insect farming as related to livestock and aquaculture production and for insects for human consumption. Laboratory and field-based experiments will also engage interdisciplinary expertise in microbiology, engineering, chemistry, food nutrition, physiology, and vertebrate biology with cutting edge technologies. 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. |
| 2202051 | Addressing Student Skills Gaps in Water Treatment Operator Education Utilizing Virtual Reality Enabled Curriculum Resources | DUE | Advanced Tech Education Prog | 03/21/2022 | Tanju Karanfil | tkaranf@clemson.edu | SC | Clemson University | Standard Grant | Keith Sverdrup | 07/01/2022 | 06/30/2025 | $299,591.00 | Kapil Chalil Madathil | 201 SIKES HALL | CLEMSON | SC | 296.340.001 | 8.646.562.424 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | Water operators are frontline environmental health and safety workers who perform the essential service of ensuring the nation's citizens have access to safe water sources. It is estimated that 30-50% of the nation's water operators will retire within five years and only 5% of operators are under age 25. This project will address the critical infrastructure need for licensed water technicians by expanding the quality and capacity of training available for this field. In alignment with the mission of the Advanced Technological Education (ATE) program, this project will advance the delivery of technician education by creating high-quality, cost-effective, technology-based online resources for water operator technology. These new virtual resources will supplement the existing high-quality training offered by the South Carolina Environmental Training Center at Central Carolina Technical College (CCTC) with virtual reality (VR) modules developed collaboratively with Clemson University as a tool to enrich curriculum components identified as the greatest barriers to water operator licensure. This project also benefits operators in rural environments who have less access to professional development and training. Availability of virtual labs will further enable women, veterans, persons from groups underrepresented in the field, and persons with disabilities to obtain certifications. Unlike immersive VR, these systems require no additional equipment as they are designed to run simulations on a standard laptop using a keyboard and mouse. Project outcomes include increasing: 1) the number of water operators prepared for the transition from learning to workforce, 2) recruitment and mentoring material to attract people from underrepresented groups to water treatment technology; and 3) the assessment of the use of these technologies with diverse groups of students in different educational settings. This work will contribute to the NSF's Big Ideas, including "The Future of Work at the Human-Technology Frontier" and “Growing Convergent Research” by conducting fundamental research investigating the benefits and risks of integrating virtual labs in educational settings for water treatment education. The goals of this project are to: 1) Design, integrate, and develop VR enabled curriculum resources for water treatment training to address workforce preparedness and close the skills gap based on current and future workplace needs. 2) Implement the developed resources for online and hybrid approach, conduct rigorous evidence-based assessment of these modules, and provide the content to the ATE community. 3) Recruit and retain students including women, veterans, and persons from groups historically underrepresented in advanced-technology fields. 4) Create professional development resources and conduct workshops for water technology educators. The project will provide alternatives for place-bound and capacity-constrained water treatment programs via technology resources. Virtual labs will allow students access to realistic lab experiences in highly engaging VR environments that will address the most prevalent educational barriers to licensure. Key stakeholders from Association of Boards of Certification, community partners, NSF ATE centers, two-year partner institutions, and industry will guide the content development to ensure its relevancy. Evaluation and assessment will be led by an external evaluator who will provide both formative and summative evaluation of the implementation of the virtual resources in CCTC's existing curriculum utilizing Kirkpatrick's four-level model. Both the pre- and post-surveys will utilize the following validated constructs: perceived learning outcomes, engagement, usability, and satisfaction and perception. The community of educators in water treatment technology, along with the broader technician education community, will receive implementation information on the modules created. Conferences for dissemination include an annual symposium hosted by CCTC, water treatment conferences, Technology Education Conferences, the NSF ATE Principal Investigators conference, and other professional association conferences. The findings will also be disseminated as journal papers, webinars, and presentations at professional development workshops. All materials developed will be distributed through ATE Central, CCTC's learning management system, and the EducateWorkforce portal hosted by Clemson University. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2055561 | Developing an Industry-led Data Analytics Technician Program for Upstate South Carolina | DUE | Advanced Tech Education Prog | 03/22/2021 | Marcia Schenck | Schenckm@sccsc.edu | SC | Spartanburg Community College | Standard Grant | Paul Tymann | 09/01/2021 | 08/31/2025 | $592,598.00 | Renee Cramer | 131 COMMUNITY COLLEGE DR | SPARTANBURG | SC | 293.034.759 | 8.645.924.471 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | Businesses increasingly use data analytics to make strategic, data-driven decisions. As data analytics becomes a routine business tool, there is an urgent need for data analytics technicians who can work in a wide range of job roles. Currently, only a few Certificate and Associate Degree Programs are available to students who wish to become data technicians. As a result, the number of students pursuing a data analytics career is not keeping pace with workforce demand. This project aims to address the critical need for data technicians in the upstate South Carolina region. It will do so by establishing a Business and Industry Leadership Team that will partner with Spartanburg Community College to define the skills data technicians need to be successful in the workplace. Working with these industrial partners, the College will design and implement a Data Analytics Certificate program that will use online educational approaches to reach students throughout the region. The project will begin by expanding and maintaining a Business and Industry Leadership Team, and then perform a Knowledge, Skills, and Abilities (KSA) analysis to determine the skills required of data technicians. Information from the KSA analysis will be used to create a certificate program curriculum that can be administered remotely. Once faculty are trained to teach the new courses, the College will recruit students into the certificate program, with an emphasis on recruiting women. Anticipated outcomes of this project include the creation of a new Data Analytics certificate program that supports remote and online synchronous participation, training of faculty members in the new curriculum, and increased recruitment, retention, and graduation of women in data analytics. The results of this project will be made publicly available to advance data analytics technician education and the Business and Industry Leadership Team model nation wide. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1836721 | AccessATE: Making Community College Technician Education More Accessible for Everyone | DUE | Advanced Tech Education Prog | 07/08/2024 | Rachael Bower | bower@scout.wisc.edu | WI | University of Wisconsin-Madison | Continuing Grant | Virginia Carter | 09/01/2018 | 08/31/2025 | $2,477,761.00 | Rory Cooper, Donna Lange, Edward Almasy, Sam Catherine Johnston | 21 N PARK ST STE 6301 | MADISON | WI | 537.151.218 | 6.082.623.822 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Research shows that including Universal Design concepts and accessibility standards makes learning resources more usable by those with disabilities and others, including non-native language speakers, low-literacy students, and seniors. Including University Design concepts at the beginning of the development process can increase the effectiveness of websites, curriculum, documents, and other resources. The Advanced Technological Education (ATE) program supports projects and centers that develop curricular materials, professional development materials, summer camps, and other resources for educating the skilled technical workforce. ATE Central archives materials developed by the ATE community and provides a open digital portal for finding and downloading these resources. Having well-designed, accessible resources in the ATE Central archive will enable those who adapt and adopt these materials to reach the broadest possible audience thus broadening the reach of STEM education and opportunities for STEM employment. The AccessATE project will help ATE grantees (and other STEM educators) understand the need for accessibility, particularly as it relates to the deliverables of their ATE projects and centers. It will provide them with support and solutions to meet these accessibility needs and challenges. Project deliverables will include: the AccessATE website, which will provide a platform and central data exchange point; an Accessibility Organization Directory; an Accessibility Tool Directory with a checklist to provide developers with points to consider and tasks to perform to ensure compliance of materials developed; and resources for accessible media creation and for supporting faculty in working with industry partners. 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. |
| 2201539 | Guitar, Robotics, Rocketry ATE (GRRATE) Summer Institutes | DUE | Advanced Tech Education Prog | 04/07/2023 | Shellie Banfield | shellie.banfield@sfcollege.edu | FL | Santa Fe College | Standard Grant | Virginia Carter | 10/01/2022 | 08/31/2025 | $570,729.00 | Calhoun Calhoun, Gina Greenidge, Jennifer Mullis, Latoya Chandler | 3000 NW 83RD STREET, F40 | GAINESVILLE | FL | 326.066.210 | 3.523.955.000 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Rural students are often faced with low educational attainment, geographic isolation, and negative social dynamics tied to race, class, and economic inequality. For many rural students, majors and careers in STEM fields are undesirable and not encouraged. Research shows that early interventions to shape the perception of STEM to students as early as middle school by developing a sense of belonging can shift the interest of students in technical careers specifically and STEM generally. This project will address technician workforce needs by increasing the number and diversity of students who are interested in entering career and technical education majors and ultimately technician careers in high-tech STEM fields. The Santa Fe College Technician Education programs include: Air Conditioning and Refrigeration, Automotive, Biotechnology, Building Construction, Computer Networking, Computer Programming and Analysis, Information Systems, Plumbing, and Welding. The project will leverage lessons learned from the Upward Bound summer camp pilot to adapt and implement the Guitar, Robotics, and Rocketry curriculum as a Summer Institute program to attract students to these technician career fields before they graduate high school. The overarching goal of the project is to increase the quantity of students from rural regions and from groups underrepresented in STEM entering technician careers in high-tech STEM fields. This goal will be accomplished through five objectives: 1) Adapt and format curriculum to enhance college preparation mathematics for the Summer Institutes ; 2) Provide faculty, staff, and local secondary school educators professional development to ensure consistent implementation of the curriculum and pedagogical models; 3) Host Summer Institutes at the College’s five educational centers over the project lifetime; 4) Evaluate the effectiveness of project outcomes through a validated pre/post attitude and career interest survey, pre/post comparison of math skills, and follow-up interviews; and 5) Engage local employers in the development of technician career exploration presentations and/or videos. The project will collaborate with community partners including Upward Bound (UB), College Achievement Program (CAP), SF Achieve, and two University of Central Florida and Children’s Home Society Community Partnership Schools (CPS) to recruit students and to provide year-round support for student development. Collaboration with the Florida Local Alliance for Math Literacy and Equity (FLAME) will provide guidance in strengthening the math skills of project participants. Curriculum adaptation will be based on pedagogical practices designed to combat stereotype threats and enhance self-efficacy. Local employers will provide expertise for curriculum improvement based on industry needs and provide information about technician career opportunities and educational requirements for those careers. The project results will be disseminated through project presentations and publications and will be shared with project partners. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2201630 | Expanding Advanced Renewable Energy Technician Education in a Technical College | DUE | Advanced Tech Education Prog | 02/01/2024 | Justin Barrett | justin.barrett@gotoltc.edu | WI | Lakeshore Technical College | Standard Grant | Michael Davis | 07/01/2022 | 06/30/2025 | $336,650.00 | Ryan Skabroud | 1290 NORTH AVE | CLEVELAND | WI | 530.151.414 | 9.209.631.362 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The state of Wisconsin is diversifying its energy portfolio with the addition of wind and solar power generation, while some fossil fuel plants are retired. Lakeshore Technical College (LTC) is the only technical college provider of wind energy education in the state, and this project will transform individuals to strengthen their communities through innovative and accessible learning. Through the Advanced Renewable Energy Technician Education project, LTC will address the skills gaps and unmet demand for renewable energy technicians in Wisconsin. Working with a Business and Industry Leadership Team (BILT) they will identify opportunities to implement training in solar and/or energy storage that would augment an existing wind energy program. The strategy of including additional credentials in other energy dependent trainings, such as HVAC, will increase the number of students that are prepared to interact with the growing and evolving renewable energy sector. The goals of the program are to (1) establish a renewable energy BILT to address entry level employment skills and workforce gaps that can be addressed by LTC, (2) develop solar energy instructional labs and provide professional development for faculty to support enhanced renewable energy offerings, and (3) develop learner-focused and culturally responsive curriculum to attract and produce renewable energy technicians that are representative of the diversity of LTC’s service area. The BILT will work with LTC to conduct a gap analysis and determine the knowledge, skills, and abilities needed for solar and energy storage technicians. When changes are made, an external evaluator will assess industry satisfaction and student learning within the renewable energy educational offerings. Faculty professional development will take place through various trainings that will prepare instructors to integrate new laboratory equipment into their courses. To increase enrollment and awareness of the revised program, LTC will offer teacher training workshops to prepare high school faculty to teach renewable energy and prepare students to transfer into LTC’s program. An external evaluator will measure the progress towards their goals. LTC will disseminate their findings through regional and national meetings, in collaboration with the ATE CREATE Energy Center which includes more than 900 faculty nationwide. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2331454 | Collaborative Research: Resource Collaborative for Immersive Technologies (RECITE) | DUE | Advanced Tech Education Prog | 09/15/2023 | Luis Perez | lperez@cast.org | MA | CAST, Inc. | Standard Grant | Virginia Carter | 10/01/2023 | 09/30/2026 | $169,947.00 | 50 SALEM ST BLDG B | LYNNFIELD | MA | 19.402.600 | 7.812.452.212 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Extended reality (XR) technologies are being rapidly integrated into industry and society, yet their integration into technician education lags. These technologies, which include 360° photography and videography (360), augmented reality (AR), mixed reality (MR), and virtual reality (VR), have tremendous potential to enhance student learning and are poised to revolutionize the educational experience. This project will create an innovative ecosystem supporting XR technology utilization in technician education, foster new collaborations, develop community standards, and enhance technician workforce pathways to ensure national industry competitiveness. The project will improve STEM technician education through the accelerated integration of XR technologies into technician education programs. The goals of the project are: 1) Assess XR technology adoption and attitudes in NSF ATE program domains and create implementation and dissemination resources for two-year colleges; 2) Develop and implement XR technology faculty professional development for direct instruction; 3) Develop an XR technology website and products repository for ATE projects and Open Educational Resources using XR technology; and 4) Grow and broaden XR implementation by connecting high schools, academia, and industry. It is expected that the project’s findings will contribute to the development of best practices and inform the design of effective XR experiences for technician students, provide evidence-based recommendations on the use of XR technologies in technician education programs, establish design principles for XR simulations, aiming to create inclusive and accessible experiences for all users, including those with disabilities, varied learning styles, and diverse cultural backgrounds, and offer designers best practices to ensure these technologies benefit and impact all learners effectively. The project will fill critical gaps in the current understanding of how to effectively integrate XR technologies into technical education. This project is funded by the Advanced Technological Education (ATE) program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
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| 2300744 | Creating Advanced Manufacturing Pathways Program | DUE | Advanced Tech Education Prog | 07/19/2024 | Jonathan Ambs | jonathan_ambs@asun.edu | AR | Arkansas State University - Newport | Standard Grant | Michael Davis | 09/15/2023 | 08/31/2026 | $347,969.00 | Ken Beach | 7648 VICTORY BLVD | NEWPORT | AR | 721.128.912 | 8.705.127.800 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | In an effort to address the growing regional need for a skilled technical workforce, Arkansas State University Newport (ASUN), a comprehensive two-year community college with three campuses in northeastern Arkansas, will consolidate current insights from employers, ongoing research in career and technical education, and an established credentialing program to strengthen their advanced manufacturing program. The ASUN Creating Advanced Manufacturing Pathways Program (CAMPP) seeks to realign the existing ASUN advanced manufacturing program to meet the current and emerging needs of regional industry. This includes the need to increase the diversity of the regional advanced manufacturing workforce to include students from underrepresented demographic groups. Finally, ASUN will provide reskilling and upskilling opportunities in new technologies for incumbent workers in advanced manufacturing. The plan to realign ASUN’s advanced manufacturing program with the needs of regional industry was partially informed by a survey conducted by the program’s faculty and advisory board. Roughly half the respondents felt that there were educational gaps for new employees, and there was insufficient support for on-the-job training. To address these concerns, ASUN faculty will work with the advanced manufacturing advisory board to identify opportunities for curricular enhancements with a focus on incorporating training on contemporary tools in American manufacturing. To recruit a diverse population of new students, ASUN will integrate an extensive outreach effort to area middle and high schools through invitations to events such as the industry-sponsored annual Manufacturing Day festivities and focused efforts to recruit, mentor, and train students underrepresented in the manufacturing workforce. ASUN will also work with incumbent workers to participate in relevant and convenient courses on topics ranging from automation and robotics to 3D printing and additive manufacturing. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 1841783 | EvaluATE: Evaluation Learning and Resource Hub for Advanced Technological Education | DUE | Advanced Tech Education Prog | 04/04/2024 | Lori Wingate | lori.wingate@wmich.edu | MI | Western Michigan University | Standard Grant | Connie Della-Piana | 01/15/2019 | 12/31/2024 | $6,407,856.00 | Ayesha Boyce, Lori Wingate, Emily Binder, Lyssa Becho, Michael Harnar | 1903 W MICHIGAN AVE | KALAMAZOO | MI | 490.085.200 | 2.693.878.298 | EDU | 741200 | 1032, 9178, SMET | 0,00 | EvaluATE is the evaluation learning and resource hub for NSF's Advanced Technological Education (ATE) program. This award will support EvaluATE's research, education, and network building activities, with the goal of enhancing the quality and impact of ATE workforce development projects. It is expected that higher quality evaluations will increase the potential of the evaluation results to inform practices in STEM workforce development. The goals of this project are to: Expand the evidence base for effective science, technology, engineering and mathematics education evaluation practices; Improve ATE evaluators' knowledge and skills in evaluation; Improve the ability of ATE project personnel to use evaluation effectively (e.g., for improvement, understanding, and accountability of federally funded projects focused on workforce development); and increase professional exchange and strengthen connections among ATE evaluation stakeholders. This project will conduct four research studies with the overarching goal of improving the evaluation of federally supported projects. Study 1 examines the validity of the ATE Evaluation Task Framework to guide the design and execution of rigorous project evaluation. Study 2 investigates the procurement of evaluation services. Study 3 explores the feasibility of measuring equity, diversity, and inclusion in the ATE context. Study 4 examines evaluation in decision-making. Drawing on adult learning principles, the project will help ATE project evaluators and personnel to design conduct, manage, and use evaluation in their projects. Building on existing strategies and resources, such as webinars and job aids, the project team plans to integrate and investigate fellowships and one-on-one technical assistance in evaluation capacity building. Working with other ATE community and capacity building efforts, EvaluATE will facilitate development of a sustainable ATE evaluation network that includes evaluators and ATE practitioners. This network has the potential to further strengthen the evaluation capacity of the ATE community and to enable rigorous evaluation of federally funded projects focused on workforce development. 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. |
| 2202081 | A Collaborative Cybersecurity Analysis Certification Program | DUE | Advanced Tech Education Prog | 08/21/2022 | Bob Hayton | bob.hayton@bridgevalley.edu | WV | BRIDGEVALLEY COMMUNITY & TECHNICAL COLLEGE | Standard Grant | Paul Tymann | 09/01/2022 | 08/31/2025 | $157,741.00 | 2001 UNION CARBIDE DR | SOUTH CHARLESTON | WV | 253.032.735 | 3.047.346.611 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | To meet workforce demands crucial to the Nation’s security and sustained economic development, this project will develop an educational and career pipeline for the regional and national cybersecurity workforce. Three West Virginia educational institutions: BridgeValley Community and Technical College, the Southern West Virginia Community and Technical College, and the University of Charleston, will work together to develop and launch a four-course, two-semester Security Analysis (SA) Certificate program. The program will be offered virtually and in-person and will target veterans, military-connected adult learners, and high school students from West Virginia’s rural and economically depressed southern counties. The goals of the project include: (1) building a sustainable educational and career pipeline for critically needed cyber specialists, and (2) growing a capable and trained workforce of cyber specialists with security abilities and skills vital to national security within West Virginia and across the country. The three institutions share relationships with regional hiring organizations and have been independently attentive to industry workforce needs. Combining efforts and streamlining recruiting and co-curricular activities will improve each institution’s cybersecurity and information technology academic offerings, and will create a pipeline across state, regional, and national sectors. In addition to the ATE community, the project team will share best practices and outcomes across technical, industrial, and military networks. The project team will work with the state’s First2 Network, an NSF INCLUDES program focused on increasing STEM academic offerings to first-generation students, and TechConnect West Virginia, a statewide organization promoting innovative research and workforce growth by partnering with businesses and regional stakeholders. Evaluation of the project consists of a constructive and collaborative adaptation of the “Input, Outputs, and Outcome” model. The evaluation will provide an outside, independent perspective on the effectiveness of the project and SA Certificate program. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
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| 2100575 | Training the Skilled Biomanufacturing Workforce Through Innovative Internships in Protein Biomanufacturing | DUE | Advanced Tech Education Prog | 09/22/2023 | Aron Kamajaya | kamajaa@laccd.edu | CA | Los Angeles Pierce College | Standard Grant | Virginia Carter | 09/01/2021 | 08/31/2025 | $520,304.00 | Eric B. Nash, David Micklos | 6201 WINNETKA AVE | WOODLAND HILLS | CA | 913.710.001 | 8.187.196.489 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | Due to rapid growth in the biotechnology industry, the demand for skilled biotechnicians in the Los Angeles region continues to increase. Out of the ~3,200 projected annual openings in biotechnology-related jobs, more than 2,000 require an associate degree or less. The most recent statewide data indicate a massive gap in availability of these trained biotechnicians, with an annual average production in Los Angeles county of only ~50 individuals. The largest demand is for quality control and manufacturing technicians. This project will help fill this demand by providing comprehensive training and internships in biomanufacturing, a process that uses cells (or parts of cells) to produce useful products such as proteins. The biotechnology industry is one of the sectors that has been most resilient and least impacted by the COVID-19 pandemic. In contrast, people from the communities served by the college, including students who are Hispanic, have been disproportionately impacted by the pandemic. By training biomanufacturing technicians, this project will help put people back to work in more secure, well-paying jobs, and contribute to mitigating the financial impacts of COVID-19 on these individuals. This project aims to address major regional needs for biotechnology talent by establishing a protein biomanufacturing training program. By accomplishing this goal, the project will provide a pipeline for students from high school to two-year college, and then to employment or transfer to a four-year biomanufacturing program. To create the program, three new courses will be developed, implemented, and evaluated. Complementing the coursework, the project will establish a student-centered Contract Manufacturing Organization that will provide internship opportunities for students in protein biomanufacturing. The protein (Taq polymerase) will be produced by student interns working in college laboratories, and provided at low cost to local high school and community college bioscience classrooms, as well as to national course-based undergraduate research experiences programs, including the DNA Learning Center’s DNA Barcoding experience and the Amgen Biotech Experience. By providing affordable enzymes to bioscience classrooms in less-resourced institutions, the project can help mitigate COVID-19 impacts on the institutions and support greater learning opportunities for the students they serve. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy. 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. |
| 2113261 | Building Career Interest in Computer Science through Advanced Real-World Technology Projects | DUE | Advanced Tech Education Prog | 12/15/2020 | Mehrdad Faezi | mfaezi@mcc.commnet.edu | CT | Education Connection | Standard Grant | Paul Tymann | 12/15/2020 | 06/30/2025 | $599,350.00 | 355 GOSHEN RD | LITCHFIELD | CT | 67.592.404 | 8.605.670.863 | EDU | 741200 | 1032, 9178, SMET | 0,00 | It is estimated that the Connecticut region has 7,000 unfilled computer jobs and 12,000 unfilled jobs in advanced manufacturing. Although African American and Latino workers now represent 29% of the general workforce population, they comprise only 15% of the computer science and 16% of the advanced manufacturing workforce. To increase access to these high-paying technical jobs, this project will design and implement a five-week program intended to increase the interest of inner-city high school students in computer science applications in advanced manufacturing. The program activities will take place at Connecticut’s Community Colleges, with significant input from regional computer science and advanced manufacturing industries. The overall goal of the project is to motivate high school students to pursue careers as STEM technicians, thus helping to address advanced technology workforce needs. The project will implement problem-based learning to teach students the process of solving real-world, industry-relevant challenges that include the building, programming, and flying of drones. In addition, it will help students learn professional skills such as teamwork and leadership, through participation in the challenges and through internships in related industries. Strategies to support student persistence will include mentoring, career profile videos, student success stories, and guest speakers from industry. The project will provide professional development workshops for high school and community college educators. These workshops will focus on how to use drones to introduce computer science and how to integrate professional skills into the curriculum. The participating teachers will develop curriculum modules that will be distributed nationally and contribute to the sustainability of the project. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
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| 2247297 | Towards a Competency-Based High School Dual Credit Pathway for Advanced Manufacturing Technicians | DUE | Advanced Tech Education Prog | 05/16/2023 | Jeffrey Grunewald | jeffrey.grunewald@gotoltc.edu | WI | Lakeshore Technical College | Standard Grant | Christine Delahanty | 06/01/2023 | 05/31/2026 | $649,910.00 | Mark Lorier | 1290 NORTH AVE | CLEVELAND | WI | 530.151.414 | 9.209.631.362 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Training in advanced manufacturing technologies helps prepare students for technician positions that are in high demand in industry. Regional manufacturers in northeast Wisconsin are interested in new academic pathways for technicians to meet this growing demand in the region. Competency-based education (CBE) addresses industry technician needs by preparing skilled students to enter the workforce with less difficulty than traditional credit-based instructional delivery modes. Lakeshore Technical College has been a state-wide leader in the implementation of CBE for technical education programs. CBE is an instructional model in which students, learning at their own pace, demonstrate that they have achieved a high level of competency for a specific set of skills that are valued by industry. This project will develop and implement a dual enrollment program for high school students at a new charter school to help students achieve competencies with maintenance, Industry 4.0, and welding technologies. Professional development for high school teachers will provide an opportunity for teachers to earn industry-recognized certifications for training students in advanced manufacturing technologies. Recruiting activities for high school students in the region will provide opportunities for students to learn about technician careers, work-based learning programs, and advanced manufacturing technologies. The project should be of interest to the technical education community as it will advance knowledge about how to implement CBE in technical education and how mastery of concepts can be used for high school students. The overall goal of this project is to address the critical demand in the region for skilled advanced manufacturing technicians by pursuing three objectives. First is to create a CBE dual enrollment program in advanced manufacturing in consultation with a Business and Industry Leadership Team (BILT). Second is to train instructors in the use of advanced manufacturing technologies with CBE. Third is to recruit high school students to increase the pipeline of technicians with an emphasis on students from underrepresented groups. The BILT will review and evaluate the advanced manufacturing curriculum to ensure that the competencies within the maintenance, Industry 4.0, and welding pathways represent the knowledge, skills, and abilities needed for advanced manufacturing technician positions. Community college faculty will serve as mentors for charter school instructors and serve as a class resource during instruction until charter school instructors complete required certifications and are able to independently deliver all coursework in each educational pathway. Recruitment activities for high school students will include an annual marketing plan, bootcamps, and events in collaboration with regional organizations to help students understand the career opportunities in advanced manufacturing. The impact of the project on student engagement in the program will be assessed using institutional data, online surveys, and focus groups. The CBE model and project results will be shared and disseminated through the Wisconsin Resource Center for charter schools, ATE Central, and the ATE PI Conference. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 2436592 | The National Welding Hub for Advanced Welding Process Education and Training | DUE | Advanced Tech Education Prog | 08/20/2024 | Monica Pfarr | mpfarr@aws.org | OH | Lorain County Community College | Standard Grant | Virginia Carter | 10/01/2024 | 09/30/2027 | $2,425,104.00 | Michael Fox, W. Richard Polanin | 1005 N ABBE RD | ELYRIA | OH | 440.351.613 | 4.403.655.222 | EDU | 741200 | 1032, 8037, 9178, SMET | 0,00 | Welding and materials joining is an essential technology used across numerous industries. Throughout the US, the largest employers of welders and welding technicians include commercial building construction, infrastructure, agricultural equipment manufacturing, automotive manufacturing, oil and gas, shipbuilding, aerospace, energy, and metal fabrication. According to the Occupational Data Report developed by Lightcast in 2023, there's a projected need for 330,000 new welding professionals by 2028, or 82,500 annually between 2024-2028. A recent survey conducted by Weld-Ed found that enrollment has declined 8.7% in welding programs since the end of the pandemic. Yet the welding industry is rapidly evolving, driven by technological advancements from increased automation to new material usage. There has been a significant increase in the use of robotic welding systems that offer unparalleled precision, efficiency and consistency. The integration of artificial intelligence in these systems to allow for real-time adjustments and decision-making will only enhance their use. With the documented need for welders, the Weld-Ed Hub proposes to continue to support welding programs to ensure that industries will have the skilled technical welders needed. The Weld-Ed Hub will provide fundamental welding technology, emerging welding technology, industry and education research data, best practice teaching methods to welding instructors and industry professionals. The Weld-Ed Hub project goal is to improve the number and quality of welding and materials joining technicians to meet industry workforce need. To attain this goal a series of objectives and activities will be supported, including: 1) Providing faculty professional development activities to improve the ability of welding instructors and welding programs to prepare welding technicians for the workforce; 2) Gathering and disseminating advanced material welding processes, emerging welding technology, and advanced inspection technology to welding instructors; 3) Recruiting new welding students and supporting the retention of welding students through career awareness, career guidance, and career assistance; and 4) Conducting ongoing research to determine the current and future state of welding and inspection technology and education and training delivery. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2201993 | Developing Cybersecurity Technicians through Expanded Pathways in Rural and Underserved Communities | DUE | Advanced Tech Education Prog | 04/30/2024 | Douglas Hamm | douglas.hamm@gotoltc.edu | WI | Lakeshore Technical College | Standard Grant | Paul Tymann | 07/01/2022 | 06/30/2025 | $332,076.00 | Kelli Grasse, Steve Dibona, Ryan Skabroud, Meredith Sauer | 1290 NORTH AVE | CLEVELAND | WI | 530.151.414 | 9.209.631.362 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Cybersecurity is critical to the protection of computer systems and networks. Many businesses and organizations need to hire cybersecurity professionals to protect their cyberinfrastructure from persistent and increasingly sophisticated cyberattacks. The demand for cybersecurity technicians in Wisconsin is unmet with only eight of the 16 Wisconsin Technical College System districts in the State offering the “IT – Cybersecurity Specialist” credential degree program. The goal of this project is to create a Cybersecurity associate degree program at Lakeshore Technical College that will establish a cybersecurity educational pipeline and will recruit and prepare women, low-income, and racial and ethnic minority students underrepresented as Cybersecurity Technicians. The project will stimulate interest from rural high schools and underrepresented students through a Cyber summer camp, sponsorship of a Cyber Patriot Team, and participation in the National Collegiate Cyber Defense Competition. First-term college classes will be delivered free of charge via distance learning by faculty as well as through trained high school instructors, providing high school students a means to complete a Cybersecurity associate degree in as little as eighteen months after graduating high school. The proposed Cybersecurity associate degree program will focus on attaining the skills required for entry-level cybersecurity technicians. Eight cybersecurity employers, including large regional employers like Kohler and Johnsonville, will partner with the project to lead program design, create a scholarship initiative, and assist with recruitment efforts through the Business and Industry Leadership Team (BILT). At least five BILT members will represent underrepresented groups, serve as mentors to high school students, and provide representation at classroom visits and recruitment events in district high schools leading to enrollments in first-term college classes conducted in partnering high schools. The development of this talent pipeline will support the rural and manufacturing dominant economy in east-central Wisconsin by increasing skilled cybersecurity technicians to protect local IT infrastructure from nefarious attacks on data and systems. The educational systems developed provide a transferable model, suitable for many community or technical colleges, and leading to better national representation of women, racial and ethnic minorities, and people from low-income backgrounds in the high paying cybersecurity technician workforce. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2332143 | EvaluATE: The Evaluation Hub for Advanced Technological Education | DUE | Advanced Tech Education Prog | 09/15/2023 | Lyssa Becho | lyssa.becho@wmich.edu | MI | Western Michigan University | Standard Grant | Connie Della-Piana | 01/01/2024 | 12/31/2028 | $6,211,812.00 | Ayesha Boyce, Megan Lopez, Lori Wingate, Tiffany Tovey | 1903 W MICHIGAN AVE | KALAMAZOO | MI | 490.085.200 | 2.693.878.298 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Recognizing the value of systematic and effective evaluation and current and emerging issues in the education of the skilled technical workforce, the Evaluation Hub for Advanced Technological Education: EvaluATE supports a comprehensive effort to provide evaluation support services and materials/resources for the NSF Advanced Technological Education (ATE) program and its community of PIs, evaluators, project staff, and other stakeholders. The EvaluATE Hub seeks to advance and sustain a community in which evaluation is driven by principles; is valued, systematic, and effective; and is used to improve the education of technicians in advanced technological fields. In conjunction with programmatic evaluation activities, EvaluATE will also conduct a series of studies to advance knowledge about evaluation and evaluation practice, which focus on diversity, equity, and inclusion in education and evaluative activities; and the use of evaluation for improvement and accountability. The project aims to address documented needs of the ATE community for current and emerging evaluation of the ATE program and technician education, more broadly. In addition, it seeks to build on, enhance, and advance the activities and impact of EvaluATE through its programming, resources/services, and research. Four goals guide the execution of this effort. First, is to enhance the number, diversity, proficiency, and visibility of potential ATE evaluators through increasing the pool and diversity of qualified evaluators for ATE. Second, is to increase awareness and use of evaluation by ATE project and centers. Third, is to enhance the empirical understanding of the ATE program’s activities, achievements, and other ATE-related activities. Fourth, and finally, is to advance innovation in evaluation methods and develop an empirical knowledge base about ATE evaluation. EvaluATE activities include: 1) administration of the ATE Annual PI Survey; 2) investigation of diversity, equity, and inclusion efforts across the ATE community; 3) creation of an ATE Outcomes Bank and supportive resources; 4) establishment of an ATE Evaluation Ambassadors/Champions program; 5) establishment of a badging or credentialing process associated with qualifications for ATE evaluators and professional development for current and future evaluators; and 6) creation and dissemination of evaluation resources, materials, and support services for current and future PIs and their activities. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 2100418 | Adopting the STEM Guitar Curriculum to Prepare Students in American Samoa for Technician Education | DUE | Advanced Tech Education Prog | 05/21/2021 | Shirley De La Rosa | s.delarosa@amsamoa.edu | AS | American Samoa Community College | Standard Grant | Michael Davis | 07/01/2021 | 06/30/2025 | $299,791.00 | Edna Noga | PAGO PAGO | PAGO PAGO | AS | 96.799 | 6.846.999.155 | EDU | 741200 | 1032, 9178, SMET | 0,00 | American Samoa, located 10,000 miles from the United States mainland, is the only US Territory in the South Pacific Ocean. American Samoa Community College is the only college on the island. With this award, the College will establish the Technician Education Readiness Pathway to meet the critical need for a skilled technical workforce. Nearly all students entering American Samoa Community College require remediation in mathematics and reading, which bars them from enrolling in the existing Technician Education programs. Currently, less than 5% of high school teachers are rated as ‘highly qualified’ in these subject areas. The Technician Education Readiness Pathway will adopt the STEM Guitar Building curriculum to enhance education in applied math, as well as technical reading and writing. This curriculum builds on the strong cultural connection that music plays in everyday life in American Samoa, thus providing additional motivation for students and teachers in the technician education pathway. The goals of the project are to (1) improve student knowledge in STEM concepts, (2) increase the number of students eligible to enroll in Technician Education programs, and (3) prepare students for industry recognized certification exams. The Technician Education Readiness Pathway will establish a partnership between the STEM faculty of American Samoa Community College and teachers from Nu’uli Vocational Technical High School. The partnership will provide professional development for 20 educators on the Guitar Building curriculum, which will include training in AutoCAD and a laser cutting system. The trained faculty and teachers will then work with at least 100 students over three years to integrate STEM learning with guitar building as they prepare to enroll in the Technician Education programs. Students that enter without the need for remedial coursework will be able to quickly earn a STEM certificate or degree, making them eligible for employment in the STEM workforce. American Samoa Community College will establish an advisory board that includes the American Samoa Power authority to gain industry feedback, and the Oceania Community Development Network to broadly disseminate the program’s successes. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2350012 | AMTEC Institute for Industry 4.0 Innovation (AI3) | DUE | Advanced Tech Education Prog | 08/15/2024 | Jason Simon | jason.simon@kctcs.edu | KY | Kentucky Community & Technical College System | Standard Grant | Virginia Carter | 08/15/2024 | 07/31/2027 | $642,949.00 | Michael Rodgers, Katie Vincent | 300 N MAIN ST | VERSAILLES | KY | 403.831.245 | 8.592.563.397 | EDU | 741200 | 1032, 8037, 9150, 9178, SMET | 0,00 | According to the 2018 Deloitte and the Manufacturing Institute Skills Gap and the Future of Work study, artificial intelligence, advanced robotics, automation, analytics, and the Internet of Things are emerging to transform the world of work and are likely to create even more jobs than they replace. The study further reveals that an estimated 2.4 million positions will be unfilled between 2018-2028 due to three primary causes – shifting skill sets occurring due to advanced technologies and automation (Industry 4.0), the misperception of manufacturing jobs, and the retirement of baby boomers. The hardest to fill jobs will be comprised of those that require technical or hands-on applied training and in some cases, licensing and certification. More importantly, over the next decade, the manufacturing industry will require a whole new set of skills as a result of the digital transformation impacting the industry. introducing future technicians to Industry 4.0 concepts will be critically important for two-year colleges across the country. This project aims to address these challenges by focusing on the need for manufacturing technicians who are skilled in Industry 4.0 concepts and skills and promoting a diverse, highly skilled, and globally competitive workforce for Kentucky and the nation. The project will: 1) Develop and offer a professional development series on Industry 4.0 and related best practices to secondary and postsecondary instructors from across the United States that will expose them to the latest Industry 4.0 technologies used in today’s advanced manufacturing sector, and 2) Provide ongoing guidance that leads to the incorporation of the information acquired through attending professional development offerings into the curriculum and classrooms of those participating in training. One expected outcome will be increasing the number of youth and underserved students who pursue advanced manufacturing education and careers by providing educators with the knowledge and tools to engage them in Industry 4.0 learning experiences. Project results will be widely disseminated to educators, industry, and government leaders across Kentucky and the nation, who are interested in increasing Industry 4.0 competencies in secondary and postsecondary education, as well as diverse participation in education and careers in manufacturing. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2017371 | CyberTraining: Implementation: Small: Using Problem-Based Learning for Vocational Training in Cyberinfrastructure Security at Community Colleges | OAC | CyberTraining - Training-based, Advanced Tech Education Prog | 10/20/2020 | Sajal Bhatia | bhatias@sacredheart.edu | CT | Sacred Heart University | Standard Grant | Sharmistha Bagchi-Sen | 10/01/2020 | 09/30/2024 | $249,032.00 | 5151 PARK AVE | FAIRFIELD | CT | 68.251.023 | 2.033.968.241 | CSE | 044Y00, 741200 | 1032, 9178 | 0,00 | Professionals in the cybersecurity field are in high demand. Many sectors, including the research, military, civil law enforcement, corporate, and private sector communities, all benefit from a larger, highly skilled cybersecurity workforce, particularly considering the increasing number and sophistication of cyber attacks. Challenges for academia include producing diverse and high quality professionals, and unfortunately, the demand for cybersecurity professionals far exceeds the supply of students. Community colleges can play a crucial role in meeting the demand for cybersecurity professionals. This project uses problem based learning, an innovative approach to teaching cybersecurity, to bring community college students into the high rewarding cybersecurity field. The educational methods and products developed through the project will be broadly applicable, beyond community colleges, and will contribute to a better trained and more diverse cybersecurity and research workforce. Ultimately, the project will contribute to the health, safety, and economic well being of society by protecting the nation's cyberinfrastructure. The overall goal of the project is to provide vocational training in cyberinfrastructure security to community college students, to address the shortage of technical staff in cybersecurity. Community colleges have a significant student population of low income, diverse, first generation college students that have the potential for enabling a new stream of cybersecurity professionals. These colleges, however, face significant challenges to teaching advanced cybersecurity skills for cyberinfrastructure. To address these challenges, the project will develop vocational training modules on cyberinfrastructure security. Each module will consist of multiple micro-modules and target the skill sets required for entry level jobs in the cybersecurity field. Specifically, the approach involves three major tasks. The first task involves creating training modules on several offensive/defensive topics on cyberinfrastructure, including network penetration testing and digital forensics. The contents of the modules support problem based learning with a strong hands on components. The second task involves developing CRICE (Cyber Range Infrastructure for Cybersecurity Education) on NSFCloud to support problem based learning. NSFCloud is an NSF funded public cloud service available for research and training purposes. This will help community colleges to utilize the training modules effectively without requiring their own expensive computing infrastructure. The third task involves integrating the modules into the curriculum of two community colleges and evaluating the effectiveness of the problem based learning and CRICE in terms of cost, ease of adoption, student learning gain, and attitudinal survey on the students' experience. The project research contribution lies in exploring the effectiveness of problem based learning for vocational training in cybersecurity in the context of community colleges in the United States. The project will show that problem based learning is effective in providing both conceptual and practical understanding of cybersecurity topics. This project is funded by the Office of Advanced Cyberinfrastructure in the Directorate for Computer and Information Science and Engineering. The Advanced Technological Education (ATE) program in NSF's Division of Undergraduate Education is providing co-funding for this project in recognition of its contribution to education in community colleges. 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. |
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| 2133576 | NSF Engineering Research Center for Advancing Sustainable and Distributed Fertilizer Production (CASFER) | EEC | ERC-Eng Research Centers, Advanced Tech Education Prog | 08/15/2024 | Gerardine Botte | gerri.botte@ttu.edu | TX | Texas Tech University | Cooperative Agreement | Dana L. Denick | 09/01/2022 | 08/31/2027 | $13,919,729.00 | Odemari Mbuya, Marta Hatzell, Ariel Furst, Yuriy Roman, Yang Shao-Horn, Roger French | 2500 BROADWAY | LUBBOCK | TX | 79.409 | 8.067.423.884 | ENG | 148000, 741200 | 1032, 112E, 113E, 123E, 127E, 128E, 129E, 131E, 132E, 1480, 7680, 9178, SMET | 0,00 | The NSF Engineering Research Center for Advancing Sustainable and Distributed Fertilizer Production (CASFER) will strive to solve one of the most pressing problems facing humankind: how do we feed the growing world population while protecting and sustaining our environment? By 2050, the world population will exceed 10.5 billion, increasing the demand for food by 70%, with only an additional 10% land available for agriculture. To meet this demand, nitrogen-based fertilizers (NBFs) are required for the formation of plant proteins. Currently, more than 50% of the world population is supported by synthetic NBFs, produced via the Haber-Bosch process (HB) a carbon intensive process, however, the high volatility of prices remains a challenge in the US and developing countries. Furthermore, only 20% of NBFs produced translate into food with 80% lost to the environment creating significant environmental, health, and socioeconomic impact. Therefore, society requires new cost effective, resilient, and secure ways to produce NBFs with minimum environmental and socioeconomic impacts. CASFER will enable resilient and sustainable food production by developing next generation, modular, distributed, and efficient technology for capturing, recycling, and producing decarbonized NBFs. CASFER will create a transformative engineered system that takes the US from nitrogen cycle pollution to a Nitrogen Circular Economy (NCE), from a linear economy to a circular economy with multidimensional social, environmental, and economic growth. CASFER will capture and recycle nitrogen from waste to reach over 50% of the US NBF consumption. Instead of expending resources, energy, and money to deactivate diluted reactive nitrogen from waste streams, nitrogen from waste will be captured and recycled for crop production. CASFER brings together a diverse leadership and the convergence of a multidisciplinary team drawn from Texas Tech University, Florida A&M University, Georgia Institute of Technology, Case Western Reserve University, and Massachusetts Institute of Technology. CASFER convergence research will advance modeling, monitoring and distributed control; capture and recycling; and modular and distributed production and delivery of NBFs. CASFER will enable an organic but synthetic approach to NBF production, with ingredients, predictability, and reliability designed to stimulate plant growth. CASFER technologies will integrate nanotechnology, electrochemical science, and data science for modularity, synthesis, and separations, and resolve economic pressures, logistics issues, public and industry acceptance, regulatory, and safety issues. CASFER will advance fundamental knowledge in key areas of interfacial processes, separations, catalysis and electrocatalysis, and properties of materials to tolerate heterogenous and harsh environments to enable synthetic chemistry pathways to convert waste into NBF. CASFER will lead to advances in sensor science and multiscale modeling to deliver NBF near point of use by farmers. CASFER Innovation Ecosystem will bring together key industry members, agriculture cooperatives, facilitators, investors, regulatory advisory boards, and Society Visionary Champions to commercialize CASFER research discoveries and maximize benefits to society. CASFER will train the next generation of engineers and technical workforce at the intersection of engineering, agricultural sciences, and environmental science with the skills to advance the NCE. CASFER will empower agents of change and influencers to promote the NCE targeting formal and informal education along the K-gray spectrum. CASFER will engage a diverse range of communities underrepresented in STEM through the NCE by acknowledging the varied backgrounds and experiences of each participant and facilitating their engagement in engineering through multimodal, multilevel entry points and cut across socioeconomic and cultural boundaries. CASFER will establish a fully sustainable innovation ecosystem to expand fundamental knowledge and leverage CASFER platform technologies to recover phosphorous, nutrients, and other resources from waste streams. Through all these activities, CASFER will lead the US toward a Nitrogen Circular Economy, fertilizer independence, an affordable and resilient price range for NBF, while sustaining and preserving the environment. 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. |
| 2113931 | IUCRC Phase I, San Jose State University: Wildfire Interdisciplinary Research Center (WIRC) | RISE | IUCRC-Indust-Univ Coop Res Ctr, XC-Crosscutting Activities Pro, Cross-BIO Activities, Advanced Tech Education Prog, | 08/16/2024 | Craig Clements | craig.clements@sjsu.edu | CA | San Jose State University Foundation | Continuing Grant | Barbara Ransom | 08/01/2021 | 07/31/2026 | $980,880.00 | Ali Tohidi, Amanda Stasiewicz, Katherine Wilkin, Adam Kochanski | 210 N 4TH ST FL 4 | SAN JOSE | CA | 951.125.569 | 4.089.241.400 | GEO | 576100, 722200, 727500, 741200, Y24300 | 019Z, 068P, 1032, 170E, 5761, 9178, 9251, SMET | 0,00 | This Industry-University Cooperative Research Center (IUCRC) on Wildfires, located at San Jose State University, provides tools, observational and predictive, and research results for use by first responders, those interested in risk analysis, and policy makers for communities and companies/utilities impacted by, and concerned about, wildfires. Center research thrusts include fire weather and atmospheric modeling and forecasting; fire behavior monitoring and modeling; wildfire management and policy, and climate change and wildfire risk. IUCRCs are innovative collaborations between universities and industry where funding from the National Science Foundation is used to fund Center administrative costs and industry provides financial support via membership fees, and other funding, to support Center research projects and student/postdoc salaries. Industry members contributing to the Center form its industrial advisory board that helps select research projects, proposed by Center faculty, that address the members’ collective research needs. Thus, research in an IUCRC is pre-competitive and fundamental with topics directed by its industrial advisory board to remove obstacles that are preventing their sector of the economy from moving forward. The San Jose State University IUCRC on wildfires will be working with industry, utilities, and government agencies to increase our knowledge of wildfires and their spread and explore their social and economic implications. It will also examine means of generating better evacuation compliance from impacted populations. The Center will develop tools and models resulting in better and more accurate simulations of wildfire initiation and simulation. The broader impacts of this Center are strong and multifaceted with significant societal and economic relevance because wildfires in the western US and around the world are a serious problem that cause loss of life, loss of property, and serious environmental and ecosystem damage that lasts for decades. The present exacerbation in global warming will increase wildfire occurrence, so research products produced by this Center will help industry, communities and countries impacted by wildfires. Products to be generated include improved understanding of file and firebrand transport, modeling tools to help utilities better manage their assets in times of high fire danger, provision of critical information to first responders during the fire season, and prediction of fire front paths and fire line rates of advance. Other impacts include education and workforce training efforts and the involvement of groups underrepresented in the sciences and engineering. Underserved communities, impacted by wildfires, will be targeted for wildfire education and informational efforts as these populations tend to be the most negatively impacted by wildfires. Interest in the Center by organizations in foreign countries impacted by wildfires, like Australia and Portugal, will extend the results of this Center’s work globally. The Wildfire Interdisciplinary Research Center (WIRC) is an Industry-University Cooperative Research Center whose purpose is to conduct high-impact wildfire research to provide tools and informed policies to communities and industry stakeholders around the world. Its mission is to develop new prediction and observational systems to better understand extreme fire behavior in a changing climate. The Center will also develop an integrated approach to solving the nation’s wildfire problem by providing cross-disciplinary solutions that span the physical, social, and economic scientific fields. The Center will contribute to the following wildfire sciences: fire weather and coupled fire-atmosphere modeling and forecasting which will involve the development of new fire danger metrics for industry stakeholders; fire behavior monitoring and modeling for which new theories, observations, and fire and fire brand spread models for will be developed for forecast systems; wildfire management and policy which examines the nexus of the social and natural contexts of wildfire management and adaptation across wildfire prone landscapes; and climate change and wildfire risk. For these research thrusts, high-resolution reanalysis and in-situ data will be used to determine historical trends and models will be used to quantify the influence of these determinants on fire behavior. 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. |
| 2301204 | Success In Mathematics through Project-based Learning Experiences | DUE | Advanced Tech Education Prog | 11/02/2023 | Tim Haynes | thaynes@indycc.edu | KS | Independence Community College | Standard Grant | Michael Davis | 10/01/2023 | 09/30/2026 | $233,905.00 | Allen Shockley, Brian Southworth | 1057 W COLLEGE AVE | INDEPENDENCE | KS | 673.018.556 | 3.163.314.100 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | A growing number of American industries have voiced a need for a large pool of skilled technicians to fill available and emerging jobs in a variety of economic sectors. Community Colleges are uniquely suited to align with regional industries to train the skilled technical workforce. Many career and technical education (CTE) courses require pre-requisite mathematics courses that have been a barrier for students. There is a well-documented fear of mathematics that has been shown to keep otherwise capable students from pursuing degrees and certificates in CTE programs. Independence Community College (ICC) will use an evidence-based, hands-on approach that will leverage the capabilities of a 3D fabrication lab to provide context for CTE specific mathematics courses. Through active learning strategies, the team will encourage students to embrace relevant connections between mathematical concepts and skills that are essential in fields like advanced manufacturing. Independence Community College will establish a Business and Industry Leadership Team (BILT) to further guide and contextualize mathematics content to address the needs of regional employers. Over the three-year period, ICC expects to increase success rates in mathematics courses, and persistence rates in CTE programs. Two parallel strategies that inform this project are: 1) the establishment of a BILT, and 2) utilization of an on-campus Massachusetts Institute of Technology (MIT) certified fabrication laboratory to contextualize mathematics instruction using active learning strategies. In addition to curriculum guidance, the BILT will augment CTE programs with mock interviews, guest lectures, and other personalized interactions. The ICC fabrication laboratory will make use of their digital fabrication equipment, design software, and studio space to add context to traditional mathematics instruction for students in CTE programs. The ICC Fab Lab is a member of the International Fab Lab network, originally initiated by MIT. The Fab Lab manager at ICC will work with ICC’s mathematics instructors to develop curricula that aligns with skills desired by regional industry, and the natural curiosity of students. Successful practices from this project will be disseminated throughout the state, and beyond through the International Fab Lab network. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 2202201 | Technician Training for Industry 4.0 Technologies | DUE | Advanced Tech Education Prog | 08/03/2022 | Sheng-Jen Hsieh | hsieh@tamu.edu | TX | Texas A&M Engineering Experiment Station | Standard Grant | Christine Delahanty | 08/15/2022 | 07/31/2025 | $650,000.00 | Matthew Graff | 3124 TAMU | COLLEGE STATION | TX | 778.433.124 | 9.798.626.777 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Manufacturing is in the midst of change as Industry 4.0 advanced manufacturing technologies are being implemented to bring manufacturers into the digital age. These new technologies include recent advances in automation, computing, and communications. Manufacturers need skilled technicians and advanced operators to build, implement, troubleshoot, maintain, and modify manufacturing systems that use these technologies. Students will learn Industry 4.0 competencies that are based on local industry workforce needs. This project will focus on agriculture, food and beverage processing, and oil and gas manufacturing sectors. Texas A&M University will collaborate with Clovis Community College and Lone Star College on the development and evaluation of new curricula that will provide instruction and hands-on learning experiences for students on Industry 4.0 concepts. Students will have the opportunity to earn a certificate in industrial automation. The project will provide professional development workshops to train community college faculty and high school teachers on Industry 4.0 technologies. Working with local high schools, the project team will create dual enrollment courses for high school students that can be taken at the community college campuses, at the high school, or online. The goal of this project is to help students learn the necessary skills to be successful in the manufacturing technician workforce. This project will: (1) prepare new graduates for local industry workforce needs by creating course content for Industry 4.0 concepts; (2) enrich skill sets of incumbent workers through certificate programs; (3) create a pipeline for incoming students by working with school districts and offering workshops for secondary school teachers; and (4) host professional development workshops to disseminate project results to instructors at community colleges. Subject matter experts will provide feedback to the project team about the technical accuracy and relevance of the instructional materials. To make hands-on learning experiences more accessible to learners with limited instructional resources, online access to automated systems and virtual/remote learning environments will be developed and pilot tested. The impact of the courses and the online learning environment on student learning will be evaluated using student surveys and learning assessments. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2100062 | Targeted Research to Identify Mathematics Competencies and Align Mathematics Education for Skilled Technicians in Advanced Manufacturing | DUE | Advanced Tech Education Prog | 05/21/2021 | Michael Hacker | Michael.Hacker@Hofstra.Edu | NY | Hofstra University | Standard Grant | Connie Della-Piana | 09/01/2021 | 08/31/2025 | $799,315.00 | Paul Horwitz, Gerhard Salinger, Bernard Gorman, Rodney Null | 128 HOFSTRA UNIVERSITY | HEMPSTEAD | NY | 115.491.280 | 5.164.636.810 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by aligning the mathematics taught in technical programs with the needs of advanced manufacturing technicians in the workplace. To do so, the research team will conduct a three-year research and development project that builds upon recommendations of the NSF-supported Needed Math Conference held in 2018. The project will establish connections between the American Mathematical Association of Two-Year Colleges and manufacturing educators and industrialists. The project intends to use this collaboration to: (1) develop and validate situations encountered by technicians in several manufacturing sectors; (2) identify the mathematics competencies technicians need in those situations; and (3) enhance communication between industry leaders and community college technical faculty to identify and align the mathematics needed by skilled technicians in manufacturing. It is expected that the project will improve mathematics education in technical programs. In addition, the project may provide a model for how partnerships involving academia, industry, and other stakeholders can enable curriculum reform to meet present and future industry needs. To accomplish its goals, the project will hold a series of Collaborative Working Group meetings across the country to establish and sustain changes in mathematics instruction for students pursuing certificates and degrees for careers in advanced manufacturing. Institutions and organizations involved in this project are Hofstra University, City University of New York, Holyoke Community College, Rhodes State College, American Mathematical Association of Two-Year Colleges, Consortium for Mathematics and its Applications, Florida Advanced Technological Education Center, Central Virginia Community College, Support Center for Microsystems Education, Gadsden State College, Ohlone College, and the Center for Supply Chain Automation. The project is designed to develop resources that inform the teaching of mathematics, coupled with a mixed methods research investigation. Drawing on work by Simon and Goes, a validation panel will review workplace scenarios using the Validation Rubric for Expert Panels. The qualitative (grounded theory) and quantitative (descriptive, linear regression, ANOVA, cluster analysis) research design will integrate data collection and analyses that are guided by a set of four research questions that focus on: (1) the alignment between mathematics competencies for the technical workplace and the mathematics taught in technical programs; and (2) the effectiveness of collaborative working groups as mechanisms for change in the post-secondary mathematics education of skilled manufacturing technicians. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy. 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. |
| 2017337 | CyberTraining: Implementation: Small: Using Problem-Based Learning for Vocational Training in Cyberinfrastructure Security at Community Colleges | OAC | CyberTraining - Training-based, Advanced Tech Education Prog | 10/20/2020 | Irfan Ahmed | iahmed3@vcu.edu | VA | Virginia Commonwealth University | Standard Grant | Sharmistha Bagchi-Sen | 10/01/2020 | 09/30/2024 | $250,000.00 | 910 WEST FRANKLIN ST | RICHMOND | VA | 232.849.005 | 8.048.286.772 | CSE | 044Y00, 741200 | 1032, 9178 | 0,00 | Professionals in the cybersecurity field are in high demand. Many sectors, including the research, military, civil law enforcement, corporate, and private sector communities, all benefit from a larger, highly skilled cybersecurity workforce, particularly considering the increasing number and sophistication of cyber attacks. Challenges for academia include producing diverse and high quality professionals, and unfortunately, the demand for cybersecurity professionals far exceeds the supply of students. Community colleges can play a crucial role in meeting the demand for cybersecurity professionals. This project uses problem based learning, an innovative approach to teaching cybersecurity, to bring community college students into the high rewarding cybersecurity field. The educational methods and products developed through the project will be broadly applicable, beyond community colleges, and will contribute to a better trained and more diverse cybersecurity and research workforce. Ultimately, the project will contribute to the health, safety, and economic well being of society by protecting the nation's cyberinfrastructure. The overall goal of the project is to provide vocational training in cyberinfrastructure security to community college students, to address the shortage of technical staff in cybersecurity. Community colleges have a significant student population of low income, diverse, first generation college students that have the potential for enabling a new stream of cybersecurity professionals. These colleges, however, face significant challenges to teaching advanced cybersecurity skills for cyberinfrastructure. To address these challenges, the project will develop vocational training modules on cyberinfrastructure security. Each module will consist of multiple micro-modules and target the skill sets required for entry level jobs in the cybersecurity field. Specifically, the approach involves three major tasks. The first task involves creating training modules on several offensive/defensive topics on cyberinfrastructure, including network penetration testing and digital forensics. The contents of the modules support problem based learning with a strong hands on components. The second task involves developing CRICE (Cyber Range Infrastructure for Cybersecurity Education) on NSFCloud to support problem based learning. NSFCloud is an NSF funded public cloud service available for research and training purposes. This will help community colleges to utilize the training modules effectively without requiring their own expensive computing infrastructure. The third task involves integrating the modules into the curriculum of two community colleges and evaluating the effectiveness of the problem based learning and CRICE in terms of cost, ease of adoption, student learning gain, and attitudinal survey on the students' experience. The project research contribution lies in exploring the effectiveness of problem based learning for vocational training in cybersecurity in the context of community colleges in the United States. The project will show that problem based learning is effective in providing both conceptual and practical understanding of cybersecurity topics. This project is funded by the Office of Advanced Cyberinfrastructure in the Directorate for Computer and Information Science and Engineering. The Advanced Technological Education (ATE) program in NSF's Division of Undergraduate Education is providing co-funding for this project in recognition of its contribution to education in community colleges. 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. |
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| 2433856 | The Educational Alliance for Semiconductor Experiential Learning | DUE | Advanced Tech Education Prog | 08/15/2024 | Robert Geer | rgeer@albany.edu | NY | SUNY Polytechnic Institute | Standard Grant | Virginia Carter | 10/01/2024 | 09/30/2028 | $4,697,075.00 | Yves Ngabonziza, Gino Duca, Michell Ward, Grant Emmel | 257 FULLER RD | ALBANY | NY | 122.033.613 | 5.184.378.689 | EDU | 741200 | 1032, 106Z, 9178, SMET | 0,00 | The 2022 CHIPS & Science Act set in motion a $52B investment in the U.S. domestic semiconductor industry. These investments target the breadth of U.S. semiconductor manufacturing from legacy chip fabrication facilities (fab) to cutting edge silicon integrated circuit (IC) fabs for advanced memory, AI, and quantum computing. The Semiconductor Industry Association (SIA) has estimated that CHIPS projects will add 42,000 fab manufacturing jobs, with additional jobs created in IC equipment, materials, and facilities support companies. Coupled with the downstream labor impact, the total estimated job growth in the U.S. economy from CHIPS investments alone is likely to reach 280,000, and fully half of the IC manufacturing workforce resides in the technician space, populated primarily by associate degree holders. This project will support a novel education alliance centered on multi-modal immersive experiential learning at a leading-edge semiconductor facility, including faculty technical development, based on direct and sustained engagement with IC fab professionals. The alliance incorporates a semiconductor workforce readiness initiative led by a core group of community colleges to adaptively integrate student immersive experiential learning (IEL) with community college degree and certificate programs to promote the education of the skilled technical worker and their transition into the U.S. semiconductor workforce. The Educational Alliance for Semiconductor Experiential Learning (EASEL) will be initially comprised of NY CREATES (an organization of the Research Foundation of the State University of New York and the SUNY Center for Economic Development) and a core team of four community colleges: Columbus State Community College (CSCC), Onondaga Community College (OCC), LaGuardia Community College (LGCC), and Madison Area Technical College (MATC). NY CREATES operates the only non-commercial 300mm silicon wafer IC fabrication facility in North America and is supported by a team of more than 750 professional semiconductor engineers, technicians, and facilities staff across a 1.65 million square-foot complex that includes 152,000 square-feet of cleanrooms. The complex, an ideal location that has long hosted community college student IEL, maintains a complete IC process flow down to the 5-7 nm device node. It hosts more than 1,000 industry employees. EASEL also includes leading U.S. chip manufacturers, the NSF MNT-EC center, and 9 additional community colleges in key IC manufacturing regions across the U.S. Over the proposed 4-year project it is anticipated that up to 660 student learners and faculty participants will be supported onsite at NY CREATES Albany Nanotech Complex resulting in as much as 43,000 hours of student immersive experiential learning and 4,000 hours of faculty technical development. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2202011 | Increasing Student Retention and Recruitment through Alumni Programs, Speed Networking, and Industry Engagement | DUE | Advanced Tech Education Prog | 06/23/2023 | Linnea Fletcher | linneaf@austincc.edu | TX | Austin Community College | Standard Grant | Virginia Carter | 09/01/2022 | 08/31/2025 | $541,118.00 | Karen Leung, Golnar Afshar, Melissa Robbins, Linnea Fletcher | 6101 HIGHLAND CAMPUS DR | AUSTIN | TX | 787.526.000 | 5.122.237.000 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project will drive community college student retention and recruitment in biotechnology fields by fostering mutually beneficial relationships between students, alumni, industry, and the community. The need for biotechnicians is increasing nationwide, requiring an ever-expanding pool of skilled biotechnicians. This project will focus on activities to develop and test methodologies to directly engage graduates of community college biotechnology programs in alumni networks and activities. These activities will expand awareness of biotechnology career pathways and build direct industry connections with community college biotechnology programs. These connections will be used to recruit and retain the next generation of skilled technicians. Methodologies will be tested and evaluated across three colleges from different regions of the United States: Austin Community College (TX), City College of San Francisco (CA) and Johnston Community College (NC). Over the 3 years of this project, the activities will include building connections between over 90 students and 45 industry professionals through alumni success stories and speed networking, to increase students’ sense of belonging, science identity, and career awareness. The project will document the career paths of the alumni to create career pathways for current students. These direct connections with industry will foster recruitment, retention, and placement of community college students in the biotechnology field. The methodologies and tools developed will be disseminated nationally to community college biotechnology programs and will likely be applicable to other disciplines. The goal of this project is to produce results-oriented methodologies and tools for recruitment and retention that focus on alumni engagement. This will be done through piloting speed networking events, creating “Scientist Spotlights'' and publishing “Alumni Success Stories” across the three colleges with different demographic, socio-economic and industry landscapes. To accomplish this, the project will 1) establish an alumni network to document alumni career pathways for the purpose of educating current and future students, and 2) develop employee and alumni outreach tools to increase alumni and industry engagement creating direct industry interactions between existing and potential community college students. Feedback from faculty and staff from all three colleges will be used to develop and embed these methodologies and tools into curricula. Community college biotechnology, biology, and chemistry students, as well as high school students, will be recruited to participate in the speed networking events to directly interact with alumni industry professionals. These events will provide current and future students relevant and relatable information that will encourage them to join and/or complete biotechnology programs. This will simultaneously provide alumni opportunities to re-engage with their program and give back to their community, creating a sustainable feedback loop for industry engagement with community college biotechnology programs. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400465 | Expanding Participation in Advanced Manufacturing | DUE | Advanced Tech Education Prog | 08/14/2024 | Karl Anderson | karlanderson@cccneb.edu | NE | Central Community College | Standard Grant | Virginia Carter | 08/15/2024 | 07/31/2027 | $647,594.00 | Carlos Gastelum, Douglas Pauley, Craig Potthast | 3134 W US HIGHWAY 34 | GRAND ISLAND | NE | 688.017.279 | 3.083.987.303 | EDU | 741200 | 1032, 8037, 9150, 9178, SMET | 0,00 | Manufacturing is a leading economic driver across the country and the demand for highly skilled technicians continues to grow. In Nebraska, the regional manufacturing industry, which includes molding and plastics processing, is a significant economic driver, and the medical supply industry is one of the leading industries requesting employees. Local employers and national industry leaders (e.g., Becton Dickinson (BD), Majors Plastics, and Cardinal Health) are in critical need of plastics technician employees. Central Community College (CCC) assessed and determined that students in Adult Basic Education classrooms expressed a strong interest in Advanced Manufacturing. The students in these classes, the majority of whom are English language learners (ELL) or multilingual learners, are interested in pursuing higher education and highly motivated. This project will develop and disseminate a new model for recruitment and retention of Adult Basic Education students (with a focus on ELL) into the Plastics Engineering Technology (PET) program and disseminate a guidebook to support scaling this effort to other advanced manufacturing industries. CCC will collaborate with industry, Adult Basic Education's ELL program, as well as area service agencies to create tools and resources that will help recruit and retain their students in the PET program within Advanced Manufacturing. The project will promote the PET program during awareness sessions held at Adult Basic Education sites within the service area, as well as at three high schools targeted by the project which serve a high percentage of students from groups underrepresents in the plastics industry, tapping into an underutilized resource. While this project centers around injection molding and plastics technology, the lessons learned will be distilled into a step-by-step guidebook usable by other STEM programs that wish to recruit and support a diverse population of students (specifically ELL students). This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2100108 | Industry 4.0 Curriculum Development and Occupation-Based Learning Outcomes In Automation | DUE | Advanced Tech Education Prog | 08/30/2023 | Ronald Zitek | rzitek@lorainccc.edu | OH | Lorain County Community College | Standard Grant | Christine Delahanty | 10/01/2021 | 09/30/2025 | $599,315.00 | Amy Howell, Johnathan Alexander | 1005 N ABBE RD | ELYRIA | OH | 440.351.613 | 4.403.655.222 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by continuing to improve and scale Industry 4.0 curricula and expand training sites to grow the nation’s future-ready workforce. The project seeks to address two fundamental issues. One is the need for replicable and scalable Industry 4.0 curricula that can be continuously updated to keep pace with rapid innovations in target industries. Two is the need to strengthen and coordinate partnerships with industry to increase work-based learning and workforce supply. The potential benefits of the project are: customizable curricula that are equity-informed and scalable; a progressively diverse pipeline of skilled workers; and expanded opportunities for upskilling the current workforce to increase their retention in high-demand Industry 4.0 jobs. The project will create and extend synergistic activities that address gaps in post-secondary education, educator preparation, and regional and statewide workforce needs. Several objectives frame the project's efforts. First is to expand career pathways in Industry 4.0 by translating research and evidence-based projects to the development and implementation of technician education and educator preparation. Second is to continuously improve and align career pathways to Industry 4.0 so technicians have the real time, state-of-the industry tools required to successfully complete career preparation and be work ready. And finally, to formalize a model site that has the potential to scale collaborations and support other community college partners within the state or nationwide, and also to engage career training centers, manufacturing sector partnerships, and Manufacturing USA initiatives. The scope of the project includes development of industry-aligned curricular and training resources that will expand access to technological education in advanced manufacturing, educator professional development activities, and creation of an advanced compendium of open-access, peer-authenticated resources for STEM and Industry 4.0 educators. Products will be developed in formats that allow for online and virtual delivery and rapid dissemination to students, educators, workforce training professionals, and employers. The project will result in benefits to students by accelerating progress toward industry-validated credentials. The project will also benefit educators and industry by facilitating and expanding academic-industry partnerships to build and strengthen connections across Ohio’s advanced manufacturing supply chain. The project will achieve broader impact by leveraging opportunities to scale and disseminate through the Ohio TechNet consortium of community colleges and universities, and it will utilize methods and approaches that enhance equitable access and engagement for underrepresented women and minorities. This expanded collaboration has the potential to lead to a future automation network among Ohio’s institutions of higher education and post-secondary career-technical centers that could engage more deeply with employers seeking an Industry 4.0-skilled and “future-ready” workforce. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2052827 | IUCRC Phase I Caltech: Center to Stream Healthcare In Place (C2SHIP) | CNS | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 05/28/2024 | Chiara Daraio | Daraio@caltech.edu | CA | California Institute of Technology | Continuing Grant | Mohan Kumar | 05/01/2021 | 04/30/2026 | $574,999.00 | Yu-Chong Tai, Azita Emami-Neyestanak | 1200 E CALIFORNIA BLVD | PASADENA | CA | 911.250.001 | 6.263.956.219 | CSE | 576100, 741200 | 1032, 5761, 9178, SMET | 0,00 | Hospitalization costs in the United States are among the world’s highest. However, such costs do not reflect highest quality of care, particularly for chronic health conditions. Immediate action is needed to shift from a model relying on care in hospital settings, to a model in which patients manage their health from home. The Center to Stream Healthcare In Place (C2SHIP) unites the best minds in medicine and bioengineering with leaders in biomedical research and industry, to develop and promote in-place care technologies. The University of Arizona serves as the C2SHIP Lead Site with Partner Sites being University of Southern California, Baylor College of Medicine, and California Institute of Technology. C2SHIP will accelerate innovation through partnerships, multi-specialty collaborations, resource sharing, and educating workforce to promote self-care technologies. The Center’s trans-disciplinary team will pursue research and development in new sensors, wearable technology, system integration, intelligent data mining, and comprehensive data visualization. Through “Digital Health”, patient data can be streamed to medical professionals at remote locations, establishing a mobile hub for vulnerable patients in their own home, and personalizing care coordination. C2SHIP will focus on mitigating physiological, environmental, and psychological changes for timely management and intervention. Caltech will focus on developing new materials, devices, and artificial intelligence tools for data analysis and visualization. Caltech will collaborate with other sites for the clinical evaluation of the developed technologies. The Center will accelerate knowledge and intellectual property transfer between academia and industry through collaborative partnerships. This will promote rapid development of new technologies, and transform health care delivery by enhancing the quality of life of chronically-ill patients, while reducing health care costs and preventing hospitalizations. Student engagement in the proposed research projects will create opportunities with Center companies and organizations, and provide multidisciplinary participation at C2SHIP conferences and workshops. Caltech will recruit students and engage faculty across Divisions, e.g., in engineering, chemistry and biology. Caltech promotes an inclusive environment, allowing the Center to engage underrepresented individuals from diverse backgrounds. Data produced from the projects will be housed at C2SHIP Center’s shared servers using a password protected Box data sharing folder. Box is a cloud computing business which provides file-sharing, collaborating, and other tools for working with files that are uploaded to its servers. Data will be maintained for five years. Caltech’s projects that collect patient data will be approved by its IRB office prior to project onset. All data will be deidentified, with no personal identifiers recorded or retained in any form. 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. |
| 2054990 | Establishing a Hub to Support Education of Biomanufacturing Technicians in Cell Therapy and Immunotherapy | DUE | Advanced Tech Education Prog | 07/15/2022 | Louise Petruzzella | lpetruzzella2@shoreline.edu | WA | Shoreline Community College | Standard Grant | Virginia Carter | 05/15/2021 | 04/30/2025 | $426,886.00 | Naida Chalupny, Thomas Hamilton | 16101 GREENWOOD AVE N | SHORELINE | WA | 981.335.667 | 2.065.464.717 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | Recent innovations have enabled development of new therapies that reengineer the body’s immune system. These therapies include medical treatments with bioengineered cells (cell therapy) and medical treatments with drugs or other molecules that alter immune system function (immunotherapy). With the rapid development of these therapies, the U.S. biopharmaceutical industry has made major advancements toward curing some of society’s most devastating cancers and diseases. Manufacture of these therapies requires large numbers of skilled biomanufacturing technicians. Yet, due to the relative novelty of the relevant manufacturing processes, there are few community college training programs that focus on biomanufacturing of cell/immunotherapies. As a result, the U.S. has a significant workforce shortage for biomanufacturing technicians with these skills. With this award, Shoreline Community College proposes to develop a Cell/Immunotherapy Hub, with the goal of increasing the number of skilled biomanufacturing technicians in this sector. These technicians will help fill regional and national workforce shortages in the rapidly expanding field of cell/immunotherapy production. This workforce is essential for maintaining national health, security, and economic growth. The project team will build on knowledge generated from its past initiatives to advance the groundbreaking innovations in cell and immunotherapies. The project has three goals: 1) develop comprehensive labor market and skills-gap analysis of cell/immunotherapy technicians on a national level; 2) develop best-practices for outreach and pipeline development to include people from underrepresented groups and high school students in these careers; and 3) become a knowledge-source and catalyst for other community colleges to develop cell/immunotherapy technician education programs and curriculum. These efforts will contribute to a diverse biomanufacturing workforce equipped with the knowledge and expertise to meet the demands of the cell/immunotherapy biomanufacturing industry. The project will deliver high school teacher workshops to ensure that youth are aware of the technologies and related career opportunities. It intends to produce outreach and recruitment materials focused on individuals from groups that have been disproportionally impacted by the COVID-19 pandemic. The project will disseminate findings to high schools, community colleges, and industry stakeholders nationally. Not only will this work improve the skills and advancement opportunities for technicians in the biomanufacturing industry, but it has the potential to accelerate the competitiveness of the rapidly growing U.S. cell/immunotherapy sector and the production of curative medicines for deadly diseases. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2202236 | Providing Opportunities for Women in Next Generation Electric Vehicle Technologies | DUE | Advanced Tech Education Prog | 08/14/2024 | Cheyne McKeever | cmckeever@riohondo.edu | CA | Rio Hondo College | Standard Grant | Nasser Alaraje | 07/01/2022 | 06/30/2025 | $504,839.00 | Christina Anchondo | 3600 WORKMAN MILL RD | CITY OF INDUSTRY | CA | 906.011.616 | 5.624.637.368 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project serves the national interest by developing a new Women’s Academy called Providing Opportunities for Women in Next Generation Electric Vehicle Technologies (WINGS-EV). WINGS-EV, as a learning community model, is industry-driven, standards-centered, and STEM-based, and will result in the development of new educational materials, curricula, coursework, lab exercises, internship opportunities, and comprehensive student support services. Even as the automotive industry moves forward with electric mobility and self-driving cars, it is held back by a deepening talent crisis. Today, women account for only 27 percent of the US auto manufacturing workforce as compared to roughly 47 percent of the overall labor force. Rio Hondo College’s WINGS-EV Women’s Academy will extend current research on barriers faced by women desiring to enter the electric vehicle technician workforce and barriers that arise in transitioning from high school to a community college (especially those that serve underserved communities) to baccalaureate-granting institutions. As a learning community model, WINGS-EV intentionally links together courses or coursework to provide greater curricular coherence, more opportunities for active teaming, and interaction between students, faculty, and industry partners. There are two overarching goals of WINGS-EV: 1) to meet the workforce needs of employers who require trained, qualified, and experienced technicians; and 2) to increase the number of female students in the hydrogen and electric battery technicians’ program. The broad impacts of WINGS-EV include integrating the high-performance electronics, computer management skills, customer management, and advanced technology diagnostic skills that ready participating students for employment. At the same time WINGS-EV will assist diverse high school populations by encouraging female students to enroll in dual enrollment, thereby attaining two- and/or four-year technology degrees more quickly. By focusing on recruitment, retention, and support strategies required to increase female enrollment for one specific automotive subject (EV technicians), future growth can be accommodated by adopting the same strategies for other interdisciplinary STEM fields within technology education programs. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation’s economy. 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. |
| 1841520 | Phase II I/UCRC [George Mason University]: Center for Spatiotemporal Thinking, Computing and Applications. | CNS | GOALI-Grnt Opp Acad Lia wIndus, Special Projects - CNS, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, , , , , , , , , , , , , , , , , | 08/09/2024 | Chaowei Yang | cyang3@gmu.edu | VA | George Mason University | Continuing Grant | Mohan Kumar | 03/15/2019 | 02/28/2025 | $3,101,037.00 | Liang Zhao, Manzhu Yu, Donglian Sun, Matthew Rice | 4400 UNIVERSITY DR | FAIRFAX | VA | 220.304.422 | 7.039.932.295 | CSE | 150400, 171400, 576100, 741200, S29300, S29400, S29500, U16400, U16500, U16600, V22000, V22100, V22200, W30400, W30500, W30600, W30700, X36800, X36900, X37100, X41900 | 019Z, 1032, 1504, 5761, 7218, 8237, 9178, 9251, SMET | 0,00 | We live in a four dimensional world with three spatial dimensions and one temporal dimension. Understanding the nature of the spatiotemporal dimensions integratively will help us better prepare for challenges facing us in the 21st century and beyond: a) responding to climate change with better climate simulations, b) mitigating asteroids' impact to our home planet like the dinosaur-killer, c) resolving political disputations with spatiotemporal understanding of the culture, boundaries, history, and future of relevant nations, and d) equipping our future leaders with spatiotemporal thinking capability and decision support tools. Following the success of Phase I spatiotemporal Industry-University Cooperative Research Center (IUCRC) investigation as a collaboration among George Mason, Harvard, and the University of California-Santa Barbara, the second phase of the center will move forward with the mission to 1) build a national and international spatiotemporal infrastructure; 2) develop, with industry and agency members, new spatiotemporal technologies, solutions, tools, and software that will be easily integrated with existing and future industry products and services; 3) improve human intelligence by developing a set of spatiotemporal thinking methodologies built into K-16 curriculum; and 4) improving human capabilities in responding to grand scientific and engineering challenges. Outreach will be conducted to maximize the broader impacts: 1) collaborating closely with more than four active members each year to develop relevant methodologies and technologies; 2) disseminating research results to industry and government agency members and through publications for adoption and broader impacts. 3) working with leading associations to broadcast the research results and recruit new members; 4) developing new course material and curriculum within existing degree programs and broadcast for wider adoption; 5) continuing our diverse traditions to include minorities and other underrepresented groups in this STEM field; 6) making all results open source to benefit relevant domains nationally and internationally. The center will post all information on an official website (https://www.stcenter.net/) and two content management portals accessible through the official website. A project management website will be utilized to share all project reports, working papers, presentations, posters, and publications. The data and research results produced will be integrated into the center's operational community cloud (http://sites.cloud.gmu.edu/sthcp/index.php) to be maintained as a sustainable resource for the center for long term sustainability. Source code developed in the center will be open to the public using github. 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. |
| 2055061 | Hybrid Curriculum for Upskilling Photonics Technicians in Advanced Optics and Quantum Research Enabled Technologies | DUE | Advanced Tech Education Prog | 09/15/2023 | Moamer Hasanovic | mhasanov@irsc.edu | FL | Indian River State College | Standard Grant | Nasser Alaraje | 06/01/2021 | 05/31/2025 | $531,087.00 | Alexei Glebov, James Pearson, Chrys Panayiotou | 3209 VIRGINIA AVE | FORT PIERCE | FL | 349.815.541 | 7.724.624.703 | EDU | 741200 | 1032, 7203, 9178, SMET | 0,00 | A significant gap exists between the state of quantum science and its practical uses in industry. Part of the gap results from the lack of the advanced technical workforce needed to implement quantum technologies. The people best poised to enter the new quantum technological workforce are incumbent photonics technicians. Their current qualifications provide a foundation on which to build the new quantum-related competencies. This project aims to produce a freely available curriculum that will enable photonics technicians to acquire new quantum-related competencies. This curriculum will contain a three-course sequence with freely accessible textbooks, lab manuals, and interactive online content. Availability of the courses via an open-access educational platform will reduce geographical barriers between colleges, students, and industry. The proposed platform can also promote inclusion and diversity in the high-tech quantum workforce by increasing access to education in quantum technologies. The proposed quantum technology curriculum is expected to help U.S. businesses maintain global leadership in advanced laser and quantum technologies. This project will pioneer the introduction of quantum science into advanced technological education. It will do so by developing, testing, and disseminating a three-course hybrid curriculum in quantum-enabled technologies. The project will begin with an assessment of the industry demand for quantum-related skills, continue with curriculum and course development, and end with establishment of a sustainable learning platform. The three courses will be designed to meet the highest level of Quality Matters certification. The curriculum will be promoted by academic and industry collaborators and validated through data collected via the learning platform in real-time as students interact with the course material. The open-access learning platform will make the entire educational content accessible and transferrable to other institutions. Through these efforts, this project will contribute to the new quantum STEM workforce development needed to propel quantum technology forward. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2350276 | Reducing Barriers to IT Technician Education | DUE | Advanced Tech Education Prog | 04/30/2024 | Ginger Dennis | gdennis@kilgore.edu | TX | Kilgore College | Standard Grant | Paul Tymann | 08/01/2024 | 07/31/2027 | $349,818.00 | Danny Darden | 1100 BROADWAY BLVD | KILGORE | TX | 756.623.204 | 9.039.838.170 | EDU | 741200 | 1032, 148Z, 9178, SMET | 0,00 | The demand for skilled Information Technology (IT) technicians in Texas is high, with a projected increase through 2030 of 13% for East Texas and 21% throughout the state. Kilgore College (KC) will address the need for skilled entry-level IT technicians in rural East Texas and surrounding regions by improving retention, completion, and the employability of students enrolled in the Computer Information Technology (CIT) program. The goal of this project is to develop a wraparound solution for reducing barriers to program completion for students in East Texas that will be responsive to student challenges such as employment, family obligations, and living away from campus. Digital badging will be used to motivate students by documenting their short-term successes and providing rewards along the way. The project team will align the curriculum with the needs of local industry by conducting a series of workshops, with industry partners, resulting in the articulation of a required set of knowledge, skills, and abilities (KSAs) for each of the two sub-disciplines within the CIT program. The resulting curriculum will be designed to be deployed using multi-modality instruction, allowing students to attend in-person, remotely, or asynchronously online. The project will evaluate student support systems, including supplemental instruction, mentoring, coaching, and lab management for multi-modality courses to ensure that students complete the program and gain employment. This work will contribute to the body of knowledge supporting multi-modality instruction in technical programs. The resulting curriculum model can be replicated in rural community colleges nationwide. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2227301 | Mentor-Connect Forward: Leadership Development and Outreach for ATE | DUE | Advanced Tech Education Prog | 08/23/2022 | Elaine Craft | elaine.craft@fdtc.edu | SC | Florence-Darlington Technical College | Standard Grant | Virginia Carter | 09/01/2022 | 08/31/2027 | $4,796,313.00 | Emery DeWitt, Pamela Silvers, Richard Roberts | 2715 W LUCAS ST | FLORENCE | SC | 295.011.242 | 8.436.618.000 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | This project will support community and technical colleges and their faculty to submit proposals to, and maximize their benefit from, funding through the Advanced Technological Education (ATE) Program. ATE grants increase faculty ability and institutional capacity to address the need for a skilled technical workforce. The persistent need for highly skilled technicians is recognized and well-documented, but educational programs have been upended by disrupters like COVID. Virtual instruction has become essential across all disciplines, and overall enrollments have declined, as have college budgets. Meanwhile, the critical and growing need for technicians in advanced technology industries remains. Although the ATE Program is uniquely positioned to help colleges address technician education challenges, colleges must develop and submit grant proposals to access this funding. For the ATE Program to impact two-year institutions of higher education (2-yr IHEs) and educate the skilled technical workers needed by industry, barriers to becoming an ATE grantee must be mitigated. Prior awards have made strides toward reducing barriers, engaging more two-year college technician educators, developing STEM faculty leaders, expanding mentoring capacity, and increasing impacts of the ATE Program. Even so, there are still many two-year colleges that have not yet benefited from the ATE Program. Mentor-Connect Forward: Leadership Development and Outreach for ATE (M-C Forward) will: 1) advance technician education in new and proven ways by expanding engagement of geographically and demographically diverse 2-yr IHEs and STEM faculty with the ATE Program; 2) stimulate use of ATE-developed resources; 3) encourage and support the submission of proposals by new and previous grantee institutions; 4) develop leaders and mentors among those who receive ATE funding; and 5) support and guide new principal investigators (PIs) to help them become successful grantees. The project builds on successes and lessons learned from prior projects and leverages the work of other funded mentoring projects. Peer mentoring and technical assistance will leverage problem-based learning to engage college teams in sustainable, faculty-lead improvement of technician education courses and programs. ATE Program information and grant proposal instructions and development strategies will be provided via workshops, webinars, online resources, and a help desk. A Mentor Fellows internship program will build mentoring capacity in the ATE Program. An existing Resource Repository will be enhanced by a new intake, review, and user support system, and will benefit from contributions from other ATE-funded mentoring initiatives. New instructional resources and support to guide first-time PIs, PI 101, will promote leadership development, reduce the learning curve, support improved project outcomes, and encourage development of subsequent proposals. Mentor-Connect will be responsive to, and continuously improved by, rigorous evaluation of all project activities. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 1841509 | Phase II IUCRC at University of California, Irvine: Center for Advanced Design and Manufacturing of Integrated Microfluidics (CADMIM) | EEC | GOALI-Grnt Opp Acad Lia wIndus, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 05/15/2024 | Abraham Lee | aplee@uci.edu | CA | University of California-Irvine | Continuing Grant | Prakash Balan | 03/01/2019 | 02/28/2025 | $1,387,759.00 | 160 ALDRICH HALL | IRVINE | CA | 926.970.001 | 9.498.247.295 | ENG | 150400, 576100, 741200 | 019Z, 1032, 116E, 1504, 5761, 8037, 8038, 9102, 9178, 9251, SMET | 0,00 | The Center for Advanced Design and Manufacturing of Integrated Microfluidics (CADMIM) develops technologies for integrating and manufacturing labs-on-a-chip (LOCs) for easy diagnosis of the human health, agriculture, and the environment. CADMIM emphasizes design-oriented research that anticipates the need for cost-effective manufacture and practical deployment, taking a broad integrated strategy that seeks breakthroughs at the interfaces of material science, engineering, biology, chemistry, and electronics in the development of next generation LOCs. These considerations early in the research and design cycle are key to transitioning technologies out of academic laboratories and into the manufacturing sector. Expected broader impacts include competitive recruitment mechanisms and attractive cross-disciplinary collaborative research opportunities to engage excellent students and post-docs, including members of underrepresented groups and veterans. Knowledge dissemination includes publications, invention disclosures, and patents. Scalable prototyping processes developed and/or adapted for microfluidics will also be made available to academia and industry, including established companies and entrepreneurs, with a goal to dramatically reduce the learning curve and streamline the idea-to-product process. This center will help catalyze the generation of new knowledge and pre-competitive research results to enable the development of microfluidics based technologies to enable industry to address pressing societal needs. The goal of this center is to develop technologies for integrating and manufacturing labs-on-a-chip (LOCs) for easy diagnosis of the human health, agriculture, and the environment. The strategy for meeting this goal centers on mass-produced diagnostic devices equipped with microfluidic components, chip-sized devices with high sensitivities (nano-molar to pico-molar) and short assay times (< 30 min) -- capable of chemical analyses in miniaturized volumes (micro-liter to pico-liter). The few available commercial microfluidic systems are expensive (costing up to hundreds of thousand dollars) and do not have effective sampling and analysis capability. What does not yet exist are mass-produced, cost-effective LOC platforms that integrate components to carry out multiple microfluidic/diagnostic functions and report results via a standard communications device. A primary obstacle is the lack of integration-enabling and manufacturable LOCs capable of processing real-world samples. Innovation is needed on two related fronts: (a) employing and/or modifying existing scalable processes make microfluidic devices, and (b) designing LOCs that are autonomous, field deployable, and amenable to mass production. By working closely with industrial member companies, CADMIM will make significant strides towards commercialization of microfluidic technology, leading to new products, the creation of new companies and/or new divisions within existing firms, new jobs, and other tangible commercial and societal impacts. 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. |
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| 2100014 | Power of Us: Increasing Female Enrollment and Retention in Career and Technical Education Programs | DUE | Advanced Tech Education Prog | 08/13/2024 | Jacequeline Mitchell | mitchellj@durhamtech.edu | NC | Durham Technical Community College | Standard Grant | Paul Tymann | 10/15/2021 | 09/30/2024 | $288,951.00 | Charlene West, maryah smith | 1637 E LAWSON ST | DURHAM | NC | 277.035.023 | 9.195.367.250 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | The low participation of women in technical fields has been a matter of concern for many years. Workforce-diversity data, from several major technology companies, show a significant underrepresentation of women in technical jobs. Industry points to the narrow pipeline of women pursuing degrees in technical fields as the primary cause of this issue. This project aims to address this issue by implementing measures to increase female enrollment and retention in Durham Technical Community College’s most male-dominated career and technical education programs of study. The average percentage of females enrolled in the targeted areas is only 13.5%, meaning that females, who represent 53% of the overall student population, are vastly underrepresented in the pursuit of such degrees. The project will use both proven and novel strategies and activities, as well as equitable and inclusive practices that other institutions can use to increase female enrollment and retention in traditionally male-dominated programs of study. This project will leverage Durham Technical Community College's new makerspace to hold events and provide a place where students can gather to work, study, and socialize. Making the "Power of Us" brand visible in the makerspace will contribute to the College’s efforts to create a makerspace that is rooted in equity and inclusion, where all voices are welcome. This project will offer engaging, female-led, female-focused learning opportunities; provide support services that are tailored to the needs of female students; and otherwise, create an environment where female students can thrive in the targeted programs. Through its commitment to this project the College seeks to root the makerspace in the ideals of equity and inclusion, making it a welcoming space for all. This inclusive makerspace model will be one that other colleges and organizations, both inside and outside North Carolina, can utilize to create makerspaces that are welcoming to all. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2052578 | IUCRC Phase I USC: Center to Stream Healthcare In Place (C2SHIP) | CNS | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 06/14/2024 | David Armstrong | armstrong@usa.net | CA | University of Southern California | Continuing Grant | Mohan Kumar | 05/01/2021 | 04/30/2026 | $556,496.00 | 3720 S FLOWER ST FL 3 | LOS ANGELES | CA | 90.033 | 2.137.407.762 | CSE | 576100, 741200 | 1032, 5761, 9178, SMET | 0,00 | Chronic health conditions are financially and emotionally costly. Immediate, creative action is needed to provide solutions for managing physical, social and psychological needs that maintain autonomy and quality of life. Research on long-term functioning of those with chronic illnesses is lacking. The Center to Stream Healthcare In Place (C2SHIP) unites the best minds in academic medicine with leaders in biomedical industry to research, develop and promote in-place care technologies for managing chronic diseases in the home. The University of Arizona serves as the C2SHIP Lead Site with Partner Sites being University of Southern California, Baylor College of Medicine, and California Institute of Technology. The Center will accelerate innovation through partnerships, multi-specialty collaborations, and resource sharing. C2SHIP will prepare an educated workforce to promote wellness through self-care technologies. The Center’s trans-disciplinary team will pursue research and development in new material-based sensors, reconfigurable designs, and system integration with data mining, machine learning, and Artificial Intelligence. Through “Internet of Things”, patient data can be streamed to medical professionals at remote locations in real-time, establishing a mobile hub for vulnerable patients in their own home. C2SHIP will focus on mitigating physiological, environmental, and psychological changes for real-time management and intervention. University of Southern California (USC) will focus on the clinical medicine aspect of the Center, proving cutting-edge technologies to patients in-place, while training students and fellows in remote patient care. The Center will accelerate knowledge and intellectual property transfer between academia and industry through collaborative partnerships. This will promote rapid development of new technologies, and transform health care delivery by enhancing the quality of life of chronically-ill patients while reducing health care costs and preventing hospitalizations. Student engagement in the proposed research projects will create opportunities with Center companies and organizations, and provide multidisciplinary participation at C2SHIP conferences and workshops. USC C2SHIP will recruit students and engage faculty in medicine, biomedical engineering, allied health. USC promotes an inclusive environment, allowing the Center to engage underrepresented individuals from diverse backgrounds. Data produced from the projects will be housed in Center-wide servers at the C2SHIP Center using a password protected Box data sharing folder. Box is a cloud computing business which provides file-sharing, collaborating, and other tools for working with files that are uploaded to its servers. Data will be maintained for five years. USC C2SHIP projects that collect patient data will be approved by USC IRB prior to project onset. All data will be deidentified, with no personal identifiers recorded or retained in any form. 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. |
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| 2202179 | Improving and Modernizing Machinist Training and Education for Machining Workforce Preparation in the Finger Lakes Region of New York | DUE | Advanced Tech Education Prog | 09/15/2023 | Rui Liu | rleme@rit.edu | NY | Rochester Institute of Tech | Standard Grant | Michael Davis | 07/01/2022 | 06/30/2025 | $649,257.00 | John Troy, YUNBO ZHANG, Kenneth Nowicki | 1 LOMB MEMORIAL DR | ROCHESTER | NY | 146.235.603 | 5.854.757.987 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Machining is an essential component of the manufacturing process that has played a significant role in every industrial revolution. Machinists, as machine tool operators, are important members of the skilled technical workforce, and require long-term and professional training or education. As many new concepts and technologies are being introduced in the machining industry to satisfy the requirements of Industry 4.0, the corresponding revision of machinist training must also take place. This project will improve and modernize existing machinist training and education in response to the new requirements of the machining industry in the era of Industry 4.0. It is expected that the local machining industry, an important economic pillar of the Finger Lakes region in New York State, will benefit significantly from increasing the pool of available skilled workers and meeting the new demands of machining knowledge and skills. The overall goals of this project are to 1) improve existing machining training and education programs in response to the skill and knowledge requirements of 21st century interdisciplinary themes, 2) modernize existing machinist training and education using innovative methods and advanced technologies to improve trainee engagement and learning efficiency, 3) expand the machining workforce by increasing the accessibility and flexibility of machinist training and education to various stakeholders, and 4) facilitate machinist training/education interworking and resource sharing among training providers. All project results will be disseminated throughout New York State as well as the entire United States through collaborations with New York Manufacturing Extension Partnership (NY MEP) and Boards of Cooperative Educational Services (BOCES) of New York State to maximize their impact. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400478 | Empowering Rural Careers: Engineering Support Technician Certificate Program for Manufacturing Supply Chain, and Food Process Industries in Northern California | DUE | Advanced Tech Education Prog | 08/12/2024 | John Dahlgren | Dahlgrenjo@butte.edu | CA | Butte-Glenn Community College District | Standard Grant | Connie Della-Piana | 08/15/2024 | 07/31/2027 | $350,000.00 | Jennifer Bryant | 3536 BUTTE CAMPUS DR | OROVILLE | CA | 959.658.303 | 5.309.852.513 | EDU | 741200 | 1032, 148Z, 8037, 9178, SMET | 0,00 | Recognizing the necessity for career pathways within food and beverage process manufacturing and supply chain industries, in rural Northern California, the project team of the Butte-Glenn Community College District, in collaboration with industry partners, will establish a certificate program for Engineering Support Technicians (EST). The foundation of this program is rooted in the college's robust history of providing non-credit training programs tailored to regional industries. The project team aims to develop and implement a workforce technician education program comprised of stackable and credit-bearing courses to address the needs of high school graduates seeking technician careers, incumbent workers seeking educational and training opportunities for re-skilling or up-skilling, and veterans transitioning into civilian roles. Affiliations with organizations such as the Grow Manufacturing Initiative of Northern California (GMI), Amatrol eLearning, Manufacturing Skills Standards Council (MSSC), and the National Occupational Competencies Institute (NOCTI) will inform curriculum development. The project includes the creation of hands-on labs, and the establishment of a robust faculty and instructor infrastructure conducive to teaching, learning, skill development, and student mentorship. Emphasizing the cultivation of a diverse workforce, the project endeavors to enhance recruitment and retention efforts, particularly targeting traditionally underserved and underrepresented groups and veterans, within EST programs and careers. An anticipated outcome of this program is to equip students with the skills necessary to succeed in obtaining industry-recognized certifications and workforce readiness to meet labor market demand. Central to the project's success are experiential internships with local companies, supported by NOCTI-certified faculty, instructors, and mentors. The overarching objective is to launch an accessible, affordable, and efficient workforce technician education program offering stackable credentials in engineering support technician roles. The project aims to achieve two primary goals: (1) formalizing and establishing a credit-bearing EST certificate program aligned with industry standards, and (2) equipping students to fulfill industry demands by successfully completing the EST certificate program. This initiative encompasses a range of activities, including curriculum development, diversity-focused recruitment and retention strategies, provision of industry mentoring and internship experiences, and the establishment of an industry advisory council. These efforts will utilize existing training resources to develop and implement the EST stackable and credit-bearing courses integral to the program's structure. The mixed methods evaluation will document and assess the effectiveness of the program in meeting the needs of the local employers and generate findings to support continuous improvement, to assess how well the program accomplishes expected outputs and outcomes, and to advance knowledge about technician education programs. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 2300497 | Accelerating Advanced Electric Vehicle Technician Education While Increasing the Recruitment and Retention of Women | DUE | Advanced Tech Education Prog | 08/13/2024 | Michael LeBlanc | leblanm@linnbenton.edu | OR | Linn Benton Community College | Standard Grant | Michael Davis | 07/01/2023 | 06/30/2026 | $347,934.00 | Garwin Burroughs | 6500 PACIFIC BLVD SW | ALBANY | OR | 973.213.755 | 5.419.174.999 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The shift towards battery powered electric vehicles continues to change the landscape of public and personal transportation in the United States and shows no signs of slowing down. While development of infrastructure ramps up and the number of electric vehicles on the road continues to grow, the impact on the automotive and heavy equipment repair industry will need to be addressed. This project from Linn Benton Community College (LBCC) seeks to address the growing skills gap facing automotive and heavy equipment technicians in southwest Oregon. The college will leverage its existing automotive and heavy equipment diesel facilities to create a new one-year certificate that will focus on electric vehicle and hybrid vehicle technology. As part of this effort, the college will make a special effort to engage more female students in the college's advanced transportation technology program. Finally, the project will promote the development of advanced vehicle technician education programs regionally through a collaborative effort including neighboring community colleges and high schools. The project team recently completed an industry survey of dealerships, independent repair shops, and municipalities in the region to gauge their needs for current and future workers. Results from this survey will inform the creation of a new one-year certificate, which will be a new stackable credential that will contribute to the existing Advanced Vehicle Technology degree. Instructors from LBCC will complete industry recognized training to prepare them for the creation of six new courses on Advanced Transportation and Battery Vehicle Technology. To increase the representation of females, the college will participate in customized training sessions to make systemic changes that should result in increased female enrollment. Practices from this training will create a culture of support for female students, and should ultimately help to diversify the electric vehicle workforce. Results from this work will be shared regionally among Oregon's 17 community colleges, and nationally through the ATE community. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1916552 | I/UCRC Phaser III at North Carolina State University: Center for Advanced Forestry Systems | EEC | GOALI-Grnt Opp Acad Lia wIndus, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 03/11/2024 | Rachel Cook | rlcook@ncsu.edu | NC | North Carolina State University | Continuing Grant | Prakash Balan | 12/15/2019 | 11/30/2024 | $601,311.00 | 2601 WOLF VILLAGE WAY | RALEIGH | NC | 276.950.001 | 9.195.152.444 | ENG | 150400, 576100, 741200 | 019Z, 1032, 1504, 5761, 9178, SMET | 0,00 | The Center for Advanced Forestry Systems (CAFS) was established in 2007 to address challenges facing the wood products industry, landowners, and managers of the nation's forestland. Over the past decade, the 7 university sites (University of Maine [lead], North Carolina State University, Oregon State University, University of Georgia, Purdue University, University of Idaho, University of Washington) that collaborate under CAFS have successfully provided the structure and resources needed for scientific collaboration in the areas of forest genetics, site manipulation, and growth & yield modeling. As CAFS moves into Phase III, focus will shift to address the technological challenges of the 21st century, with research questions aimed at multiple spatial and temporal scales (including molecular, cellular, individual-tree, stand, and ecosystem levels). Forests provide a major part of the Earth's oxygen, remove and store a substantial amount of atmospheric CO2, provide habitats for much of the world's plants, animals, and microorganisms, serve as feedstock for bioenergy, biofuels, and biomaterials, and are a source of economic opportunity. CAFS regional and national research on a wide range of technological capabilities to sustain healthy forests, with an emphasis on decision-support tools and remote sensing, will support the US forest industry by solving problems with targeted, applied, and collaborative research. The Center for Advanced Forestry Systems (CAFS) brings together industry and agency scientists and practitioners and university scientists to solve problems facing our nation's planted and natural forests. CAFS Phase III interdisciplinary research approach will enhance the competitiveness of the U.S. forest products industries by solving problems at multiple temporal and spatial scales, and by determining fundamental solutions that transcend traditional tree species, regional, and disciplinary boundaries. During Phase III, CAFS will focus on precision forest management, forest genetics, key decision-support tools, and remote sensing research. Technology transfer between CAFS scientists and industry will facilitate the adoption of technologies such as unmanned aerial vehicles (UAVs) and Light Detection and Ranging (LiDAR), which are rapidly changing how forests are measured, monitored, and managed. CAFS graduate students, recruited from underrepresented and traditional groups, will be unique in the forestry sciences because of their applied problem-solving and interdisciplinary skills across multiple scales. Healthy forests are vital to the world's ecological, social, and economic health; wood is a major economic commodity that serves as the raw material for building and as a feedstock for bioenergy, biofuels, and biomaterials; and 2.7+ million jobs depend on forests, representing a payroll of over $110 billion. CAFS, as the leader for R&D relevant to the forest industry, will directly benefit the national forest economy. 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. |
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| 1650503 | I/UCRC Phase II: I/UCRC for Identification Technology Research | CNS | Special Projects - CNS, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, , , , , , , , , , , , , , , , , , , , | 07/15/2024 | Stephanie Schuckers | sschucke@clarkson.edu | NY | Clarkson University | Continuing Grant | Mohan Kumar | 03/01/2017 | 02/28/2025 | $2,040,673.00 | Joseph Skufca | 8 CLARKSON AVE | POTSDAM | NY | 136.761.401 | 3.152.686.475 | CSE | 171400, 576100, 741200, Q22400, Q28700, R12100, R26700, R32100, R33600, S33200, S33300, S36400, U21700, U36600, V31200, V32800, W32400, X33200, X40500, X40600, Y14400, Y19500, Y20800 | 022Z, 1032, 5761, 7218, 8237, 9102, 9178, 9251, SMET | 0,00 | The goal of the Center for Identification Technology Research (CITeR) as an Industry/University Cooperative Research Center is to serve an enabling role in the development of identity systems. Having a provable and verifiable identity is necessary for an individual to function in modern society. Your identity is what allows you to have a job, maintain a bank account, and drive a car. Identity is also what allows society to be free and safe, as dangerous individuals can be excluded from the public, for instance through placing suspected terrorists on no-flight lists and by capturing known criminals. In particular, CITeR research, education, and technology transfer is focused on confirming identity as well as development of privacy-enabling technology. The universities that make up CITeR include West Virginia University, University of Arizona, The University at Buffalo and Clarkson University. CITeR affiliates (members) at Clarkson include both government agencies as well as public and private companies. In addition, CITeR's focus on identification technology impacts "improved national security" by meeting the research needs of other government agencies that depend on this technology. CITeR's overall research focus is human analytics, identity science, biometric analysis, and policy/privacy; Clarkson's specific focus is vulnerabilities/countermeasures, novel and behavioral biometrics, and advanced computing. Clarkson University as the lead institution adds complementary Center capabilities for measurements and signal processing to identity humans and human intent. In conducting research, CITeR faculty actively engages undergraduate students in their research, involving them in active roles beginning as early as their freshman year. CITeR is active in outreach to K-12; hosting STEM outreach activities in for elementary and high school students. Clarkson specifically has worked to identify and address educational needs of next-generation professionals in the identification technology arena, and is providing broad-reaching and positive impact to higher education in these areas. |
| 2113850 | IUCRC Phase I RPI: Center for Research toward Advancing Financial Technologies (CRAFT) | CNS | Special Projects - CNS, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 07/05/2024 | Aparna Gupta | guptaa@rpi.edu | NY | Rensselaer Polytechnic Institute | Continuing Grant | Mohan Kumar | 07/01/2021 | 11/30/2026 | $653,144.00 | Mohammed Zaki, Malik Magdon-Ismail, Kristin Bennett, Koushik Kar, Thiagarajan Ravichandran | 110 8TH ST | TROY | NY | 121.803.590 | 5.182.766.000 | CSE | 171400, 576100, 741200 | 1032, 5761, 9102, 9178, 9251, SMET | 0,00 | This project establishes the Center for Research toward Advancing Financial Technologies (CRAFT) devoted to research on fintech, the conjunction of finance and technology. The fintech industry is growing as a result of advances in computer science coupled with practical advances in computing hardware, and it affects almost all other industries in the broader economy. The vision of CRAFT is to bring together industry partners, academic researchers, federal agencies, and students to conduct and advance interdisciplinary fintech research, innovation, and workforce training in support of new products, services and ventures. CRAFT @Rensselaer brings a range of complementary capabilities combining Rensselaer’s well-established strengths in computer science, data sciences, and quantitative finance, and focusing on specific methodological thrusts in machine learning, artificial intelligence, natural language processing, distributed ledger technologies, and network analytics. The center will support innovations in core financial services, such as, trading, investing, payments, lending, and insurance, and develop innovations in important segments of the real economy, such as, health care, supply chains, sustainability & green finance. CRAFT @Rensselaer will also conduct research on developing and evaluating financial technologies innovations and their applications to support policy and regulatory needs. CRAFT will have a broad impact on the economy by helping to better understand the benefits and risks of potentially disruptive technologies. The research projects will allow policy makers and industry participants to better understand and manage risks, thus reducing the possibility of unintended consequences and disruptions. Since new technologies are often associated with innovation and growth, CRAFT may contribute to a more vibrant economy. With respect to education, the projects will lead to technologies and processes that can be used in education and training. The proposed workshops for high school students will broaden participation in all disciplines. The center repository will be hosted at Stevens library. The data, code, and the results of projects will be well organized and maintained on the CRAFT server according to the Center data management policy for at least ten years or longer. After the training modules and software packages are documented and tested, they will be released and made available through popular public code hosting services such as GitHub. 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. |
| 2025064 | NNCI: North Carolina Research Triangle Nanotechnology Network (RTNN) | ECCS | Eddie Bernice Johnson INCLUDES, RSCH EXPER FOR UNDERGRAD SITES, Advanced Tech Education Prog, National Nanotechnology Coordi, Discovery Research K-12 | 08/13/2024 | Jacob Jones | jacobjones@ncsu.edu | NC | North Carolina State University | Cooperative Agreement | Richard Nash | 09/01/2020 | 08/31/2025 | $5,750,000.00 | James Cahoon, David Berube, Nan Jokerst | 2601 WOLF VILLAGE WAY | RALEIGH | NC | 276.950.001 | 9.195.152.444 | ENG | 032Y00, 113900, 741200, 760100, 764500 | 1032, 7237, 9178, 9251, SMET | 0,00 | Non-technical description: The Research Triangle Nanotechnology Network (RTNN) enables innovation and commercialization of new promising nanotechnologies and facilitates public education for the U.S. by providing technical leadership and open access to comprehensive and dynamic nanotechnology laboratories, equipment, and research expertise. Three major research universities anchor the RTNN (North Carolina State University, Duke University, and the University of North Carolina at Chapel Hill) and are clustered near one of the nation's major nanoscience and nano-biotechnology regional economies. The RTNN identifies and responds to emerging nanotechnology infrastructure needs that will enable researchers to address societal grand challenges of the next decade, using our facilities as a focal point for the convergence of academic disciplines, industries, and the public and private sector. The RTNN surmounts the barriers of accessing nanotechnology facilities by implementing and deploying innovative programs that are continually assessed, evaluated, and refined. The RTNN leads research on Social and Ethical Implications of Nanotechnology (SEIN) including issues that reside at the intersection of nanotechnology user facilities with employment and economic development. The RTNN supports a nanotechnology innovation ecosystem that spans grades 7-12, community colleges, universities, and industry. By translating program successes across the nation, the RTNN serves as a leader for the development and growth of U.S. nanotechnology innovation ecosystems. Technical description: The RTNN integrates comprehensive shared user facilities and complementary research programs at three major research universities. These resources are used to dramatically increase the national impact of state-of-the-art fabrication and characterization facilities in nanoscience and nanotechnology. A specific emphasis is on engaging users from underserved groups, including all underrepresented groups in STEM as well as researchers who do not typically access shared nanotechnology facilities such as those from non-traditional disciplines. RTNN technical capabilities span nanofabrication and nano-characterization of traditional hard/dry and emerging soft/wet materials. Core research expertise and specialized technical capabilities in the RTNN span: organic and carbon-based 1-D and 2-D nanomaterials (e.g. plant-based nanomaterials, textile nanofibers); materials for energy efficiency and sustainability (e.g. hybrid perovskite devices, wide-bandgap materials); heterogeneous integration and interfacial studies of nanomaterials and nanostructures (e.g. flexible substrates, nanofluidics systems); and nanostructures for biology, medicine, and environmental assessment (e.g. nanoparticles for drug delivery, wearable electronics). The RTNN expands shared facilities usage by creating and assessing innovative programs and disseminating these programs throughout the nation. These programs include new modules for Nanotechnology, A Maker’s Course (a massive open online course on making nanotechnology devices), expansion of a program to accelerate the entry of new and non-traditional users into working in the facilities, a community college internship program, enhanced outreach to grades K-12 and rural communities, and the leadership of a Research Community for Nanotechnology Convergence. This Research Community will bring together researchers from distinct disciplines to address infrastructure barriers in tackling major societal challenges. 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. |
| 2349809 | Center: InnovATEBIO The National Biotechnology Education Center | DUE | Advanced Tech Education Prog | 08/12/2024 | Linnea Fletcher | linneaf@austincc.edu | TX | Austin Community College | Standard Grant | Virginia Carter | 09/01/2024 | 08/31/2029 | $7,499,965.00 | Terri Quenzer, Russ Read, James Hewlett, Sandra Porter | 6101 HIGHLAND CAMPUS DR | AUSTIN | TX | 787.526.000 | 5.122.237.000 | EDU | 741200 | 1032, 8038, 9178, SMET | 0,00 | In September 2022, President Biden signed Executive Order (E.O.) 14081 on Advancing Biotechnology and Biomanufacturing Innovation for a Sustainable, Safe, and Secure American Bioeconomy. The Order directs the expansion of training and education opportunities for all Americans in biotechnology and biomanufacturing with the goal of maintaining U.S. leadership in the bioeconomy. The InnovATE BIO National Biotechnology Center will support this Executive Order with a focus on the education of the skilled technical workforce (STW) needed by industry. The Center will conduct webinars and convenings, develop models for scalable and sustainable faculty professional development, build the next generation of leaders, and initiate collaborations that connect high schools, 2-year community and technical colleges, and 4-year educational institutions with industry and policy advocates to develop the needed STW to create and produce biotechnology-based solutions that address society's greatest challenges. The three goals of the Center are: 1) sustain, grow, and empower the community of biotechnology educators; 2) support community and technical college faculty in educating the skilled biotechnology workforce; and 3) enable community and technical colleges and state partnerships to shape the future of biotechnology workforce education. Multiple educational institutions will be involved in center activities. The Center currently networks and collaborates with 117 two-year institutions, 10 four-year colleges or universities, and 107 high school affiliates with more programs expected to be added during the next few years. Objectives and activities will support each of the goals and evaluative activities will provide both formative and summative assessment reports to guide the Center in supporting the education of the STW at educational institutions across the U.S. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2055223 | Mobile Controlled Environment Agriculture Technician Education | DUE | Advanced Tech Education Prog | 08/12/2024 | Lew Nakamura | lewnaka@hawaii.edu | HI | University of Hawaii | Standard Grant | Keith Sverdrup | 07/01/2021 | 06/30/2025 | $300,000.00 | BERNARD MICHELS, Orlo Steele | 2425 CAMPUS RD SINCLAIR RM 1 | HONOLULU | HI | 968.222.247 | 8.089.567.800 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | The Hawaiian Islands currently import 90% of its food. Consequently, it needs to expand local food production. This project aims to address this need by creating a mobile Controlled Environment Agriculture (CEA) greenhouse and use it to teach students CEA skills. The mobile greenhouse can be deployed in challenging environments (e.g., volcanic eruption, hurricane, pandemic), thus improving the resiliency of Hawaii’s isolated communities. In addition, this mobile CEA greenhouse will increase participation of native Hawaiian students underrepresented in STEM fields by linking to ongoing cultural and “aina” (land) values such as sustainability. The new CEA curriculum will engage students from agricultural and technology programs in problem-based learning. The hands-on environment, together with involvement of students from different disciplines, can enhance students’ critical thinking skills and the ability to work in multidisciplinary teams. Completion of the CEA curriculum, with its problem-based learning approach, has the potential improve employability of participating students across a range of jobs and industries. Using a new insulated and refrigerated shipping container with a commercial trailer, Hawaii Community College will work with industry advisors to design and build the mobile CEA greenhouse and upgrade existing courses to include CEA knowledge and skills. The CEA curriculum will focus on building, automating, and optimizing the resources, operations, and yield from the technology-enabled mobile greenhouse. The greenhouse environment will provide a strong context for the new PBL pedagogy, which will involve students from different disciplines with the goal of increasing students’ skills and employability with a broad range of employers. The mobile green house will be brought to middle and high schools to enhance visibility of the technology, the varied employment opportunities available to those with training, and showcase the potential of integrating agriculture and technology programs in Hawaii. Results from the project’s annual evaluation reports will be used to adjust activities and measure success. These results will also inform stakeholders in education, agriculture, engineering, and the public. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2348835 | FlexTech Automation Education Project | DUE | Advanced Tech Education Prog | 08/10/2024 | Michael Beavers | mbeavers@lakelandcollege.edu | IL | Lake Land College | Standard Grant | Connie Della-Piana | 08/01/2024 | 07/31/2027 | $349,741.00 | Walter Robison, Gary Lindley | 5001 LAKE LAND BLVD | MATTOON | IL | 619.389.366 | 2.172.345.403 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Recognizing the education and workforce opportunities for automation technicians in rural east central Illinois, the project team, in partnership with industry, will create two levels of certification in automation technology through the Applied Engineering Technology program at Lake Land College. The Automation Technician Specialist I and II certifications respond to the need for access to educational opportunities, materials, and resources and meet the demands for maintaining education-work-life balance for traditional and non-traditional students. Importantly, the project addresses two major issues facing the region: 1) opportunities for careers right after graduation from high school, and 2) career advancement and retraining for incumbent workers. Project activities include 1) the development of a long-term recruitment plan to foster diversity in the program, workplace, and the field; 2) the development of new and revised curriculum for an automation technology program; 3) the creation of a set of one-credit hour courses and open lab sessions in collaboration with industry; 4) the establishment of an industry advisory council to ensure continuous updating of materials and resources per industry standards; and 5) the advancement of knowledge on providing educational opportunities, materials, and resources for traditional and non-traditional students. The overarching goal of the project is to meet local industry need for skilled automation technicians. The project will (a) collaborate with local industries to develop a flexible curriculum based on industry input and standards that prepares students/workers; (b) implement effective open lab operations and processes; and (c) create a long-term recruitment plan that will build relations with local high schools and enable students to work with tools and automation starting at a young age, as well as recruiting incumbent workers who are seeking up-skilling opportunities. The mixed methods evaluation is guided by a set of questions that are aligned with the goals, objectives, and activities of the project and that is specifically designed to document and assess both implementation (process) and outcomes. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the Nation's economy. 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. |
| 2301164 | Collaborative Research: A Solar and Wind Innovation and Technology Collaborative for Hawaii (SWITCH) | DUE | Advanced Tech Education Prog | 06/26/2023 | Charles Xie | charles@intofuture.org | MA | INSTITUTE FOR FUTURE INTELLIGENCE, INC. | Standard Grant | Keith Sverdrup | 07/01/2023 | 06/30/2026 | $299,993.00 | 26 ROCKLAND ST | NATICK | MA | 17.605.852 | 5.083.977.021 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This Track 2 ATE project aims to serve the national interest by cultivating the next generation workforce to lead Hawaii’s transition to 100% renewable energy by 2045. A central challenge in renewable energy generation is it often confronts other basic needs such as food, water, and culture, as its distributed nature demands a lot of space. As such, large-scale deployments of renewable energy generators in our country would be unthinkable without establishing wide social acceptance. Studies have suggested that greater public participation in planning and designing of renewable energy solutions can increase their transparency and gain more public trust and community support. However, the current paradigm of technical education in the field of renewable energy lacks essential elements for teaching students how to address public concerns with technological solutions and then communicate the engineering results to stakeholders. This project will supplement these elements to existing courses in community colleges and use the social environments of public schools as testbeds for students to learn and practice those “soft skills.” In partnership with five high schools in Hawaii, Kapiolani Community College (KCC) and the Institute for Future Intelligence (IFI) will develop innovative educational programs that engage community college and high school students to learn the knowledge and skills needed to take on the renewable energy challenge. These programs will use students’ own homes, schools, and communities as the application scenarios for designing hypothetical solar and wind energy solutions. Students will learn how to meet the diverse needs of their families and communities while minimizing adverse effects on local ecosystems, cultures, and economies. To consolidate the pathway of career and technical education from the secondary level to the tertiary level, the project will designate KCC students who have successfully completed these programs as teaching assistants to teachers and design tutors to students in collaborating high schools to help them implement customized versions of the programs. The project will be empowered by Aladdin, an open-source, Web-based computer-aided design tool developed by IFI as a citizen science platform that supports public participation in renewable energy engineering and planning. Aladdin allows anyone to design their own renewable energy solutions for their communities, share the proposed solutions via social networks, and draw public interest in crowdfunding their construction. KCC will run annual professional development workshops to introduce the curricular and technological innovations of this project to secondary teachers in Hawaii. Interested teachers will then partner with KCC to implement these innovations in their schools. This project will be overseen by an Advisory Board consisting of experts in the fields of renewable energy, technical education, and policy making. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation’s economy. 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. |
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| 2400884 | Collaborative Research: Development of an Electric Vehicle Engineering Technology Program for the Middle Tennessee Region | DUE | Advanced Tech Education Prog | 08/05/2024 | Larry Flatt | lflatt@mscc.edu | TN | Motlow State Community College | Standard Grant | Olga Pierrakos | 08/01/2024 | 07/31/2027 | $467,000.00 | Khalid Tantawi, Omar TANTAWI | 6015 LEDFORD MILL RD | TULLAHOMA | TN | 373.887.972 | 6.154.558.511 | EDU | 741200 | 1032, 9178, SMET | 0,00 | According to the United States Bureau of Labor Statistics, Tennessee ranks fourth in the U.S. in number of automobile manufacturing jobs - approximately 20,000 jobs in auto manufacturing in 2023. Tennessee also ranks first in the southeast in electric vehicle (EV) manufacturing and employment. This growth is accompanied by a critical shortage in the workforce, with studies predicting the shortage of EV technicians. EV technician shortages will be addressed in this project by the creation of an EV Engineering Technology Program at Motlow State Community College and an EV Battery Technology Certificate at Chattanooga State Community College. The programs will provide students with the skills and knowledge they need and will help in ensuring that the electric vehicle industry has a workforce pool that is qualified to maintain and repair electric vehicles safely and efficiently. As a result of this project, students will be trained to handle all electric vehicles, and will fill in the shortage gap that is expected to keep growing. This project will also help improve the economy in the regions through high demand skill training and will provide the automotive industry with the needed skilled workforce. The investigative team will work to promote diversity and equitable access for individuals from all backgrounds with a focus on groups underrepresented in the automotive industry. This will be achieved through dissemination of project materials and through outreach activities in the economically disadvantaged regions and underrepresented communities of Tennessee. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2026262 | The Hidden Innovation Infrastructure: Understanding the Economic Development Role of Technician Education in the Changing Future of Work | DUE | Advanced Tech Education Prog | 08/09/2024 | Michelle Van Noy | mvannoy@rutgers.edu | NJ | Rutgers University New Brunswick | Standard Grant | Connie Della-Piana | 09/01/2020 | 06/30/2025 | $1,907,954.00 | Marilyn Barger, Renee Edwards | 3 RUTGERS PLZ | NEW BRUNSWICK | NJ | 89.018.559 | 8.489.320.150 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The roles of technicians and two-year institutions are unrecognized in most traditional approaches to measuring the impact of higher education on economic development. This project aims address this gap by identifying the economic impact of technician education programs and workforce development at two-year institutions. The research will investigate the hypothesis that community college technician education programs and the NSF Advanced Technological Education (ATE) Program form an infrastructure that creates both a workforce of skilled technicians and an ecosystem of supports that help to increase workplace productivity and innovation, thus spurring regional economic development. The multi-faceted mixed-methods research study will include a national analysis of community college technician education and economic development, as well as in-depth regional case studies of technician education and industries in advanced manufacturing. The national analyses will examine data from the U.S. Bureau of Labor Statistics Occupational Employment Statistics and the U.S. Census County Business Patterns. Case study sites will be selected based on ATE program investments, level of rurality, manufacturing sector, economic context, and economic development region. The project will advance understanding of technician education’s contribution to economic development in two ways. First, the project will develop a more refined conception of the role that community college technician education plays in economic development. Second, the project will provide a deeper examination of workplace outcomes beyond simple employment and earnings models to generate insights on the nature of technician work and on innovation and productivity in the workplace. In addition to a new data collection, two primary datasets will be combined in the analyses: the U.S. Bureau of Labor Statistics Occupational Employment Statistics data and the U.S. Census County Business Patterns data. Both use the North American Industry Classification System. The Integrated Post-Secondary Education System data and ATE program award data will be used to measure different cognate areas, such as the number of students in higher education. The National Center for Education Statistics crosswalk between Classification of Instruction Program codes with the Standard Occupation Classification codes will be used to link education programs to occupations. The project will examine trends in technician production from community colleges and trends in the technician labor market, which will be augmented with data from the NSF’s National Training, Education, and Workforce Survey. A quasi-experimental difference-in-differences approach will be used to establish causal linkages between technician education/ATE program and innovation/economic and workforce development. On-going work by the Aspen Institute and the State New Economy Index will inform case study measures and analyses. Comparative analysis of the linked case studies will contribute to: identifying the presence or absence of the phenomenon of interest; exploring how the phenomenon varies across conditions; investigating differences in the impact of the phenomenon; testing theoretical and emerging linkages among different phenomena; and examining conditions under which the phenomenon arises. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1838419 | Strengthening and Supporting the Community College Leadership Role in Advancing STEM Technician Education | DUE | Advanced Tech Education Prog | 08/23/2022 | Ellen Hause | ehause@aacc.nche.edu | DC | American Association of Community Colleges | Continuing Grant | Virginia Carter | 08/01/2019 | 07/31/2025 | $4,999,982.00 | STE 410 | WASHINGTON | DC | 20.036 | 2.027.280.200 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The Advanced Technological Education (ATE) program focuses on educating a skilled technical workforce to keep the United States advanced technological industries globally competitive, and has supported this goal for the past 25 years. A critical partner in this effort has been and continues to be the American Association of Community Colleges (AACC), which provides a direct link between the program and US community and technical colleges. The AACC has supported community college leaders to make the connections needed to build and sustain STEM programs. The AACC has also mentored faculty and catalyzed new collaborations that have strengthened technician education programs across the nation. This project will continue this work by supporting the networking and professional enrichment provided by the ATE Principal Investigator (PI) Conferences and the MentorLinks program. It will also create a new program for senior leaders of community and technical colleges, to enhance understanding of advanced technological education and nationally expand its implementation. In this project, the AACC aims to: broaden the impact of community college leadership in advancing STEM technician education; encourage greater numbers of community colleges to develop and/or to strengthen existing ATE-related programs; create and support venues for STEM professional and leadership development; support STEM capacity building through direct engagement with community college presidents and senior administrators; and disseminate the value, resources, and accomplishments of the ATE program. Project activities include organizing four ATE PI Conferences and expanding the AACC's successful MentorLinks program to enable 20 community colleges to develop new or strengthen existing STEM technician education programs. It will also develop and implement an ATE Administrative Leadership Engagement program, designed to provide peer-to-peer professional development for community college presidents and senior administrators, to raise awareness of and support for the implementation of ATE awards and STEM capacity building. This Administrative Leadership Program will offer: (1) ATE Presidents' Breakfast Discussion Roundtables at the AACC's annual convention; (2) A workshop for community college presidents with resulting proceedings report, held in conjunction with the 2020 ATE Conference focused on identifying and sharing promising strategies to support the successful implementation of ATE awards on their campuses; (3) A webinar series targeting topics relevant to administrators, as identified through the workshop and roundtables; The project will also disseminate ATE program resources, information, and opportunities through the project website, feature articles, presentations, conference proceedings, and the use of social media; evaluate project activities including two ATE focus groups designed to strengthen the annual ATE Conference; and publish research findings on AACC's MentorLinks program resulting from a 2018-2019 longitudinal study covering the program's impact over a period of 14 years. 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. |
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| 2113874 | IUCRC Phase 1: The City College of New York: Center for Building Energy Smart Technologies (BEST) | EEC | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 07/15/2024 | Ahmed Mohamed | amohamed@ccny.cuny.edu | NY | CUNY City College | Continuing Grant | Prakash Balan | 08/01/2021 | 07/31/2026 | $593,849.00 | Nicholas Madamopoulos, Michael Bobker, Prathap Ramamurthy | 160 CONVENT AVE | NEW YORK | NY | 100.319.101 | 2.126.505.418 | ENG | 576100, 741200 | 1032, 5761, 8040, 8043, 9178, SMET | 0,00 | The Building Energy Smart Technologies (BEST) IUCRC brings together universities and industries to transform the building industry through the development and adoption of sustainable and intelligent technologies. BEST will apply innovative, energy-smart technologies through a wide spectrum of US buildings. BEST will be located in two sites: the lead site at University of Colorado Boulder (CUB) and the partner site at City College of New York (CCNY), taking advantage of the diverse academic, natural and industrial environments these locations provide. The BEST center will foster smart, sustainable, and efficient development and utilization of energy in the built environment through an integrated systems approach to design, retrofit, construct, and operate sustainable buildings and cities. Ultimately, the BEST Center will support the U.S. building industry’s efforts to meet increasingly stringent building energy-efficiency regulations, and society’s expectations for improved sustainability, resiliency, and security in communities and cities. The BEST Center will support the goal of achieving net-zero greenhouse gas emissions by 2050. Moreover, the center will educate and train a skilled and diverse workforce to address current and future employment needs for the U.S. building industry. The BEST Center will enable the development of new and sustainable building energy technologies through a holistic understanding of the interactions between built and-natural systems. In particular, the center will address design and operation solutions for the built environment associated with extreme weather events, which are becoming more frequent and intense due to a rapidly changing climate. Additionally, the center will focus on the emerging challenges in the building sector due to pandemics and health crises such as those caused by COVID-19, and increase cybersecurity of the buildings systems and of occupants’ privacy. The center’s research scope spans various disciplines specific to building energy systems, including indoor-outdoor energy flows, advanced building envelope systems, demand-response informatics, application of advanced in-situ and remote sensing for monitoring the environment and occupants, and distributed energy efficient and renewable technologies. To cover the rich and wide diversity of the building industry needs, five Thrust Areas are proposed for the center’s research activities: (i) smart buildings materials, (ii) intelligent building mechanical and electrical energy systems, (iii) distributed and renewable energy systems, (iv) city-scale building energy systems and informatics, and (v) smart grid systems integrated with distributed energy and data systems. 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. |
| 2348707 | Implementing a Simulated Cyber Range Training Environment to Prepare Cyber Technicians | DUE | Advanced Tech Education Prog | 04/23/2024 | Kristopher Bradshaw | krbradshaw@johnstoncc.edu | NC | Johnston Community College | Standard Grant | Paul Tymann | 07/01/2024 | 06/30/2027 | $645,836.00 | David Oliver | 245 COLLEGE RD | SMITHFIELD | NC | 275.776.055 | 9.192.092.571 | EDU | 741200 | 1032, 8045, 9178, SMET | 0,00 | This project aims to serve the national interest by integrating a state-of-the-art Cyber Range into a cybersecurity program at Johnston Community College (JCC). This project intends to provide students with hands-on experiences of live fire cyberattacks. The students at JCC will validate and showcase their acquired skills through the proposed badging system while earning credentials alongside their degree program. This project intends to provide a safe and real-world training environment. The project team plans to share their cybersecurity curriculum with other community colleges and foster potential collaborations with others. In addition, the project team plans to hire skilled female candidates and offer opportunities to individuals with backgrounds in IT/cybersecurity, such as veterans with security clearances and people with hearing loss due to their military service. This project has three goals: 1) creating a hands-on cybersecurity training range to prepare technicians for industry, 2) increasing female enrollment in cybersecurity, and 3) improving the knowledge and inclusiveness of cybersecurity faculty and administrators for the deaf and hard-of-hearing community. JCC is in close proximity to the North Carolina Research Triangle Park, which affords students more opportunities to enter the cybersecurity field as highly skilled technicians. The project has the potential to address talent pipeline and diversity issues and to increase the number of skilled women, veterans, and people with disabilities in this field. This project is funded by the Advanced Technological Education program, focusing on educating technicians for advanced-technology fields that drive the Nation's economy. 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. |
| 2025489 | NNCI: Northwest Nanotechnology Infrastructure (NNI) | ECCS | Advanced Tech Education Prog, National Nanotechnology Coordi | 07/03/2024 | Karl Bohringer | karl@ee.washington.edu | WA | University of Washington | Cooperative Agreement | Richard Nash | 09/01/2020 | 08/31/2025 | $5,000,000.00 | David Ginger, Daniel Ratner, Mo Li, Lara Gamble | 4333 BROOKLYN AVE NE | SEATTLE | WA | 981.951.016 | 2.065.434.043 | ENG | 741200, 760100 | 1032, 7237, 9178, SMET | 0,00 | Non-Technical Description: The NNCI Northwest Nanotechnology Infrastructure (NNI) site serves as the prime resource for nanotechnology researchers and engineers in the Pacific Northwest region and beyond. The NNI consists of world-class facilities at the University of Washington (UW) in Seattle and Oregon State University (OSU) in Corvallis, complemented by unique capabilities available at the Department of Energy’s Pacific Northwest National Laboratory (PNNL), and through the newly established Northwest Nanotechnology Laboratory Alliance. Anchored at the UW and located in the midst of a vibrant biotech and startup scene, the NNI offers state-of-the-art tools and specialized training to a diverse user base with particular attention to the photonics, quantum, clean energy and biomedical fields. The mission of NNI consists of core services that can be summarized by the pillars Make - Measure - Mentor. Make and Measure form the site’s physical foundation and Mentor reflects the coordination of educational efforts, including those with broad impact beyond the scientific community. The NNI’s physical infrastructure consists of the Washington Nanofabrication Facility (WNF, Seattle), the Materials Synthesis & Characterization Facility (MaSC, Corvallis) and the Advanced Technology and Manufacturing Institute (ATAMI, Corvallis) for making, and the Molecular Analysis Facility (MAF, Seattle), the Oregon Process Innovation Center (OPIC, Corvallis) and the Ambient Pressure Surface Characterization Laboratory (APSCL, Corvallis) for measuring. Whether novice or seasoned engineer or scientist, whether undergraduate, graduate, postdoc or community college student or teacher, all users are offered flexible access to NNI facilities, from comprehensive training of local users to operator-assisted tool access to remote execution of projects. Technical Description: The NNI serves as a broad-based nanotechnology resource, though three principal research focus areas highlighted in which the site will provide leadership: (i) Photonic and Quantum Devices, which aims at enabling large-scale integrated photonic networks and quantum information systems that are expected to overcome current limits in speed and bandwidth of electronic circuits. Beyond information processing, the miniaturization and integration of photonics in medical devices is facilitating the development of new, minimally invasive health diagnostics; (ii) Advanced Energy Materials and Devices, which aims at providing the scientific and engineering basis for clean energy solutions, including the creation of better batteries or scalable and environmentally benign materials for solar power; and (iii) Bio-Nano Interfaces and Systems, which provides the infrastructure and expertise for inventing and demonstrating new devices for biomedical applications, enabling advances in protein modeling, drug delivery, sensors, bio-scaffolds and bioelectronics. NNI educational activities are geared towards a broad audience and designed to have a multiplier effect. Three signature residence programs are offered: (i) Educators-in-residence from local tribal schools gain hands-on laboratory skills for use in teaching their K-12 classes; (ii) Summer Experiences in Science and Engineering for Youth (SESEY) expose students from groups underrepresented in STEM to careers in engineering; and (iii) on-campus and in-person learning experiences encourage college-going paths for students from local and regional K-12 school districts. In addition, the NNI engages the broader public through exhibits at high-profile events such as Engineering Discovery Days at UW and National Nanotechnology Day at the Seattle Pacific Science Center. 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. |
| 2202152 | Atlanta Technical College Bioscience Emerging Technicians Project | DUE | Advanced Tech Education Prog | 04/19/2022 | Barry Bates | bbates@atlantatech.edu | GA | Atlanta Technical College | Standard Grant | Virginia Carter | 08/01/2022 | 07/31/2025 | $346,002.00 | Amanda Daniels | 1560 METROPOLITAN PKWY SW | ATLANTA | GA | 303.104.446 | 4.042.254.526 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The overall vision of the Bioscience Emerging Technician project at Atlanta Technical College is to increase the knowledge of emerging bioscience career opportunities among groups historically underserved in STEM in the metropolitan Atlanta area. This three-year project plans to engage dual-enrollment students in unique summer workshops, support an industry speaker’s series, provide tours of biotechnology companies, and develop a first-year experience seminar course. These experiences will be designed to teach students the skills they will need for employment in the field. Students who complete the three-semester program can earn a Bioscience Technology Technical Certificate of Credit (TCC). The Bioscience Emerging Technicians Project will facilitate the direct connection between students and individuals employed in biotechnology companies in the greater Atlanta area. Overall this project will support the state's growing bioscience industry with an expanded pool of highly skilled individuals for technician-level workforce needs. The Bioscience Emerging Technicians project aims to increase the number of dual enrollment students in the field of bioscience by connecting them early with industry representatives and on-site experiences. The project goals are to 1) recruit and enroll dual- enrollment students in the bioscience technology program, 2) increase awareness of bioscience career opportunities through specialized activities, and 3) increase the graduation rate of Bioscience Emerging Technician Program students in comparison to the college's graduation rate. Activities to reach these goals include open-houses for families to learn about the program, the creation of a summer bioscience workshop, the revision of laboratory exercises and the establishment of a first-year seminar focused on biotechnology career exploration. The project will also increase engagement with bioscience industry via a speaker’s series and on-site tours of facilities and the creation of a Bioscience business and industry leadership team (BILT). This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2000651 | Collaborative Research: Preparing the Workforce for Industry 4.0's Intelligent Industrial Robotics | DUE | Advanced Tech Education Prog | 08/21/2023 | Omar TANTAWI | otantawi@mscc.edu | TN | Motlow State Community College | Standard Grant | Paul Tymann | 07/01/2020 | 06/30/2025 | $129,190.00 | 6015 LEDFORD MILL RD | TULLAHOMA | TN | 373.887.972 | 6.154.558.511 | EDU | 741200 | 1032, 9178, SMET | 0,00 | According to the International Federation of Robotics, nearly 75% of the global market for next-generation industrial robotics is in China, Japan, Korea, and Taiwan. To remain competitive, U.S. industries need to rapidly accelerate the use of intelligent robotics. As a result, the nation needs to train highly skilled technicians who can program, use, maintain, and repair intelligent industrial robots. This collaborative project will address the nation’s shortfall of qualified technicians in intelligent industrial robotics. It intends to do so by establishing a collaboration between academic institutions and major manufacturers in the eastern and central regions of Tennessee and Alabama. Together these partners will define the necessary skillset for the next-generation industrial robotics technical workforce. They will also develop a curriculum that will allow students to learn those skills. This project will result in one of the first programs in the nation for workforce training in intelligent robotics and artificial intelligence technologies. This effort will thus support U.S. businesses and industries to rapidly and effectively incorporate next-generation robotics in their workplace. The project has the following specific aims: 1) develop intelligent robotics curricular modules; 2) implement train-the-trainer workshops for educators; 3) identify skill sets needed for handling the next-generation robotics; 4) develop a knowledge base of next-generation robotics for secondary and post-secondary educators; and 5) increase public awareness of next-generation robotics. By using a collaboration among four academic institutions in the eastern and central regions of Tennessee and Alabama, and involving major manufacturers in the region, the project expects to deliver outcomes that will be sustainable and can be replicated or adapted at other institutions. This project intends to develop one of the first programs in the nation for workforce training at community and technical colleges in intelligent robotics and artificial intelligence technologies. Since community and technical college supply a significant percentage of the industrial workforce, this project has the potential to help U.S. businesses and industries rapidly and effectively incorporate next-generation robotics in their workplace. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
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| 2331455 | Collaborative Research: Resource Collaborative for Immersive Technologies (RECITE) | DUE | Advanced Tech Education Prog | 09/15/2023 | David Presley | dpresley@mscc.edu | TN | Motlow State Community College | Standard Grant | Virginia Carter | 10/01/2023 | 09/30/2026 | $104,607.00 | 6015 LEDFORD MILL RD | TULLAHOMA | TN | 373.887.972 | 6.154.558.511 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Extended reality (XR) technologies are being rapidly integrated into industry and society, yet their integration into technician education lags. These technologies, which include 360° photography and videography (360), augmented reality (AR), mixed reality (MR), and virtual reality (VR), have tremendous potential to enhance student learning and are poised to revolutionize the educational experience. This project will create an innovative ecosystem supporting XR technology utilization in technician education, foster new collaborations, develop community standards, and enhance technician workforce pathways to ensure national industry competitiveness. The project will improve STEM technician education through the accelerated integration of XR technologies into technician education programs. The goals of the project are: 1) Assess XR technology adoption and attitudes in NSF ATE program domains and create implementation and dissemination resources for two-year colleges; 2) Develop and implement XR technology faculty professional development for direct instruction; 3) Develop an XR technology website and products repository for ATE projects and Open Educational Resources using XR technology; and 4) Grow and broaden XR implementation by connecting high schools, academia, and industry. It is expected that the project’s findings will contribute to the development of best practices and inform the design of effective XR experiences for technician students, provide evidence-based recommendations on the use of XR technologies in technician education programs, establish design principles for XR simulations, aiming to create inclusive and accessible experiences for all users, including those with disabilities, varied learning styles, and diverse cultural backgrounds, and offer designers best practices to ensure these technologies benefit and impact all learners effectively. The project will fill critical gaps in the current understanding of how to effectively integrate XR technologies into technical education. This project is funded by the Advanced Technological Education (ATE) program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
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| 2140289 | Creating an Industry Recognized Energy Storage Certification Credential | DUE | Advanced Tech Education Prog | 08/23/2021 | Kenneth Walz | kwalz@madisoncollege.edu | WI | Madison Area Technical College | Standard Grant | Virginia Carter | 10/01/2021 | 09/30/2025 | $744,987.00 | Joel Shoemaker, Nicholas Matthes, Shawn OBrien | 1701 WRIGHT ST | MADISON | WI | 537.042.599 | 6.082.466.676 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Renewable Energy is one of the fastest growing industries in the U.S. and the Department of Labor has found that solar and wind technicians are the two fastest growing occupations in the nation. The U.S. Energy Information Administration has projected that 81% of all new electrical capacity installed in 2021 will be from renewable resources, primarily in the forms of solar, wind, and battery energy storage systems. The lattermost technology is especially important, because most community college energy technology programs do not currently address energy storage, and there are no commonly accepted standards of education or training for technicians working with this technology. In this project, the ATE CREATE Energy Center is partnering with the Midwest Renewable Energy Association (MREA) and the North American Board of Certified Energy Practitioners (NABCEP) to create a new industry recognized Energy Storage Certification credential. This project will build upon the draft Job Task Analysis previously developed by CREATE and MREA and will apply it as the framework to develop and launch a new Certification in Energy Storage Technology. The process will involve a comprehensive industry survey to validate a Job Task Analysis specific to the energy storage sector, organization of a committee of energy storage subject matter experts to develop certification criteria and to write questions for a comprehensive certification exam, and psychometric data analysis to ensure the rigor and accuracy of exam questions and cutoff scores. The proposed Energy Storage Certification will be ANSI accredited and will become the uniform standards of practice for the residential and small commercial renewable energy industry. This will also form the backbone for curricula to be developed by CREATE, MREA and other education providers to prepare students to earn the new Energy Storage Certification, which will be administered by NABCEP. This project will introduce two new industry organizations and two new industry based Co-PIs to the NSF ATE Community, thus strengthening the connection between academia and industry to provide a skilled technical workforce for the energy sector. In addition the project team will develop energy storage certification exams in both English and Spanish, making an important contribution to advance equity in the clean energy sector. Although the proposed Energy Storage Certification developed in this project will target the residential and commercial solar sectors, many aspects of the Job Task Analysis and the industry standards that are identified in the certification will also be relevant to electric vehicles. It is possible that this effort could lead to a parallel future certification initiative for the transportation sector. By creating a skilled and credentialed workforce, this project may help to facilitate an easier marketplace entry for U.S. firms working on future storage technologies such as lithium polymer batteries, metal-air batteries, flow batteries and fuel cells. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2025752 | NNCI: San Diego Nanotechnology Infrastructure (SDNI) | ECCS | Advanced Tech Education Prog, National Nanotechnology Coordi | 06/27/2024 | yuhwa lo | ylo@ucsd.edu | CA | University of California-San Diego | Cooperative Agreement | Richard Nash | 09/01/2020 | 08/31/2025 | $5,875,000.00 | Yeshaiahu Fainman, Andrea Tao | 9500 GILMAN DR | LA JOLLA | CA | 920.930.021 | 8.585.344.896 | ENG | 741200, 760100 | 1032, 7237, 9178, SMET | 0,00 | Non-technical Description: The San Diego Nanotechnology Infrastructure (SDNI) is set up as a national nanotechnology research and education infrastructure to serve the country’s needs for advancing research, facilitating technology commercialization, supporting entrepreneurship, developing strong and competitive work force, enhancing K-12, college and graduate education, and promoting diversity and inclusion. By accomplishing its missions, SDNI will become a key contributor to the pursuit of scientific research and the national health, prosperity, and security. SDNI offers unique tool sets, skills, technical support, mentorship, and services to produce a myriad of innovative materials and devices. These unique capabilities will help the nation to gain competitive advantages in areas critical to the nation’s economy and security, including artificial intelligence (AI), advanced manufacturing, quantum information science (QIS), and 5G/6G communications. The SDNI will also play a pivotal role in research pursuits that align with NSF’s 10 Big Ideas for the future, with particular focus on supporting and growing convergent research, enhancing science and engineering through diversity, and seeding innovation. To develop a more diverse and productive scientific workforce, the SDNI is committed to developing a systematic and executable outreach and education program to promote STEM. Built upon a pilot program that has shown feasibility through very positive responses from all stakeholders, including students, teachers, and administrators from school districts with high minority student populations, SDNI’s proposed outreach efforts will bring nanotechnology to the science curriculum of middle and high schools in southern California first and then across the country, through collaborations with other sites in the NNCI network. Technical Description: As part of the National Nanotechnology Coordinated Infrastructure (NNCI), the SDNI offers technical strengths in the areas of Nano/Meso/Metamaterials, NanoBioMedicine, NanoPhotonics, and NanoMagnetics. SDNI’s strategic goals are to (1) Provide infrastructure that enables transformative research and education and leverages San Diego’s innovation ecosystem, which includes major research institutes and over 2,000 companies employing more than 60,000 scientists and engineers; (2) Accelerate the translation of discoveries and new nanotechnologies to the marketplace; (3) Become a key contributing member of the NNCI Network to support and advance the nation’s nanotechnology infrastructure, and (4) Collaborate with the California Board of Education and local school districts to develop education and outreach programs to promote STEM efforts in high school and community colleges, especially at schools with high populations of underrepresented minority (URM) students. Because nanotechnology is a foundational technology with applications across disciplines, SDNI will continue to expand its capabilities, optimize its operations, and actively recruit and engage new and nonconventional users to advance discoveries in scientific areas of national priority. In particular, we expect the SDNI will play a crucial role in the advancement of convergent research to help create breakthroughs in areas of human machine interfaces, exploration of the universe, facilitating revolutions based on quantum physics, and enhancing science and technology by broadening participation in STEM. Discoveries made by users of the SDNI will have the potential to create transformative change in fields critical to the future of human society and national interests. 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. |
| 2000799 | Collaborative Research: Identifying and Investigating Pathways and Critical Junctures in Two-Year Information Technology Programs | DUE | Advanced Tech Education Prog | 07/06/2023 | Marcia Mardis | mmardis@fsu.edu | FL | Florida State University | Standard Grant | Connie Della-Piana | 08/01/2020 | 07/31/2025 | $643,131.00 | Faye Jones | 874 TRADITIONS WAY | TALLAHASSEE | FL | 323.060.001 | 8.506.445.260 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This research and development project aims to design and test a method for understanding the pathways students take through college and into careers in information technology. Specifically, the project will gather data about former students, including institutional data (such as grades) and information from surveys and interviews. The data will include information about students who completed the program, who did not complete the program, and who changed programs or transferred to other institutions. These data will be analyzed to identify potential pathways and critical junctions that may lead to student success or other outcomes. The research team from Tallahassee Community College and Florida State University expect that this approach will reveal opportunities and hindrances students face as they pursue credentials in information technology. This project aims to test the potential of integrating institutional data with phenomenological data to model student progression through post-secondary STEM programs, specifically information technology. Framed by Tinto’s model of student attrition and persistence, it will use a mixed methods sequential exploratory design with multiple layers of data collection and analyses that merge and examine institutional data and alumni phenomenological experiential data. It expects that this analysis will identify and verify influencers that support or hinder student success. Quantitative data analyses will consist of descriptive and comparative methods, which will be verified and informed by open coding and thematic analysis of the qualitative data. The systematic investigation of institutional and phenomenological data has the potential to: (1) generate practical knowledge about academic/career pathways in information technology for use by stakeholders; (2) identify and examine relationships among these pathways, students experiences, and psychosocial factors; and (3) add to the analytical methods available to institutional research professionals to document, investigate, and visualize student pathway information using data dashboards. Four Florida community colleges that collectively serve rural and urban student populations (Pensacola State College, Florida State College at Jacksonville, Chipola College, and Gulf Coast State College) will pilot test the efficacy and usefulness of the method for modeling and visualizing their students’ college and career pathways. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2350526 | Southwestern College Micro- Nano- technology Technical Education Certificate Program | DUE | Advanced Tech Education Prog | 08/05/2024 | Juan Gonzalez-Gonzalez | jgonzalez3@swccd.edu | CA | Southwestern College | Standard Grant | Kalyn Owens | 08/15/2024 | 07/31/2027 | $649,987.00 | yuhwa lo, Oscar Vazquez-Mena, Dmitriy Kalantarov | 900 OTAY LAKES RD | CHULA VISTA | CA | 919.107.223 | 6.194.826.344 | EDU | 741200 | 1032, 106Z, 9178, SMET | 0,00 | Developing a well-prepared workforce in micro- and nano- technology has been recognized as a critical national need. Micro- and nano- technology (MNT) refers to the interdisciplinary application of scientific knowledge to engineer systems enabling the investigation and control of matter at the micro- and nano-scales. Special emergent properties and behaviors allow scientists and engineers to create novel technologies when matter is engineered at these scales. Over the last few decades, there has been extraordinary growth and advancement in this field. This revolution will continue to profoundly impact major technical sectors such as electronics, energy security, and biotechnology. A strong workforce, skilled in the fabrication and characterization of MNT will, therefore, enable the U.S. to maintain its position as a global leader in the innovation economy. Preparation of this high-tech part of the workforce requires a concerted effort between industry and academia and relies on thousands of skilled technicians to engage in this endeavor. Despite the importance of MNT in the economy of the future, authentic opportunities for students attending two-year colleges to efficiently prepare for MNT jobs are rare. The primary goal of this project is to provide structured educational opportunities for traditional and non-traditional two-year college students to acquire the knowledge, skills, and abilities that will competitively prepare students for entry-level technical careers in MNT-related fields. Specific project objectives include: (1) provide students from underrepresented and economically disadvantaged backgrounds with a viable pathway to a career in a growing high-tech field, (2) develop a structured mentoring program to maximize retention and completion, (3) recruit STEM students and matriculating high school seniors from the local school district, (4) assess and refine the curriculum in consultation with industry, and (5) disseminate the results of this project's pedagogical model to other institutions looking to start their own MNT technician training programs. A partnership with the University of California at San Diego's state-of-the-art Nano3 facility provides the necessary venue and expertise for hands-on training in nanomanufacturing and characterization. An on-going collaboration with the Pennsylvania State University Microelectronics and Nanomanufacturing Consortium for Veterans will be leveraged to further enhance courses and curriculum throughout the pathway. The intent is that graduates have the necessary training to enter an MNT-related career upon obtaining their 2-year community college degree, or in some cases, after completing their 8-week summer practicum at the University of California at San Diego. Assessment activities will contribute to knowledge of effective education programs and practices to prepare individuals for technician and engineering pathways in the MNT industry. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2300117 | Building an Academic Pathway for Advanced Air Mobility Aircraft Maintenance Technicians | DUE | Advanced Tech Education Prog | 09/08/2023 | Andrew Shepherd | andrew.shepherd@sinclair.edu | OH | Sinclair Community College | Standard Grant | Christine Delahanty | 10/01/2023 | 09/30/2026 | $650,000.00 | Douglas Hammon, David Miller, Joseph Riehle, Joshua Bohun | 444 W 3RD ST # 12 | DAYTON | OH | 454.021.453 | 9.375.124.573 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by training the next generation of aircraft maintenance technicians to service and maintain Unmanned Aerial Systems (UAS) and Advanced Air Mobility (AAM) aircraft, thus safeguarding the nation’s position at the forefront of the global aerospace industry. The aerospace industry is shifting toward increased reliance on semi- or fully autonomous electric or hybrid aircraft, which will soon be used more frequently and in expanded roles. At the same time, upcoming additions and changes to federal regulations will require that these new aircraft types are regularly serviced to ensure their airworthiness and safety of operations in the National Airspace System (NAS). To support the domestic growth of the industry and to keep the expanding fleet of UAS and AAM aircraft performing at its full potential while remaining in compliance with federal regulations, the nation will require a sufficient number of aviation maintenance technicians. These technicians will need to have the skills to maintain these aircraft and to diagnose and repair any problems with inherent advanced technologies including sensors, avionics, communications, electric propulsion, and battery systems. This project will help address this need by enabling access to training and resources to develop these skill sets for both incumbent aviation maintenance workers and individuals who are new to the aviation field. This project will develop educational pathways by which a diverse pool of technicians will be trained to maintain and repair UAS and AAM aircraft. It will also advance a shared understanding of the skills and competencies needed to fill such roles and embed these skills into a post-secondary short-term technical certificate curriculum. The development of this curriculum will be undertaken in coordination with partners having regional and national reach, validated by industry representatives, and widely disseminated and replicated at colleges across the country. These efforts will be key to addressing the projected workforce shortage of technicians capable of servicing these new types of aircraft. Training workshops will be developed for current aviation maintenance workers exploring the innovations in UAS and AAM and orienting them to the skills needed to service these aircraft. Additionally, to develop the recruitment pipeline for future UAS and AAM maintenance technicians, the project will develop high school STEM content and train-the-teacher modules. Further, the project will conduct workshops to provide high school teachers with innovative curriculum, multimedia, and learning activities introducing the AAM paradigm, the components of UAS technologies, and opportunities for aviation maintenance technicians. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 2054724 | National Cybersecurity Training & Education (NCyTE) Center | DUE | Advanced Tech Education Prog | 12/19/2022 | Corrinne Sande | csande@whatcom.ctc.edu | WA | Whatcom Community College | Standard Grant | R. Corby Hovis | 10/01/2021 | 09/30/2026 | $7,499,995.00 | Philip Craiger, John Sands, Tony Coulson, Stephen Miller, Stephen Troupe | 237 W KELLOGG RD | BELLINGHAM | WA | 982.268.033 | 3.603.833.235 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Keeping computers and information systems secure is a major challenge. Business, industry, and government need well-prepared technicians who can prevent, detect, and investigate cybersecurity breaches. The growth of cyber-threats has created a need for many additional workers who have cybersecurity knowledge and skills. As the Advanced Technological Education (ATE) program's national center in the area of security technologies, the National Cybersecurity Training & Education (NCyTE) Center will leverage previous NSF grants, projects funded by the National Security Agency (NSA), and the expertise of partners to provide leadership for cybersecurity education in community and technical colleges and related secondary school programs that build America's skilled technical workforce in cybersecurity. The center will pursue four strategic goals: (1) Expand educational pathways and the diversity of cybersecurity programs to meet the nation's workforce needs. (2) Develop and deploy leading-edge cybersecurity curricula. (3) Cultivate engagement with employers (business, industry, government) and career opportunities for students. (4) Disseminate resources to improve current and future directions of cybersecurity education. In addition to Whatcom Community College, major partners in the center include California State University, San Bernardino; Embry-Riddle Aeronautical University (Daytona Beach, FL); Eastern New Mexico University - Ruidoso; the Center for Systems Security and Information Assurance (CSSIA; based at Moraine Valley Community College); and the National CyberWatch Center (NCC; based at Prince George's Community College). To advance cybersecurity education and build the nation's cybersecurity workforce, the NCyTE Center will expand, standardize, and disseminate cutting-edge resources for teaching and learning (including online learning) and best practices aligned with industry standards. The center will develop cybersecurity content targeting new industry sectors, integrate new and updated cybersecurity concepts into existing fields, conduct associated professional development for college and K-12 educators, and coordinate the work of other ATE grantees in cybersecurity. A projected 1,500 faculty will receive training and an estimated 2,300 faculty will engage in annual leadership development workshops and forums to update their knowledge and skills and to learn about needs in industry. Academies and boot camps will address the shortage of cybersecurity faculty. Through forums and career fairs, an estimated 10,000 students will learn about cybersecurity careers and make connections with employers. These activities, as well as targeted outreach and mentoring activities (with a special focus on women, veterans, and Native Americans), will attempt to broaden participation in the field. Using the materials, methods, experiences, and guidance that the center provides, community colleges around the nation will be able to launch, grow, and maintain cybersecurity programs, ultimately expanding and diversifying the pool of graduates who pursue cybersecurity careers. This project is funded by the Advanced Technological Education (ATE) program, which focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2300914 | Competency-Based Education for Automation Technologies to Improve Student Success | DUE | Advanced Tech Education Prog | 07/18/2024 | Paul Volkl | pvolkl@scciowa.edu | IA | Southeastern Community College Burlington | Standard Grant | Christine Delahanty | 08/01/2023 | 07/31/2026 | $649,499.00 | Ashlee Spannagel, Derreck Calkins | 1500 W AGENCY RD | WEST BURLINGTON | IA | 526.551.698 | 3.197.522.731 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Manufacturing is the largest in-demand industry sector for skilled workers in southeast Iowa and is also the source of the most high-paying jobs in the region. Skilled technicians are needed who can successfully troubleshoot, repair, and maintain the machinery and equipment that powers the various manufacturing processes in operation at manufacturing facilities. The existing Industrial Controls, Automation, and Robotics Technology technician degree program currently has low retention and graduation rates, some of which is due to the variability of students’ technical skills on entry to the program. Industry stakeholders would like to see students completing the program sooner, with credential-earning opportunities, and in a manner where they can demonstrate their mastery of skill competencies. Competency-Based Education has shown promise in providing a learning environment in which students with different learning abilities can learn and demonstrate competency for a set of specific skills. A competency-based curriculum will allow students to work at their own pace asynchronously through structured competencies allowing them to master each competency prior to moving to the next one. This project will transform courses in the current degree program into a Competency-Based Education model to improve the retention and persistence rates of students. Recruiting activities will focus on increasing the number of students from disadvantaged socio-economic groups in the program. The goals of this project are to: 1) increase the number of graduates for a degree program in automation technologies; 2) create a flexible learning lab to increase student accessibility to hands-on learning experiences; 3) increase the number of high school students in dual enrollment courses; and 4) expand industry involvement to promote career paths for students. To achieve these goals, this project will redesign the courses in the current degree program using a Competency-Based Education modality which will include alignment to industry-recognized credentials and course-level competencies and the development of skills assessments and master course shells. High school students will have the opportunity to take dual enrollment courses that will decrease the time to graduation and increase student awareness of career opportunities. A Teacher Academy and externships in industry will provide high school teachers with the opportunity to learn about careers within the manufacturing sector involving automation technologies. A mixed methods approach to data collection and analysis will be used to assess the impact of the project on student enrollment, retention, and persistence. Project results will be disseminated to the technician education community through a project website, an annual report, conference presentations, and professional publications. This project will build upon the body of knowledge related to: innovative course delivery approaches; K-14 career pathways to increase student enrollment, retention, and completion; flexible learning labs to meet student needs; and expanded industry involvement to promote career paths for students. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2350179 | ETSTE DCL: Improving the Education of Semiconductor Technicians Through Enhanced Curriculum and Partnerships to Meet Industry Needs | DUE | NSF-Intel Semiconductr Partnrs, Advanced Tech Education Prog | 08/06/2024 | Natalie Johnson | natalie.johnson@tccd.edu | TX | Tarrant County College District | Standard Grant | Michael Davis | 08/15/2024 | 07/31/2027 | $348,656.00 | Mohammad Ganjizadeh, Felisha Battles | 300 TRINITY CAMPUS CIR | FORT WORTH | TX | 761.021.964 | 8.175.155.420 | EDU | 241Y00, 741200 | 1032, 106Z, 8037, 8585, 9178, SMET | 0,00 | Currently, education and industry are not well-aligned to support the nanotechnology and semiconductor workforce. Additionally, there are barriers to student success, which contribute to the labor shortage felt by industry partners. TCCD seeks to improve its nanotechnology curriculum and student support services to both bolster its students and meet industry needs through a new Certificate in Semiconductor Electronics Technology (CISET). TCCD will use proven instructional methods to improve student outcomes in the areas of diversity, persistence, course success and degree attainment. Additionally, TCCD will use the innovative Business and Industry Leadership Team (BILT) model to work with its industry partners to address their workforce needs. The implementation of the project will have numerous impacts that align with NSF's mission, including (1) increasing the participation of women and students of color through improvement of student success and recruitment efforts, (2) improving STEM educator professional development through the broadening of current pedagogical preparation, and (3) increasing the quality of STEM education for students through both the improvement of a level I Certificate and through strengthened partnerships between TCCD, independent school districts, and regional STEM industry organizations. The project will enhance the development of a diverse STEM workforce available to meet the needs of the semiconductor industry, through which it will increase the economic competitiveness of the U.S. in the field of microchip manufacturing. This project will create a model than can be adopted by other colleges/universities and scaled to meet their unique needs. The goals of the project are to: (1) Improve TCCD's Electronics Technology Department curriculum and partner networking to enhance student education and produce qualified technicians to meet semiconductor industry workforce demands, and (2) Improve the Electronics Technology Certificate student diversity, persistence, success, and degree attainment. TCCD anticipates having 60 students complete the CISET by the end of September 2027. This will be accomplished through the following activities: (1) establishing the Certificate in Semiconductor Electronics Technology at TCCD, (2) hosting a technology career fair for students that engage industry partners and include workshops and skill-building sessions, (3) aligning electronics technology courses with industry-related certifications and badges, allowing students to develop and obtain industry-specific KSAs, (4) providing faculty professional development on flipped classroom pedagogy, to engage students in thinking, investigating, and creating, and (5) developing and implementing a math enrichment experience, a supplemental instruction program, and technology club to address barriers to enrollment and interest in electronics technology and to increase the number of electronics technology students who continue their studies with an advanced degree. This project is funded by the Advanced Technological Education program and is supported in part by funds from Intel Corporation under the ETSTE DCL. The program focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2301149 | Center: DeafTEC Resource Center Renewal Grant | DUE | Advanced Tech Education Prog | 05/31/2024 | Donna Lange | dalndp@rit.edu | NY | Rochester Institute of Tech | Standard Grant | Virginia Carter | 08/01/2023 | 07/31/2026 | $1,784,153.00 | Brian Trager, Keith Mousley, Linda Bryant | 1 LOMB MEMORIAL DR | ROCHESTER | NY | 146.235.603 | 5.854.757.987 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Although progress has been made, people with disabilities continue to be employed at rates much lower than the rest of the population. This lower employment rate is especially true of Americans who are deaf or hard of hearing (D/HH). The most recent available data from 2019 shows 44% of deaf and hard-of-hearing (D/HH) people have opted out of the labor force, at more than double the rate for the general population (21%). College graduation can provide major economic benefits for D/HH individuals who have the potential to earn 67% more than non-college graduates. Being employed in STEM provides an even greater benefit, since D/HH individuals in STEM occupations earn 24% more than their peers in non-STEM fields. The ATE Technological Education Center for D/HH Students, DeafTEC, works to increase the access of D/HH individuals to career information, to technician education, and to gainful employment. The goal of DeafTEC is to increase the number of D/HH individuals in highly skilled technician jobs in which there continues to be underrepresentation and underutilization of these individuals in the workplace. The DeafTEC Resource Center will continue to build on and utilize the exemplary materials and network that have been developed as well as achieve sustainability and institutionalization of our key functions. The Center will: (1) leverage partnerships to broaden professional development opportunities onsite and online for high school teachers, community college faculty, and employers to improve access to learning and technician employment for D/HH students; (2) expand, enhance, and broadly distribute DeafTEC’s innovative online resources available through its website that serves as a national resources for teaching D/HH students and military student veterans with hearing loss in technician education programs; and (3) collaborate with PIs of current ATE projects and centers on creating inclusive environments for D/HH students and student veterans with hearing loss. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1738689 | Phase II IUCRC Virginia Tech: Center for Energy Harvesting Materials and Systems (CEHMS) | EEC | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, , , , , , | 04/15/2024 | Jinsuo Zhang | zjinsuo5@vt.edu | VA | Virginia Polytechnic Institute and State University | Continuing Grant | Prakash Balan | 08/01/2017 | 12/31/2024 | $847,619.00 | Dong Ha, Shashank Priya, Lei Zuo, Shima Shahab | 300 TURNER ST NW | BLACKSBURG | VA | 240.603.359 | 5.402.315.281 | ENG | 576100, 741200, Q27200, Q27300, Q31000, S14100, U12300, u12400 | 1032, 127E, 170E, 5761, 8040, 9102, 9178, 9251, SMET | 0,00 | Transforming ambient energy, available freely from many sources (mostly as wasted energy), to electric power has attracted the interest of different industries because of growth potential and breadth of applications. The ability to generate power locally could eliminate the need to deliver power through a wire, and recharge or replace batteries. Through industry-directed research and collaborative efforts between the center sites, industry members of the Center for Energy Harvesting Materials and Systems (CEHMS) and others will be able to embed self-powered sensors within structures (buildings, aircraft, bridges, nuclear plants, etc.) to relay information about their structural integrity, power sensors for natural hazards monitoring, replenish power of portable and wearable electronic devices, and support the Internet of Things and operation of autonomous systems. The multidisciplinary research team will perform research on industry-driven projects with the objective of translating laboratory prototypes into commercial products; build on interdisciplinary strengths in science and technology, and; develop strong collaborations with industry. We will use a holistic approach to design and develop multifunctional building envelopes and infrastructure surfaces, through which the interactions and potential synergies between the various material and structural behaviors, energy harvesting and efficiency performance, and human behaviors are properly understood, modeled, and exploited, while eliminating or minimizing any potentially detrimental consequences or interactions. In addition, we will also develop effective sensing and monitoring systems and accelerated testing methods for maximized energy harvesting efficiency and life cycle cost performance. As the first step to make a transformative change for energy harvesting through civil engineering infrastructure through the following five research thrusts: 1) Multifunctional advanced materials and structures for energy harvesting and efficiency; 2) Energy converting devices for solar, geothermal, and mechanics energy harvesting and storage, such as battery and fuel cells; 3) Roadway energy harvesting systems with infrastructure protection; 4) Energy efficient buildings with energy harvesting and wireless sensing; and 5) Life cycle analysis and testing of energy harvesting materials and systems. |
| 2400982 | ETSTE DCL: Expansion of the Central Coast Partnership for Regional Industry-Focused Micro/Nanotechnology Education | DUE | NSF-Intel Semiconductr Partnrs, Advanced Tech Education Prog | 08/06/2024 | Jens-Uwe Kuhn | jkuhn@sbcc.edu | CA | The Foundation for Santa Barbara City College | Standard Grant | Kalyn Owens | 08/01/2024 | 07/31/2027 | $649,927.00 | Galan Moody | 721 CLIFF DR | SANTA BARBARA | CA | 931.092.312 | 8.057.304.420 | EDU | 241Y00, 741200 | 1032, 106Z, 8037, 9178, SMET | 0,00 | Maintaining a successful workforce pipeline in modern micro/nanotechnology and semiconductors is a critical national need. This project is designed to expand upon a foundational cleanroom training to fill an important and demonstrated high-tech industry need for job-ready cleanroom technicians. Community college students are in an ideal position to help meet these industry needs. This project intends to provide community college students and faculty with expanded access to and training in cleanroom facilities at the California NanoSystems Institute. These significant hands-on learning experiences in cleanroom facilities and additional curriculum will enable students to develop the knowledge, skills, and abilities necessary for successful employment in cleanroom technician and related positions. Through strong collaboration with industry partners, the project aims to strengthen the regional economy in micro-/nanotechnology and semiconductor fields by increasing the number of competitive local applicants for positions in these areas. Through this project, Santa Barbara City College and the University of California Santa Barbara will expand a partnership to provide community college students with access to and training within cleanroom facilities. The goals of this project are to: (1) enhance industry relationships with community college faculty and students via workshops, tours, seminars and faculty meetings with the Industry Advisory Board; (2) expand training activities for community college faculty and students in the cleanroom facility; (3) broaden the community college student educational pathway to manufacturing jobs via industry-certified curriculum; and (4) expand community engagement, outreach and recruitment activities. This project intends to expand upon initial trainings for building a robust regional workforce pipeline to serve the larger micro- /nanotechnology and semiconductor industry and to prepare students for high-tech manufacturing positions. It is designed to serve as an on-going model of community college collaboration with local industry partners on industry-backed curriculum and student training. The partnership also presents an opportunity for a community college to leverage critical facilities provided by a nearby four-year institution that are fundamental components of hands-on student job training. This project is funded by the Advanced Technological Education program and is supported in part by funds from Intel Corporation under the ETSTE DCL. The program focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2400643 | ETSTE DCL: Pathways Leading to Advanced Semiconductor Manufacturing Across New York (PLASMA-NY) | DUE | NSF-Intel Semiconductr Partnrs, Advanced Tech Education Prog | 08/06/2024 | Michael Grieb | m.j.grieb@sunyocc.edu | NY | SUNY Onondaga Community College | Standard Grant | Kalyn Owens | 08/01/2024 | 07/31/2027 | $649,953.00 | Gino Duca | 4585 W SENECA TPKE | SYRACUSE | NY | 132.154.580 | 3.154.982.581 | EDU | 241Y00, 741200 | 1032, 106Z, 8037, 8585, 9178, SMET | 0,00 | This Track 2 ATE project aims to develop multiple educational pathways leading to careers in the semiconductor manufacturing industry in the five-county Central New York region. Project activities seek to make a significant contribution to statewide and national efforts to strengthen the U.S. semiconductor ecosystem. Building upon existing Electromechanical Technology and Engineering Science associate degree programs, this project plans to integrate semiconductor competencies, learning outcomes, course content and labs into an industry recognized micro-credential. Additional on- and off-ramps to degree and certificates in the semiconductor industry are also part of the development plan. These new pathways intend to provide individuals with prior technical engineering experience increased access to specialized training and ultimately to well-paid jobs. Collaborations with high schools and other two-year colleges are likely to expand upon this project to provide concurrent enrollment pathways and co-delivery options. Ultimately, the results should provide numerous opportunities for students to develop the specialized knowledge and skills needed to obtain employment in a rapidly expanding industry. The overall goal of this project is to create multiple educational pathways for individuals to earn industry-validated credentials that provide the critical skills and knowledge needed to enter and advance in technician and engineering positions in the semiconductor industry. This project seeks to incorporate the evidence-based Business Industry Leadership Team (BILT) model and Developing a Curriculum (DACUM) process to systematically engage employers and expert educators to validate new curriculum, resulting in alignment of the skills needed with the needs of industry. Ultimately, this project aims to result in industry-validated, semiconductor-focused content that can be integrated as a stackable credential within an associate of applied science and associate of science degree. Collaborations with high school partners and baccalaureate degree institutions will provide additional pathways for expanding access to these new technical education opportunities in the semiconductor field. Project evaluation aims to generate findings to support formative feedback to improve execution of proposed activities as well as contribute to the knowledge of effective semiconductor training programs. This project is funded by the Advanced Technological Education program and is supported in part by funds from Intel Corporation under the ETSTE DCL. The program focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2400503 | Advanced Diagnostics Transportation Training Certification | DUE | Advanced Tech Education Prog | 08/06/2024 | Forrest Brownlee | Forrest.brownlee@minnesotanorth.edu | MN | Minnesota State Colleges & Universities | Standard Grant | Michael Davis | 08/15/2024 | 07/31/2027 | $343,405.00 | Wayne Trenholm | 30 7TH ST E | SAINT PAUL | MN | 551.014.812 | 2.183.274.000 | EDU | 741200 | 1032, 148Z, 9178, SMET | 0,00 | The extraordinary technological advancements seen in the heavy equipment and transportation industries related to electric, autonomous, and controlled vehicle innovation have contributed to a pressing need to expand the skills and expertise of the skilled technical workforce. The advanced skills needed in rural Minnesota are broader than those needed in metropolitan regions, with the expectation that technicians are both able to manually navigate older equipment that is still being serviced at local shops as well as those in production at mines or other resource-related industries, such as logging. However, the growing need for skills that match an emerging market of “electric diesel” equipment and other high-powered and highly networked equipment is increasing. To address the demand for upskilling, Minnesota North College will create an advanced diagnostics transportation micro-credential to build the immediate skills needed for new technicians to successfully transition to more sophisticated advanced driver-assistance systems (ADAS), hybrid and electric components testing, and networking. The proposed project will be designed to quickly develop students' skills and knowledge to align with industry needs through a five-course micro-credential. Courses will be available for second-year diesel mechanics and automotive technician students and field technicians. Over this three-year project, 12 students in two cohorts will be recruited to complete the certificate program. Based on the demographics of the region and college, and the comprehensive support services offered through college, a highly skilled diverse automotive and diesel workforce for the region will emerge. This project aims to increase access to advanced diagnostic skills to supplement the after-market automotive sector, private contractor, and mining workforce in heavy equipment. The goal of the project is to upskill current and new cohorts of rural transportation technicians in advanced driver-assistance systems and advanced diagnostics with an emphasis on the recruitment of adult learners and women. Representatives from the diesel and automotive industries will serve on an advisory board to provide insight into the development of the advanced diagnostics micro-credential certificate program. Additionally, college faculty will participate in relevant professional development to build curriculum that aligns with diagnostic, autonomous, and comprehensive advanced vehicle maintenance. The resulting four-month certificate program will provide an accelerated training option for students and industry professionals to be better prepared to meet regional transportation needs. This project will create the first workforce in northeastern Minnesota that will be equipped to navigate greater levels of troubleshooting and diagnostic repair on increasingly connected vehicles in the automotive and heavy equipment sector. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation’s economy. 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. |
| 1953653 | Using Interconnected Career Pathways and Success Coaching to Enhance Student Success in STEM | DUE | HSI-Hispanic Serving Instituti, Advanced Tech Education Prog | 04/10/2023 | Luz Rodriguez | lrodri14@rcsj.edu | NJ | Rowan College of South Jersey -- Cumberland Campus | Standard Grant | Mike Ferrara | 07/01/2020 | 06/30/2025 | $2,145,082.00 | Christina Nase, Cortney Bolden, Anthony Haddad | 3322 COLLEGE DR | VINELAND | NJ | 83.606.926 | 8.562.004.548 | EDU | 077Y00, 741200 | 1032, 8209, 9178 | 0,00 | With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, this Track 1 project seeks to improve the success of students in STEM fields. It will do so by developing a regional model of culturally inclusive STEM career pathways that span from high school to STEM careers. The pathways will focus especially on careers in cybersecurity and mechatronics/engineering, which have high workforce demands and offer well-paying career pathways. This STEM career pathways model will be designed to enhance relationship-oriented student supports and coaching to help students across critical transitions, such as the transition from high school to college. It is expected that these supports will result in increased success rates among STEM students, particularly students from Hispanic or low-income populations. The project will also support improvements in STEM curricula, implementation of high-impact practices such as active learning, and access to research and work-based learning experiences. By enhancing the STEM learning experience, the project seeks to increase enrollment, retention rates, two- and four-year degree completion rates, and career placement of students. The project seeks to generate effective practices for designing a STEM career pathway model and will share its findings with the broader higher education community. The project aims to generate new knowledge about how to enhance student success in STEM by defining career pathways and supporting students in those pathways. By embedding transfer program pathways in cybersecurity and mechatronics/engineering, the project will enhance opportunities for students to enter the STEM workforce in these fields. Project goals are to: 1) Increase retention, credit-hour accumulation, graduation, and STEM career entry outcomes; 2) Increase engagement of students, including Hispanic and low-income students, in course-based undergraduate research and experiential learning through cross-sector partnerships; 3) Improve academic and career outcomes for students through innovative STEM teaching and learning strategies and curricular models. The project evaluation includes a quasi-experimental impact study to examine results by comparing outcomes for cohort and non-cohort students, enabling assessment of differential outcomes between groups. Mid-project outcome-trend reports, as well as the post-grant impact study, will be disseminated via presentations at STEM conferences, publications, and outreach to non-NSF funded HSIs. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims. 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. |
| 2350285 | ETSTE DCL: Creating a skilled technician workforce by establishing the Reinforcing Instructors for Semiconductor Education (RISE) Consortium | DUE | NSF-Intel Semiconductr Partnrs, Advanced Tech Education Prog | 08/06/2024 | Scot McLemore | smclemore3@cscc.edu | OH | Columbus State Community College | Standard Grant | Virginia Carter | 09/01/2024 | 08/31/2028 | $2,495,000.00 | Robert Geer, Christopher Zirkle, Elizabeth Azhikannickal | 550 E SPRING ST | COLUMBUS | OH | 432.151.722 | 6.142.872.639 | EDU | 241Y00, 741200 | 1032, 106Z, 9178, SMET | 0,00 | Research studies estimate that despite the manufacturing sector accounting for 12.73 million workers in April 2022, the United States has a gap of 2 million jobs that may go unfilled because there are not enough technicians trained to meet the demand. This project will focus on the semiconductor manufacturing industry sector in Ohio as Intel has begun construction of two new leading-edge microchip fabrication facilities (fabs) in Licking County, Ohio, with an initial investment of more than $20 billion, the largest economic development project in the state of Ohio. Yet almost all community colleges in Ohio report difficulties with finding and retaining qualified faculty to teach engineering technologies. The rapidly changing manufacturing economy in the region is compounding the shortage by expanding the need for educational programs in electronic vehicle as well as semiconductor manufacturing. This consortium project will develop a multi- pronged approach to prepare faculty at community colleges and provide them with curricula statewide to teach microprocessor manufacturing. Through public-private partnerships between the institutions and industry partners, this consortium will create a faculty hub to recruit, credential, diversify, and upskill instructors in related disciplines and provide them with the curriculum needed to successfully expand the semiconductor workforce. The model will be designed and piloted, working with faculty, employers, and subject matter experts, and then replicated with community colleges in central Ohio and scaled nationally. Consortium goals include: 1) Establish a collaboration venue to connect existing centers and projects, employers, and educators within the semiconductor industry; 2) Create a professional development hub to recruit, credential, diversify, and upskill the needed instructors in related disciplines and existing technicians; 3) Share workforce needs through labor market data and best practices in equitable outreach and community-building among educational institutions, trade, and regulatory associations, and practicing technicians within the semiconductor ecosystem; 4) Benchmark academic programs and curricular resources across the semiconductor and microelectronics sector to share through MNT-EC Curriculum Team; and 5) Support and create a community of practice for institutions adapting traditional programs or establishing new semiconductor programs. This project is funded by the Advanced Technological Education program and is supported in part by funds from Intel Corporation under the ETSTE DCL. The program focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2325500 | Journal of Advanced Technological Education (J ATE) | DUE | Advanced Tech Education Prog | 07/24/2023 | Peter Kazarinoff | peter.kazarinoff@pcc.edu | OR | Portland Community College | Standard Grant | Virginia Carter | 08/01/2023 | 01/31/2025 | $615,281.00 | Lynn Zentner, Karen Leung | 12000 SW 49TH AVE | PORTLAND | OR | 972.197.132 | 9.717.228.392 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Community colleges are integral to the higher education landscape in the United States, enrolling a large percentage of all undergraduate students, including half of all freshman and sophomores. Community and technical colleges teach a higher proportion of low-income students, students of color, and first-generation college students than their counterparts at four-year institutions. Because of differences in the history, mission, organizational structures, and student populations, community college faculty spend more time teaching and fewer hours engaged in research and scholarship than four-year college faculty. Yet within higher education as a whole, publication in peer-reviewed journals remains a primary way of evaluating the productivity and workload of college faculty. In a world where faculty competence is often measured in terms of publications rather than teaching experience, the lower number of articles submitted for publication by faculty at community and technical colleges contributes to perceptions of lower prestige, and misperceptions of the quality of education provided by community and technical colleges. With the emergence of the Journal of Advanced Technological Education (J ATE), these highly-valuable, little-known sources of innovative ideas can be brought to a larger audience. J ATE represents an opportunity not only for community colleges, but for educators at all levels to learn about research and best practices in technician education and undergraduate research that are being developed for the most diverse population of undergraduates in the country. This project will support the J ATE in developing a sustainability plan for the journal while also supporting both faculty and students in honing their skills on crafting articles for submission to peer-reviewed journals. The goal of J ATE is to promote and advance technician education nationwide by building a community of peer-reviewed published authors from community and technical colleges. By publishing innovations in technician education, this project will promote best practices for teaching America’s increasingly diverse undergraduate student population and increase the reach and recognition of community college faculty and students. The goal will be achieved through professional development of project team members, community college faculty and students; broad dissemination of resources and information for ATE PIs, Co-PIs, Evaluators, and community college faculty; and a business plan for sustaining the only peer-reviewed journal dedicated to technician training. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2310948 | IUCRC Phase II+ Virginia Tech: Center to Advance the Science of Exploration to Reclamation in Mining (CASERM) | RISE | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 08/06/2024 | Erik Westman | ewestman@vt.edu | VA | Virginia Polytechnic Institute and State University | Continuing Grant | Barbara Ransom | 09/01/2023 | 08/31/2028 | $449,999.00 | John Hole, Nicholas Polys | 300 TURNER ST NW | BLACKSBURG | VA | 240.603.359 | 5.402.315.281 | GEO | 576100, 741200 | 1032, 5761, 9178, SMET | 0,00 | Mining is essential to modern society's transition to a sustainable future. Meeting the global demand for earth resources is a grand challenge. The Industry-University Cooperative Research Center (IUCRC) to Advance the Science of Exploration to Reclamation in Mining (CASERM) is a collaborative effort between Virginia Tech and the Colorado School of Mines, industry partners, and government agencies. The Center is interdisciplinary. It strengthens and promotes cross-disciplinary discoveries in geophysics, geochemistry, mineralogy, computational science and statistics, and mining operations and engineering. Knowledge transfer to all areas of the mining and related geoscience sectors is a core Center mission. The Center's activities transform the way geoscience data are used in the exploration and mining industry sector beginning with the mineral exploration stage and continuing through mine closure and environmental remediation. Center research activities focus on dramatically improving the way global mineral exploration and mining of ores and other natural resources are done, replacing industry experience- and empiricism-based decisions with innovative science and technology-based solutions that inform decision making, increase the chances of exploration success, and reduce financial risk. Center goals include promoting socio-economic prosperity and helping reduce the environmental impact of mining. Broader impacts include workforce development, an essential element of Center activities. It includes not only graduate and undergraduate students training and involvement in industry-relevant research but also invites industry participation in university research activities focused on advancing the state of the mining sector of the economy; and not simply responding to the needs of a single company. The Center also engages with community college instructors and students who work with university faculty and students on projects of mining sector importance further advancing its workforce training goals by engaging students working toward two-year degrees or certificates. The Center to Advance the Science of Exploration to Reclamation in Mining (CASERM) is focused on advancing the exploration/mining industry sector through the establishment of a cooperative partnership with industry that conducts pre-competitive research and workforce development of benefit to the mining industry, academia, and society. The purpose and long-term vision of the Center is for addressing serious research challenges and providing an engine of knowledge creation in the development of 3-D subsurface geologic models for mineral deposits; integrating diverse geoscience data to inform decision making and minimize geological risk; devising new, faster, and more accurate assessments of the economic potential of drill core and other geological specimen taken from the field; advancing the science of mineral exploration; and improving mining operations and safety. It has five industry-driven research thrusts: (1) mineral exploration and mineral system models; (2) geological modeling and resource characterization; (3) advanced technology solutions; (4) mine development and operations; and (5) social and environmental impacts of mining. The Center's vision requires collaborations across a broad range of disciplines. For the Virginia Tech Site, the intellectual foundation stems from its unique focus on AI and machine learning that it applies to mine exploration and development needs. Its part in the Center is to develop new and novel means of increasing safety of underground mining, improving yields requiring blasting, and exploring the use of digital twins in the mining sector. Its collaboration with its partner Site, the Colorado School of Mines, brings expertise in mineral exploration, sample analysis, and integration of new knowledge into established models of ore generation that increase the possibility of finding new ore deposits and harvesting essential elements from mine waste dumps and remediating them to bring them back to environmental health. 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. |
| 2400554 | Southeast Community College Bioindustrial Manufacturing Education (SCC-BioME) Project | DUE | Advanced Tech Education Prog | 08/05/2024 | Susanne Helms | shelms@southeast.edu | NE | Southeast Community College | Standard Grant | Kalyn Owens | 08/15/2024 | 07/31/2027 | $468,832.00 | STEVE MCCONNELL, David Madcharo, Mary Durham | 301 S 68TH STREET PL | LINCOLN | NE | 685.102.449 | 4.023.233.410 | EDU | 741200 | 1032, 8037, 9150, 9178, SMET | 0,00 | Current economic trends and national efforts are shifting focus towards more clean and sustainable energy generation and manufacturing processes. This shift has been steadily expanding career opportunities in the bioindustrial manufacturing sector. The need to attract and train skilled workers is especially evident in the Midwest, where biomass, including corn, soybeans, and sugar beets, are abundant. To address this regional need, this project aims to strengthen partnerships between industry and educators, cultivate interest in career pathways in manufacturing, and build capacity for the growing bioindustrial manufacturing ecosystem in the greater Midwest. Project activities seek to expand and enhance program curriculum to integrate applications of scientific concepts, support technical skill-building, and provide career exploration opportunities. The innovative cross-disciplinary curriculum integration approach of this project can serve as a model for crossing academic program boundaries to provide holistic education and training opportunities that meet industry needs and provide new career pathways for two-year college students. This project seeks to develop, implement and assess contextualized learning modules to enhance the skills, competencies, and awareness of bioindustrial manufacturing related career pathways in Nebraska and surrounding midwestern states. More specifically, this approach involves the integration of a series of technical skills into science lab curricula to engage students in industrial applications of traditional science concepts that include a fermentation of an industrial product in a microbiology class followed by the purification of the product in a chemistry class. Site visits and video tours of regional industry facilities utilizing these processes will complement the in-class activities. The modules will build entry-level chemical and microbiological handling skills and raise awareness of options for undecided students and academic transfer-track students. The modules will also be adapted for use in grade 6-12 STEM camps and will be the basis for activities to expose K-12 students and their families to biomanufacturing during events such as Family Science Night. These curricular and programmatic enhancements will address workforce development needs and provide upskilling opportunities for incumbent workers and pathways for students in technical education programs. Project outcomes will be presented at regional and national conferences. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2350504 | Jackson College Interdisciplinary Program in Manufacturing | DUE | Advanced Tech Education Prog | 08/05/2024 | Edward Burkhead | BurkheaEdwardL@jccmi.edu | MI | Jackson Community College | Standard Grant | Nasser Alaraje | 10/01/2024 | 09/30/2027 | $503,646.00 | Albert Rossner, Jamie Vandenburgh | 2111 EMMONS RD | JACKSON | MI | 492.018.395 | 5.177.870.800 | EDU | 741200 | 1032, 8037, 9178, SMET | 0,00 | The Jackson College Interdisciplinary Program in Manufacturing will seek to develop and foster growth in the advanced manufacturing and hi-tech workforce in the Mid-Michigan area by developing training and programming that integrate fabrication technology with automation technology. The project will address the need for skilled workers who understand both how parts are fabricated, welded, and machined as well as how systems can be automated using robotics, computers, and artificial intelligence. A key goal of this project will be to engage with underserved populations including minority, rural, low-income, and adult students in order to promote opportunity within the Mid-Michigan regional community. The project will develop a new certificate program that leads to an A.A.S. in Advanced Manufacturing Degree. This new program will bring in emerging technology which bridges the gap between these two disciplines, including autonomous mobile robots and collaborative welding robots. It will also build curriculum that combines the systematic thinking utilized in the field of automation with issues of quality control, design, process, and material handling that are considered in the field of fabrication. It will use a competency-based education and project-based learning approach to ensure that students are exposed to a broad range of advanced technologies. Workshops will be held for regional secondary education STEM teachers and local community members in order to disseminate and facilitate the growth of expertise in fabrication and automation skills in the region. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation's economy. 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. |
| 1700496 | Geospatial Technology Center of Excellence: Growing the Workforce | DUE | Advanced Tech Education Prog | 06/25/2024 | Vincent DiNoto | Vince.DiNoto@kctcs.edu | KY | Kentucky Community & Technical College System | Standard Grant | Virginia Carter | 07/01/2017 | 06/30/2025 | $4,535,517.00 | Ken Yanow, Richard Schultz, Ann Johnson, Nicole Ernst | 300 N MAIN ST | VERSAILLES | KY | 403.831.245 | 8.592.563.397 | EDU | 741200 | 1032, 9150, 9178, SMET | 0,00 | The National Geospatial Technology Center of Excellence (GeoTech Center) is a collaborative effort of two-year colleges, universities, and industry to accomplish the vision of increasing the number and diversity of learners and workers who possess industry-defined geospatial technology (GST) skills and competencies. The need for a GST workforce that possesses current industry-defined skills and competencies is expanding at a rapid rate. Today, GST is becoming an essential tool in fields including (but not limited to) emergency response, sustainability, agro-science, energy, and a variety of STEM disciplines. These occupations require a skillset in the analysis of spatial data and geo-visualization. One impact of this project will be the national expansion and diversification of a GST workforce that possesses relevant and current industry-defined GST skills and competencies. GeoTech Center research has identified a lack of educational materials to meet the needs of the broad geospatial community of users. Curricula that are standardized and contextual, and that can be used in traditional college learning environments, as well as by individuals for self-improvement, is desperately needed. The GeoTech Center will design and develop industry-aligned educational materials that can be used in a modularized format and portable to different learning environments. The GeoTech Center has four integrated Goals: 1) Research emerging trends and uses of GST; 2) Develop industry-aligned curriculum for new and incumbent users of GST; 3) Investigate best practices to increase (and retain) the number of underserved and underrepresented populations (including veterans, women, minority groups, and persons with disabilities) into GST and STEM fields; and 4) Develop and implement professional development opportunities and resources for secondary and post-secondary faculty. In order to successfully accomplish its Goals, the Center will build on strong, documented relationships with professional GST organizations and provide new and current workers access to educational resources to assist them in filling any gaps in their GST skillset (and for them to receive recognition of those skills through micro-credentials and professional certifications). The Center will expand its Community of Practice and address specific educational needs of targeted audiences, including underserved and underrepresented students, veterans, and faculty in STEM disciplines. The efforts of the Center to accomplish its Goals will provide the optimum framework and resources to increase the number and diversity of learners and workers who possess industry-defined GST skills and competencies. |
| 2100297 | Developing and Implementing Hybrid Instruction to Increase the Access of Women and Adult Learners to Diesel Technology Training | DUE | Advanced Tech Education Prog | 02/06/2023 | Anna Beard | anna.parrish@wallacestate.edu | AL | George C. Wallace State Community College-Hanceville | Standard Grant | Michael Davis | 06/01/2021 | 05/31/2025 | $279,336.00 | 801 MAIN ST NW | HANCEVILLE | AL | 350.775.462 | 2.563.528.144 | EDU | 741200 | 102Z, 1032, 9150, 9178, SMET | 0,00 | The Alabama Department of Labor has identified Diesel Technicians as a high demand occupation and estimates that 3000 technicians will be hired over the next six years. Wallace State Community College will help to meet this need by revising and enhancing its Diesel Technician program to align with industrial needs and to put students on the path to quickly earn a credential that will result in employment. The college will leverage partnerships to build new virtual training opportunities that will make the program more accessible to students who need flexible learning options. An additional partnership with the National Institute of Women in Trades, Technology, and Sciences will increase the diversity of students entering the Diesel Technology program, ultimately providing more opportunities and jobs for women and adult learners. This project has the potential to establish a pathway to employment for individuals in communities that have been disproportionately impacted by the COVID-19 pandemic in Alabama. In addition, the project can decrease the potential negative impacts on supply-chain logistics that heavily rely on diesel technology for the transportation of groceries and farming supplies. The revised Diesel Technician program will be designed to (1) improve student learning outcomes by aligning the curriculum with National Automotive Technicians Education Foundation standards, (2) implement a hybrid online content delivery model that will enable students to complete up to 75% of their coursework from remote locations, and (3) increase the number of graduates who are women and/or from populations that are not yet equitably represented in diesel technology fields. A Diesel Technology Business and Industry Leadership Team will work with college faculty to align the curriculum with the needs of employers. Students enrolled in the program will use virtual reality training to give them access to on-the-job training that would otherwise take place in a technical workshop. A digital coach in the virtual training modules will provide immediate feedback through Conversational Artificial Intelligence. Information gathered from this project will be shared and replicated among ten Wallace State STEM Career and Technical Education workforce programs. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
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| 2202016 | ATE Advanced Aerospace Welding (AAW) | DUE | Advanced Tech Education Prog | 07/25/2022 | Kimberly Preece | preece@mctc.edu | WV | Mountwest Community & Technical College | Standard Grant | Virginia Carter | 08/01/2022 | 07/31/2025 | $552,031.00 | Samuel Cochran, Carol Howerton | 1 MOUNTWEST WAY | HUNTINGTON | WV | 257.019.804 | 3.047.103.527 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Mountwest Community and Technical College (MCTC) will partner with the Robert C. Byrd Institute (RCBI) at Marshall University to implement a project aimed at revitalizing an ailing regional economy that was previously dependent on the coal industry. MCTC and RCBI propose to expand the existing welding technician program by designing and implementing a curriculum that includes a skillset in aerospace welding. The project activities will include a comprehensive effort to create flexible learning options within manufacturing programs, strengthen student support, and address underrepresentation of female and underserved students. Program improvements will not only strengthen aviation maintenance education but also position the program to better meet workforce needs of employers across the tri-state manufacturing sector of Kentucky, Ohio, and West Virginia. The project will pursue the following objectives: 1) enhance MCTC/RCBI’s Welding Technology program to include stackable credentials, including a skillset in aerospace welding, 2) design of a new modular curriculum and the addition of up-to-date equipment to meet instructional needs and prepare students to contribute to the region’s growing aerospace industry, 3) provide enhanced support services and career-learning experiences in order to help students, especially women and those who are underserved, attain their college goals and meet the needs of the region's manufacturing employers, and 4) work with the K-12, universities, and employers to create robust career pathways that have documented entry/exit points and are supported by articulation agreements and aligned skill sets. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400885 | Collaborative Research: Development of an Electric Vehicle Engineering Technology Program for the Middle Tennessee Region | DUE | Advanced Tech Education Prog | 08/05/2024 | Lyn Potter | lyn.potter@chattanoogastate.edu | TN | Chattanooga State Community College | Standard Grant | Olga Pierrakos | 08/01/2024 | 07/31/2027 | $182,938.00 | Albert Curtis | 4501 AMNICOLA HWY | CHATTANOOGA | TN | 374.061.018 | 4.236.974.455 | EDU | 741200 | 1032, 9178, SMET | 0,00 | According to the United States Bureau of Labor Statistics, Tennessee ranks fourth in the U.S. in number of automobile manufacturing jobs - approximately 20,000 jobs in auto manufacturing in 2023. Tennessee also ranks first in the southeast in electric vehicle (EV) manufacturing and employment. This growth is accompanied by a critical shortage in the workforce, with studies predicting the shortage of EV technicians. EV technician shortages will be addressed in this project by the creation of an EV Engineering Technology Program at Motlow State Community College and an EV Battery Technology Certificate at Chattanooga State Community College. The programs will provide students with the skills and knowledge they need and will help in ensuring that the electric vehicle industry has a workforce pool that is qualified to maintain and repair electric vehicles safely and efficiently. As a result of this project, students will be trained to handle all electric vehicles, and will fill in the shortage gap that is expected to keep growing. This project will also help improve the economy in the regions through high demand skill training and will provide the automotive industry with the needed skilled workforce. The investigative team will work to promote diversity and equitable access for individuals from all backgrounds with a focus on groups underrepresented in the automotive industry. This will be achieved through dissemination of project materials and through outreach activities in the economically disadvantaged regions and underrepresented communities of Tennessee. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2310905 | Center: IUCRC Phase III University of Arkansas: Center for Membrane Applications, Science and Technology (MAST) | EEC | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 08/01/2024 | Ranil Wickramasinghe | ranil.wickramasinghe@uark.edu | AR | University of Arkansas | Continuing Grant | Prakash Balan | 03/01/2024 | 04/30/2029 | $709,992.00 | Xianghong Qian | 1125 W MAPLE ST STE 316 | FAYETTEVILLE | AR | 727.013.124 | 4.795.753.845 | ENG | 576100, 741200 | 019Z, 1032, 123E, 1504, 5761, 9150, 9178, SMET | 0,00 | Membranes are used in a variety of industries such as the manufacture of drugs, production of food and beverages, treatment of drinking and wastewater and recovery of valuable chemical species from waste streams. The Center for Membrane Applications, Science and Technology (MAST) is collaborating with membrane manufacturers and users in these fields and others, to promote scientific knowledge and to develop new products that advance human health, prosperity and welfare. By establishing multidisciplinary project teams with scientists from a range of industries as well as university researchers across four institutions, the MAST Center is addressing challenging real world technical issues that are of significant societal impact in the areas of healthcare and environmental sustainability. At the University of Arkansas, the MAST Center is working with industry to develop efficient processes to purify viruses and virus like particles for use in vaccines and gene therapy products. Further, the MAST Center is working with local minority serving community colleges and schools to train a skilled workforce to support a developing local biotechnology industry and to promote diversity. The Center for Membrane Applications, Science and Technology (MAST) conducts industrially relevant research in six areas: (1) development and characterization of new membranes (2) development of green membrane manufacturing methods; (3) development of membrane processes for water treatment, (4) manufacture of products for the (4) biopharmaceutical industry, (5) pharmaceutical industry and (6) membrane applications in food and beverage industries. The Center works with industrial partners representing membrane users and manufacturers and faculty and students from four institutions in order to develop technological solutions to challenging separations. In parallel, the Center trains students to be future leaders of technology development. At the University of Arkansas, the MAST Center has developed unique facilities to grow several viruses of commercial relevance for the development of purification processes for the biotechnology industry. The MAST Center is developing membranes and processes for efficient water recycle and reuse. The Center is also addressing challenges in the dairy industry. The MAST Center is working with local industry, minority serving community colleges and schools to develop a trained workforce that will promote the growth of a recently established local biotechnology industry. At the same time the MAST Center is ensuring the establishment of a future diverse workforce. 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. |
| 2203123 | Enhancing Design and Construction Technology Education Through the Context of Mass Timber | DUE | Advanced Tech Education Prog | 04/28/2022 | George Berghorn | berghorn@msu.edu | MI | Michigan State University | Standard Grant | Christine Delahanty | 07/01/2022 | 07/31/2025 | $648,121.00 | Chad Richert, Linda Nubani | 426 AUDITORIUM RD RM 2 | EAST LANSING | MI | 488.242.600 | 5.173.555.040 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by creating a national standard design and construction curriculum for mass timber. Mass timber, a broad term for a variety of engineered wood building materials, is an emerging construction technology in the US with up to 2,500 mass timber buildings expected to exist in the US by 2023, supported by an expected architecture, engineering, and construction (AEC) workforce of over 90,000 technicians by 2029. Much of the interest in increasing use of mass timber stems from the materials’ enhanced sustainability performance via carbon storage and avoided emissions from conventional building materials, as well as from potential construction time and cost savings associated with substituting mass timber for other common building materials. But several industry, government, and academic sources have suggested that greater adoption of mass timber in the United States is limited by a lack of focus on workforce education. This project will create new opportunities for technician-level students in postsecondary AEC educational programs acquire knowledge and skills in mass timber design and construction. This content will be developed as a series of modules that can be readily integrated into academic programs, facilitating uptake by a national audience. The project will prepare students to move into technician-level design and construction careers that include the pursuit and execution of mass timber projects. The specific components and activities to be developed through this project will be determined through interaction and collaboration with AEC industry. Previous data collection efforts have indicated that modular curriculum frameworks and virtual and augmented reality (VR/AR) environments are in high demand among AEC faculty members for both students and faculty lacking access to nearby mass timber buildings. This project will benefit the AEC industry and broader society by providing a trained workforce for mass timber design and construction in the United States. Efforts to maximize uptake of curricular products by faculty include the creation of a faculty community of practice and inclusion into the project leadership team diverse representatives from a variety of institution types (2-year schools, 4-year schools, and minority serving institutions) from across the country into the project leadership team. By partnering with schools that have strong high school outreach programs and diverse student bodies, the team expects to serve a greater cross section of students and faculty than are traditionally part of AEC programs. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2350120 | National Applied Artificial Intelligence Consortium | DUE | Advanced Tech Education Prog | 08/01/2024 | Eduardo Salcedo | esalcedo@mdc.edu | FL | Miami Dade College | Standard Grant | Paul Tymann | 10/01/2024 | 09/30/2027 | $2,833,147.00 | Antonio Delgado, Habib Matar, George Brown | 245 NE 4TH ST BLDG 3000 | MIAMI | FL | 331.322.206 | 3.052.373.910 | EDU | 741200 | 093Z, 1032, 9178, SMET | 0,00 | Although Artificial Intelligence (AI) has been around for decades, AI burst into the modern workforce in 2022 with the release of AI based tools like ChatGPT. It is estimated that fifty percent of businesses have adopted AI, and that AI will require the entire workforce to learn new skills. The goal of this project is the creation of the National Applied Artificial Intelligence Consortium (NAAIC). The NAAIC will contribute to the development of a highly skilled AI workforce by forming a national community of practice, and a repository of resources that will allow faculty to develop capacity in applied and responsible AI. The establishment of a national AI consortium will allow educators and industry to work together to develop the curriculum required to meet the needs of the emerging AI workforce. The NAAIC will foster the development and implementation of technician-level AI courses, certificates, and degree programs enabling educators to provide students with the knowledge and skills to work as technicians in the AI workforce. This will be accomplished by: (1) Cultivating and engaging a National AI Business & Industry Leadership Team that will identify, update, and disseminate the evolving and emerging requisite knowledge and skills that industry believes will be required of workforce-ready graduates; (2) Supporting 2-year colleges in the development and implementation of ethical and responsible technician-level AI courses, certificates, and degrees; and (3) Advancing the development of faculty qualified to teach AI within 2-year colleges. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 1822146 | Phase I IUCRC at Colorado School of Mines: Center to Advance the Science of Exploration to Reclamation in Mining (CASERM) | RISE | GOALI-Grnt Opp Acad Lia wIndus, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, Integrat & Collab Ed & Rsearch, , , , , , , , , | 09/21/2023 | Thomas Monecke | tmonecke@mines.edu | CO | Colorado School of Mines | Continuing Grant | Barbara Ransom | 09/01/2018 | 08/31/2025 | $2,414,438.00 | Wendy Harrison, Thomas Monecke, Elizabeth Holley | 1500 ILLINOIS ST | GOLDEN | CO | 804.011.887 | 3.032.733.000 | GEO | 150400, 576100, 741200, 769900, U21300, v22400, v27200, W15100, W23000, W23300, X12000, X24800, X28700 | 019Z, 068P, 1032, 1504, 170E, 1733, 5761, 9178, 9251, SMET | 0,00 | Mining is intrinsic to modern society's transition to a sustainable existence. Meeting the global demand for earth resources represents a grand challenge. The Industry-University Cooperative Research Center for Advanced Subsurface Earth Resource Models is a collaborative effort between Colorado School of Mines, Virginia Tech, and industry partners. The Center's activities will transform the way geoscience data are used in the exploration and mining industry sector, beginning with the mineral exploration stage and continuing through mine closure and environmental remediation. Research activities of the Center will fundamentally change the way global exploration and mining of natural resources is done, replacing industry experience- and empiricism-based decisions with innovative science and technology-based solutions that inform decision making, increase the chances of exploration success, and reduce financial risk. The goals of the Center will promote socio-economic prosperity and help to reduce the environmental impact of mining. Workforce development is an essential component of the Center activities and will include graduate and undergraduate students, and industry employee participation in research activities and training opportunities. The Center will strengthen and promote cross-disciplinary discoveries in geophysics, geochemistry, mineralogy, computational science and statistics. Knowledge transfer to the geothermal industry sector will form one of the Center's key activities. The Center for Advanced Subsurface Earth Resource Models is focused on advancing the exploration/mining industry sector through a cooperative partnership conducting pre-competitive research and workforce development programs that benefit industry, academia, and society. The purpose and long-term vision of this Center is directed toward challenges in developing 3-D geologic models for mineral deposits, integrating diverse geoscience data, to inform decision making and minimize geological risk, beginning with locating and mining subsurface earth resources and continuing through mine closure and environmental remediation. Four research thrusts are envisioned: (1) development of geophysical and geochemical instrumentation, analysis, and interpretation methods for enhanced characterization of rock properties; (2) integration, scaling, and inversion of diverse geological, petrophysical, and geophysical data types of dissimilar spatial resolution and distribution to identify and characterize earth resources; (3) development of information methodologies for reducing risk associated with decision making; and (4) computational imaging and development of graphical and exploratory data analysis solutions and visualization tools. Achieving this broad vision requires interdisciplinary collaborations: Mines' expertise in economic geology, geochemistry, mineralogy, petrophysics, high performance computing, and applied mathematics, including geo-statistics, spatial statistics, inversion, and numerical methods, and strong traditional ties to mineral resource industry sectors will promote Center success. 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. |
| 2202206 | Technical Workforce Immersive Teaching and Learning Resources | DUE | Advanced Tech Education Prog | 12/01/2023 | David Anderson | david.anderson@sctcc.edu | MN | St. Cloud Technical College | Standard Grant | Christine Delahanty | 08/15/2022 | 07/31/2025 | $350,000.00 | Drake Sondreal, Matthew Boudinot, Mary Jordan, Caitlin Hickcox, robert Jung | 1540 NORTHWAY DR | SAINT CLOUD | MN | 563.031.240 | 3.203.085.026 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This project aims to serve the national interest by improving technician education at two-year colleges through expanding immersive technology use in the classroom. Immersive technologies include 360° photography and videography, augmented reality (AR), mixed reality (MR), and virtual reality (VR). By bridging the gap between industrial and societal use and academic integration of immersive technologies, the Technical Workforce Immersive Teaching and Learning Resource project will flatten the immersive technology implementation learning curve. This project will provide two-year college faculty opportunities to bring innovative, evidence-based adult-learning practices into technician education through professional development opportunities where they can develop immersive curricula for their classrooms. Technician students engaged with immersive technologies in the classroom will be better prepared to adapt to a rapidly changing workplace. The goal of this three-year project is to provide professional development opportunities related to immersive technology curricula to two-year college faculty. These technologies provide students with active learning environments where they can be immersed in the content and construct new knowledge. This project will develop and deploy faculty resources including two-week immersive technology summer bootcamps, immersive learning community networks, and content development support. This bold approach represents a necessary first effort to extend evidence-based immersive learning tools. Faculty at two-year colleges will explore immersive technologies specific to their disciplines and construct experiences to use in their classrooms and laboratories. Content developed through this project will contribute to a repository of open educational resources for instruction using immersive technologies. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation’s economy. 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. |
| 2113695 | IUCRC Phase II: Iowa State University: Center for Bioplastics and Biocomposites [CB2] | EEC | GOALI-Grnt Opp Acad Lia wIndus, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog | 05/15/2024 | Eric Cochran | ecochran@iastate.edu | IA | Iowa State University | Continuing Grant | Prakash Balan | 08/01/2021 | 07/31/2026 | $651,714.00 | Nacu Hernandez-Cantu | 1350 BEARDSHEAR HALL | AMES | IA | 500.112.103 | 5.152.945.225 | ENG | 150400, 576100, 741200 | 019Z, 1032, 123E, 1504, 5761, 9150, 9178, 9251, SMET | 0,00 | The Center for Bioplastics and Biocomposites (CB2) at Iowa State University (ISU), University of Georgia (UGA), Washington State University (WSU), and North Dakota State University (NDSU) seeks to develop and build on an Industry/University Cooperative Research Center (I/UCRC) that focuses on bioplastics and biocomposites. The mission of CB2 is to develop fundamental knowledge related to bioplastics and biocomposites, to disseminate research-based findings to industry to promote sustainability, and to educate future scientists and engineers. As such, there is an expressed industrial interest in leveraging research efforts to accelerate systematic development of standardized material and processing data for these novel plastics and composites. The center focusses on the development of jobs in the area of sustainable manufacturing and the conversion of agricultural and woody crops to bio-based materials that contribute to job creation in the United States. The center also strives to support education and diversity through engagement of undergraduate and graduate students in research on sustainable materials. The goal of CB2 is to improve the basic knowledge of synthesis, processing, properties, and compounding of bioplastic and biocomposite materials, to develop reliable materials characteristics data for industrial partners, and to support large-scale industrial implementation of renewable materials. The vision of the center is to develop knowledge that will facilitate the production of an array of high-value products, including plastics, coatings, adhesives, and composites, from renewable feedstocks. The materials are compatible with current industrial manufacturing systems and promote rural development as well as national growth. The goals of the Phase II are fourfold: 1) expand the knowledge and develop the science for recycling and end of life treatment of sustainable materials, in particular as they are mixed with petrochemical plastics; 2) expand membership by engaging new companies that have expressed a need for recycling and end of life treatment; 3) develop fundamental knowledge on sustainable materials; 4) prepare students to join the workforce equipped with the knowledge and skills required by industry. The team of researchers includes experts in the fields of polymer processing, polymer chemistry, materials science, and crop utilization. WSU’s research focuses on utilizing industry-relevant technology platforms to develop bio-based composites, coatings and adhesives, and polymers for various industry applications, as well as to recycle bio-based composite materials. ISU’s research focuses on agricultural biomass valorization, monomer and polymer development, adhesives and coatings, chemical recycling and upcycling, and packaging and construction materials markets. 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. |
| 2055714 | Increasing Student Access to Industrial and Scientific Equipment Training through Authentic Remote Learning Experiences | DUE | Advanced Tech Education Prog | 03/09/2023 | Justin Starr | jstarr@ccac.edu | PA | Community College of Allegheny County Allegheny Campus | Standard Grant | Christine Delahanty | 04/15/2021 | 03/31/2025 | $523,766.00 | Rohollah Moghadam, Vamsi Borra, Arif Sirinterlikci, Ghassan Al-Sinbol | 808 RIDGE AVE | PITTSBURGH | PA | 152.126.003 | 4.122.373.050 | EDU | 741200 | 102Z, 1032, 9178, SMET | 0,00 | An important part of preparing students for the technical workforce is training on engineering technologies that are currently used in industry. However, due to high equipment costs and other limitations, providing students with access to industrial equipment can be challenging for many community colleges. Even when such equipment is available, it is in lab facilities that have limited availability and little flexibility to accommodate students’ work and family schedules. These limitations were spotlighted by the COVID-19 pandemic, which forced lab facilities to close altogether. As a result, students had even less access to the lab equipment and training, preventing course completion for many students. Although remote instruction and distance education are not new concepts, providing an authentic remote experience for equipment training remains an open problem. Computer simulations have been used to lower the costs for training using industrial equipment. However, these tools tend to oversimplify the equipment, with resulting limits in students’ ability to gain skills in operating the equipment and troubleshooting problems. This project will develop and assess new remote access tools that allow students to control physical industrial equipment over the internet. This approach will provide a new capability for sharing resources amongst colleges. In addition, these tools will give students experience with working on distributed teams, helping prepare them for the technical workforce. By expanding access to technical courses for students living in rural locations or in other situations that limit access to lab facilities, the project will help broaden participation in the technical workforce. Lab facilities at the Community College of Allegheny County currently provide students with in-person training on industrial equipment including robots, programmable logic controllers, and mechatronic devices. The goal of this project is to create a new remote capability for controlling equipment in the lab facilities and evaluate the impact of this capability on student learning. Remote capability will enable students to access physical equipment and view the results of their control actions and control programs in an immersive environment on a computer at another location. Stereo cameras will transmit a three-dimensional view of a work cell in the lab facility. Students will be able to remotely trigger actuators over the internet to achieve a desired behavior and view the results of their actions in near-real-time. This project will: (1) implement and test new hardware and software interfaces for lab equipment; (2) develop lab exercises using the remote capability, lesson plans for instructors, and instructional materials for students; (3) evaluate student learning in on-line courses and compare it to concurrent in-person courses; and (4) expand the implementation to multiple institutions and multiple course offerings. Using a mixed methods approach, the project evaluation will use focus groups, student surveys, and pre- and post-tests to assess the impact of the new remote capability on students’ comprehension of the technologies and their confidence in their ability to use the equipment. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2202166 | Flexible Technology Education to Upskill/Reskill for a Vacuum Technician Career | DUE | Advanced Tech Education Prog | 07/30/2024 | Nancy Louwagie | nancy.louwagie@normandale.edu | MN | Normandale Community College | Standard Grant | Christine Delahanty | 06/01/2022 | 05/31/2025 | $699,152.00 | Ruth Robinson, Thomas Johnson | 9700 FRANCE AVE S | MINNEAPOLIS | MN | 554.314.309 | 9.523.589.045 | EDU | 741200 | 1032, 106Z, 9178, SMET | 0,00 | This project aims to serve the national interest by improving curricula that address vacuum technology in a technician education program. Vacuum technology is a critical enabling technology that combines complex concepts in mathematics, chemistry and physics in support of advanced manufacturing and research. Vacuum systems remove air and water vapor from an enclosed environment to create a pressure condition many orders of magnitude less than atmospheric pressure. Although vacuum technology plays an integral role in fields such as semiconductor manufacturing and space technology and research, its significance is largely unrecognized by the public. Manufacturing and research organizations utilize expensive vacuum systems, equipment worth tens of millions of dollars, with expectations that the systems function around the clock. Unanticipated downtime due to a vacuum system malfunction is extremely costly. Organizations rely on technicians who possess the knowledge and skills to maintain and repair these systems. Technicians are responsible for quickly troubleshooting and correctly diagnosing issues with the vacuum system performance in order to minimize disruptions in system operation as well as preserve the integrity of the process and product affected by the system. This project will enhance the curricula in vacuum technology and create targeted support services to benefit students, especially incumbent workers, so they are motivated to persist in this program of study to develop the knowledge and skills valued by organizations that utilize vacuum systems. This project proposes a combination of activities in the areas of program development and improvement and curriculum and educational materials development. The disciplinary focus is vacuum technology, an area of study vital to semiconductor fabrication, nanotechnology, advanced manufacturing and research. The objectives of the project are to: 1) Incorporate cross-disciplinary learning opportunities into the curriculum to better prepare technicians for the future of work; 2) Offer shorter length modules with more entry points and provide more flexibility in the sequence of module completion; and 3) Implement student support strategies that increase student persistence and completion of a credential and successful transition to the workforce, particularly for nontraditional-aged students, individuals underrepresented in vacuum technologies, veterans, and dislocated workers. The project will advance knowledge and understanding of the cross-disciplinary STEM competencies required for vacuum technicians in the era of Industry 4.0. Offering the new modularized courses is a strategy to address some of the barriers to entering vacuum technology by opening up access to courses at times and durations better suited for nontraditional-aged learners. Individuals will be able to access courses through a combination of asynchronous and synchronous courses that can be offered virtually or face-to-face. The project will contribute to our understanding of how to provide technicians with just-enough instruction in cross-disciplinary STEM skills to allow them to transition into today’s workforce. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation’s economy. 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. |
| 2000583 | Collaborative Research: Identifying and Investigating Pathways and Critical Junctures in Two-Year Information Technology Programs | DUE | Advanced Tech Education Prog | 03/31/2020 | Stephen Dunnivant | Dunnivas@tcc.fl.edu | FL | Tallahassee Community College | Standard Grant | Connie Della-Piana | 08/01/2020 | 07/31/2025 | $262,347.00 | 444 APPLEYARD DR | TALLAHASSEE | FL | 323.042.815 | 8.502.017.970 | EDU | 741200 | 1032, 9178, SMET | 0,00 | This research and development project aims to design and test a method for understanding the pathways students take through college and into careers in information technology. Specifically, the project will gather data about former students, including institutional data (such as grades) and information from surveys and interviews. The data will include information about students who completed the program, who did not complete the program, and who changed programs or transferred to other institutions. These data will be analyzed to identify potential pathways and critical junctions that may lead to student success or other outcomes. The research team from Tallahassee Community College and Florida State University expect that this approach will reveal opportunities and hindrances students face as they pursue credentials in information technology. This project aims to test the potential of integrating institutional data with phenomenological data to model student progression through post-secondary STEM programs, specifically information technology. Framed by Tinto’s model of student attrition and persistence, it will use a mixed methods sequential exploratory design with multiple layers of data collection and analyses that merge and examine institutional data and alumni phenomenological experiential data. It expects that this analysis will identify and verify influencers that support or hinder student success. Quantitative data analyses will consist of descriptive and comparative methods, which will be verified and informed by open coding and thematic analysis of the qualitative data. The systematic investigation of institutional and phenomenological data has the potential to: (1) generate practical knowledge about academic/career pathways in information technology for use by stakeholders; (2) identify and examine relationships among these pathways, students experiences, and psychosocial factors; and (3) add to the analytical methods available to institutional research professionals to document, investigate, and visualize student pathway information using data dashboards. Four Florida community colleges that collectively serve rural and urban student populations (Pensacola State College, Florida State College at Jacksonville, Chipola College, and Gulf Coast State College) will pilot test the efficacy and usefulness of the method for modeling and visualizing their students’ college and career pathways. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
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| 1902574 | National Center for Autonomous Technologies | DUE | Advanced Tech Education Prog | 07/16/2023 | Jonathan Beck | jonathan.beck@northlandcollege.edu | MN | Northland Community & Technical College | Standard Grant | Virginia Carter | 07/01/2019 | 06/30/2025 | $7,075,834.00 | Vincent DiNoto, Jill Zande, Benjamin Richason, Zackary Nicklin, Chris Hadfield | 1101 HIGHWAY 1 E | THIEF RIVER FALLS | MN | 567.012.528 | 2.186.838.643 | EDU | 741200 | 1032, 5761, 9178, SMET | 0,00 | This ATE National Center aims to serve the national need for developing and maintaining a skilled technical workforce in the field of autonomous technologies. Autonomous technologies have the potential to revolutionize the way people across the globe live, work, travel, and learn. They also have critical implications for the national economy, as well as national safety and security. The National Center for Autonomous Technologies will focus on three areas of autonomous technology: unmanned aircraft systems, connected automated vehicles, and unmanned underwater vehicles. These autonomous vehicles will have tremendous impact on the quality of human life across the nation, from rural to urban communities, as well on understanding of agriculture, the biosphere, and sustaining life in the oceans. Successful deployment of autonomous vehicles requires highly skilled, agile technicians who can support vehicle design, monitoring, control, use, and repair. The mission of the National Center for Autonomous Technologies will be to coordinate and lead efforts to educate the skilled technical workforce in autonomous technologies. The Center aims to achieve its mission through a concerted national effort that will develop and disseminate educational resources to meet current and future workforce demands and broadly engage stakeholders from industry, government, and related ATE projects and centers. The Center aims to improve student learning and technician education by conducting research and analysis to design quality curricula and content that meets the evolving demands of autonomous technologies in unmanned aircraft systems, connected automated vehicles, and unmanned underwater vehicles. The Center also aims to support recruitment and success of rural and underrepresented students in careers related to autonomous technologies, while developing replicable models that increase access to these careers for all students. This work will build upon existing collaborations with Tribal Serving Colleges and with high schools throughout the Northern Plains region. The Center's specific objectives include to: 1) design, develop, coordinate, and implement specialized and collaborative autonomous technology workshops for educators and industry; 2) expand engagement in STEM and autonomous technologies by increasing the quality and diversity of the STEM workforce; 3) employ service learning activities that support community engagement and increase the visibility and utility of careers in autonomous technologies; and 4) establish an education resource hub for autonomous technologies with a focus on outreach and expanded partnerships. The National Center for Autonomous Technologies aims to achieve its mission through partnerships with ATE Centers (e.g., CAAT; CA2VES; GeoTech; MATE; and SpaceTEC), ATE projects, industry, and government. By supporting collaborations among these stakeholders, the Center expects to develop and disseminate the content and tools needed to educate technicians for careers in autonomous technologies. This project is funded by the NSF Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2000281 | The Micro Nano Technology Education Center (MNT-EC) | DUE | NSF-Intel Semiconductr Partnrs, Advanced Tech Education Prog | 05/31/2024 | Jared Ashcroft | jmashcroft@pasadena.edu | CA | Pasadena City College | Standard Grant | Virginia Carter | 07/01/2020 | 12/31/2025 | $12,213,017.00 | Gregory Kepner, Peter Kazarinoff, Neda Habibi, Imelda Cossette | 1570 E Colorado Blvd | Pasadena | CA | 911.062.003 | 6.265.857.722 | EDU | 241Y00, 741200 | 1032, 106Z, 5761, 7556, 9178, 9251, SMET | 0,00 | Micro- and nanotechnology enhances the performance of thousands of commonly used devices. For example, micro- and nanotechnology is used to make components of electronic devices such as computers, cell phones, wearable activity monitors, and medical sensors. It is also used to improve products, such as making tennis balls that last longer, cloth that repels water, and bandages that prevent bacterial growth. As micro- and nanotechnologies are increasingly used to improve products and create new ones, micro- and nanotechnology industries are expected to experience double-digit growth into the foreseeable future. Consequently, a highly skilled technical workforce is needed to keep pace with the demands of and the changes in micro- and nanotechnology industries. To support preparation of this workforce across the United States, this project will establish and support the NSF Advanced Technological Education Program’s Micro Nano Technology Education Center (MNT-EC). The MNT-EC will directly increase the numbers of community college faculty participating in micro- and nanotechnology technician education, thus supporting an increased number of students who receive technical education degrees and certificates in micro- and nanotechnology fields. As a result, this project will support preparation of a skilled technical workforce in a field that has enormous impact on the nation’s economy, security, and health. This project will be led by Pasadena City College in collaboration with Edmonds Community College, Portland Community College, and Northwest Vista College. In addition, the MNT-EC will connect existing micro and nano NSF ATE Resource Centers (NACK, SCME, NEATEC, and MatEdu). As a result, MNT-EC will leverage a broad set of expertise to prepare a nationwide skilled technical workforce for manufacture of micro and nano products. Each member of the MNT-EC will bring resources, such as cleanrooms, educational materials, and remote operation of lab instruments, to support and inform the development of a common curriculum for associate degrees and certificates in micro nano technologies. The content of this curriculum will be informed by the needs of industry members and be updated via annual reviews between academic and industry members. The faculty of the academic institutions will remain current in micro- and nanotechnology innovations via periodic workshops or webinars across the various specializations (such as safety, fabrication, operations) provided by the academic and industry members. The MNT-EC will map where the micro- and nanotechnology industry is greatest and where it is growing and promote adaptation of the MNT-EC curriculum at regional two-year institutions near these locations. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2300650 | Preparing Manufacturing Technicians for the Challenges of Industry 4.0 | DUE | Advanced Tech Education Prog | 05/31/2024 | Doug Parrish | parrishd@edgecombe.edu | NC | Edgecombe Community College | Standard Grant | Michael Davis | 10/01/2023 | 09/30/2026 | $306,236.00 | MERDIKAE WILLIAMS | 2009 W WILSON ST | TARBORO | NC | 278.869.399 | 9.198.235.166 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Due to the fast pace of technological advancements in the manufacturing industry, employers have identified a need for more highly-trained manufacturing technicians. Desired skills for manufacturing technicians now include data acquisition, computer integration, machine maintenance, and troubleshooting. This project from Edgecombe Community College (ECC) will align the existing Manufacturing Technology degree and Electrical Systems Technology diploma with the current and emerging Industry 4.0 needs of local manufacturing employers in Edgecombe County and an adjacent jurisdiction, Nash County. Over this three-year project, ECC plans to recruit and enroll up to twenty students who will be on track to complete these programs, and obtain industry recognized credentials along the way. ECC faculty will participate in certified professional development from the Manufacturing Skill Standards Council (MSSC) to better prepare them to enhance the curriculum at ECC. Through continuing education classes, ECC will engage with incumbent manufacturing technicians who are in need of re-skilling. To address the under- and unemployment of populations in Edgecombe and Nash counties who are underrepresented in their pursuit of careers in manufacturing, the college will collaborate with the Tar River Area Boys and Girls Club to actively recruit teens with an aptitude towards technical and science topics, specifically Black male teens, and on-site mentoring with peer student mentors. The overall goal of this project is to meet the needs of manufacturing employers in Edgecombe and Nash counties with respect to emerging workforce skills in maintenance and troubleshooting. ECC intends to grow the skilled technical workforce with recruitment efforts that will include under-employed incumbent manufacturing workers and high school graduates. These students will benefit from a focused STEM curriculum tailored towards the data-intensive needs of Industry 4.0 which relies increasingly on smart sensors, cloud computing, data acquisition, and cloud analytics. ECC intends to enroll forty to sixty individuals over three years and engage ECC faculty to complete the training necessary to deliver this curriculum. Each cohort of high school students and incumbent workers will be able to complete five courses in the first year of this project, which can ultimately result in a Manufacturing Technology degree. Students may gain additional relevant experience as they participate in available internships. Initial course completers may be eligible to enter the workforce or continue to complete the Manufacturing Technology or Electrical Systems Technology degree program. Through an actively engaged Advisory Board, ECC faculty and administration will pursue additional workforce engagement opportunities to ultimately improve employment outcomes for ECC students. This project is funded by the Advanced Technological Education Program that focuses on the education of technicians for the advanced technology fields that drive the nation’s economy. 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. |
| 2350226 | Expanding CNC Pathways to Emerging Scholars | DUE | Advanced Tech Education Prog | 07/30/2024 | John Nelson | nelsonj@gtc.edu | WI | Gateway Technical College | Standard Grant | Nasser Alaraje | 08/01/2024 | 07/31/2027 | $590,340.00 | Richard Shouse | 3520 30TH AVE | KENOSHA | WI | 531.441.619 | 2.625.642.758 | EDU | 741200 | 1032, 8037, 9178, SMET | 0,00 | The southeastern region of Wisconsin is experiencing an increasing demand for skilled, younger workers in the manufacturing industry. In Kenosha, a city with a rich manufacturing history, efforts are being made to revive its once prosperous manufacturing industry through the development of the Kenosha Innovation Neighborhood (KIN). Currently, the KIN zip code has high unemployment rates, low socioeconomic status, and low educational attainment among its residents with a significant portion of the population being from groups underrepresented in STEM. To address these challenges, LakeView Technology Academy (LTA), a choice STEM high school in the Kenosha Unified School District (KUSD), will be relocating to the KIN. Gateway Technical College has already established a strong partnership with LTA, demonstrating its commitment to its expansion and relocation. As part of this collaboration, the college will occupy a dedicated space at LTA for technical education classes to benefit the local community. Additionally, Gateway will utilize the LTA classroom and lab facilities to offer dual credit programming to high school students in the KUSD. To meet the demands of the manufacturing industry, the college will introduce Computer Numerical Control (CNC) dual credit courses at LTA for all high school students in the KUSD. By actively recruiting students from economically disadvantaged areas, Gateway aims to enhance STEM education opportunities for a diverse population. This initiative aligns directly with the National Science Foundation's dedication to fostering a diverse and skilled workforce, contributing to national efforts in this field. This project aligns with the national objectives of the ATE program, aimed at fostering economic growth and competitiveness through equitable access to high-quality education and training in cutting-edge technologies. Its primary aim is to cultivate a more inclusive and proficient workforce in manufacturing by offering CNC training and education to individuals from diverse backgrounds. The project's scope encompasses four key goals: (1) the successful implementation of Gateway Technical College’s CNC pathway as dual credit courses at LakeView Technology Academy, (2) the recruitment of a diverse student body to the CNC pathway at LakeView Technology Academy, (3) the provision of work-based learning experiences to all students in Gateway’s CNC pathway at LakeView Technology Academy, and (4) the provision of comprehensive support to new program students, including guidance, resources, and exposure, as they navigate their technical education and career paths. The relocation of LakeView Technology Academy to the Kenosha Innovation Network signifies a significant step towards revitalizing the manufacturing industry in Kenosha. By offering access to STEM education and valuable work experiences, this project seeks to empower underrepresented students and equip them with the requisite skills for successful careers in the manufacturing sector. Through this endeavor, we aim to garner further insights into the efficacy of inclusive education practices in technical fields and identify strategies to advance diversity and equity in STEM education and industries. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced technology fields that drive the nation’s economy. 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. |
| 2350072 | Educating Tomorrow's Technicians for an Electrified Workforce | DUE | Advanced Tech Education Prog | 06/04/2024 | Edward Barlage | ebarlage@gwcc.commnet.edu | CT | HIGHER EDUCATION, CONNECTICUT BOARD OF REGENTS FOR | Standard Grant | Michael Davis | 07/01/2024 | 06/30/2027 | $350,000.00 | Daniel Fuller | 20 CHURCH ST | NEW HAVEN | CT | 65.103.304 | 2.032.852.258 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The New England region is in need of highly skilled electric vehicle (EV) technicians to keep pace with the rapidly changing landscape in the automotive industry. According to US Department of Energy data, there are more than 2 million electric vehicles registered in the United States with 93,000+ registered in New England. By 2032, the number of personal light duty EVs in New England is projected to experience a 500% increase. In order to meet growing EV needs, the Connecticut State Community College Gateway (CT State Gateway) Automotive Technology program will establish a stackable certificate program including coursework in hybrid and electric vehicle operation, safety, maintenance, diagnosis, and repair to prepare the next generation of automotive technicians with the requisite skills to support electric vehicles and hybrid vehicles. The EV program will offer enrichment opportunities for students and faculty through professional development and will strengthen and expand automotive technology partnerships with local, regional, and state employers. The EV program will generate new curricula, embed updated skills within existing curricula, increase interest in automotive technology careers, and result in a more highly skilled workforce. The CT State Gateway EV program seeks to advance the knowledge of electrical vehicle repair. This will be accomplished by four project goals: 1) Develop an Electric Vehicle certificate that will educate the technicians required to service advanced technology vehicles, 2) Create and implement a college faculty and high school teacher professional development plan to increase their proficiency in instruction of electric vehicle repair, 3) Create a Business Industry Leadership Team (BILT) for Electric Vehicle Repair, and 4) Develop a roadmap for high school students and underrepresented student populations to increase awareness and consideration for CT State Gateway's Electric Vehicle technician programs. During the three-year project, 40 students will be recruited to complete the stackable certificate program. The project team will directly align the EV curriculum with industry needs through the implementation of a BILT that will work concurrently with the existing advisory committees of the Automotive Technology program. Faculty affiliated with the project will benefit from in-person professional development training opportunities and access updated laboratories. The Automotive Technology program is remarkably diverse in its student population with sixty-four percent of its students representing Hispanic, Black, Asian, and multi-racial students. This project can further broaden participation of students from underrepresented groups in the STEM workforce who will benefit by acquiring knowledge and hands-on Hybrid/EV experiences. The new curriculum will meet the National Institute for Automotive Service Excellence (ASE) newly implemented Electric Vehicle Technician/ Shop Personnel Electrical Safety Standards. The academic curriculum developed though this project will be disseminated nationally through NSF/ATE centers, CT State Community College, State of Connecticut agencies, and science technology engineering and mathematics related conferences. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2100402 | Supporting Micro and Nano Technicians through Hybrid Teaching Methods | DUE | Advanced Tech Education Prog | 05/21/2021 | Richard Vaughn | rick.vaughn@riosalado.edu | AZ | Maricopa County Community College District | Standard Grant | Michael Davis | 07/01/2021 | 06/30/2025 | $281,983.00 | Trevor Thornton | 2411 W 14TH ST | TEMPE | AZ | 852.816.941 | 4.807.318.402 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Labor market data show that Micro and Nano Technicians are in high demand throughout the American Southwest. Employers have indicated that they have trouble identifying potential hires with the right combination of experience and industry knowledge. This project at Rio Salado College, in collaboration with Arizona State University, seeks to address the critical need for skilled Micro and Nano Technicians throughout Arizona and the American Southwest. It intends to do so by developing a technician education program with a hybrid learning environment that prepares students to quickly enter the workforce. This award will enable Rio Salado to (1) offer a six-course certificate, and an associate degree in Nanotechnology, (2) provide an accessible and affordable academic program for students to gain employable skills, (3) actively recruit students from underrepresented and underserved groups, and (4) establish partnerships with industry and other partners to prepare students to fabricate and characterize materials for biological, textile, chemical, light, and electrical applications, all at the micro and nanometer scale. The project team expects that the combination of flexible course options and student recruiting will increase the number of highly skilled technicians who meet industry needs. Central to this project is the development and testing of a hybrid Micro and Nano Technology academic program that will train or reskill students. This project will advance career and technical education by providing insights about alternative training models that are both accessible and affordable for non-traditional students. An estimated 30 students will complete either a certificate or an associate degree, and at least 8 community college and secondary school educators will receive relevant training that will enhance their teaching with industry relevant concepts and skills. This project will generate new knowledge about how non-traditional students use flexible pathways to complete their educational, career, and professional goals. Rio Salado College will share the results of this work through national technical education conferences and with other colleges in the Maricopa County Community College District. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2202217 | HVAC Fast Track: Establishing A Competency-Based HVAC/R Apprenticeship Program | DUE | Advanced Tech Education Prog | 09/18/2023 | Peter Kropp | pkropp@starkstate.edu | OH | Stark State College of Technology | Standard Grant | Virginia Carter | 07/01/2022 | 06/30/2025 | $650,000.00 | George Cardinal | 6200 FRANK AVE NW | NORTH CANTON | OH | 447.207.228 | 3.304.946.170 | EDU | 741200 | 1032, 9178, SMET | 0,00 | The United States heating, ventilation, air conditioning, and refrigeration (HVAC/R) industry is projected to see an increase in value from $26.5 billion in 2019 to $35.8 billion in 2030. It is projected that over the 10-year period from 2016-2026, HVAC/R jobs nationally will grow 15%. This project will design an accelerated HVAC/R apprenticeship program to support the HVAC/R industry in Northeast Ohio. The program will be responsive to input from regional industry partners regarding the design and implementation of the apprenticeship. It is expected that the competency-based apprenticeship model will allow apprentices to complete the program in three years rather than the five years for a traditional, time-based apprenticeship as apprentices will be assessed for competencies rather than tracked for completion of hours. The apprenticeship will provide a guided pathway that pays participants while they learn and offers apprentices the opportunity to earn a Journeyman credential upon successful completion of the program. The project team will develop a state-approved, accelerated, competency-based, HVAC/R apprenticeship program to help meet employment demand in the HVAC/R industry and provide students the field experience necessary to quickly move from an entry-level technician role to a Journeyman-certified HVAC/R position. Project objectives include: 1) establish a state-approved, competency-based HVAC/R registered apprenticeship program at Stark State College; 2) enroll students into the apprenticeship with a focus on veteran students and high school students/recent graduates; 3) retain at least 80% of students/apprentices enrolled in the program; 4) prepare students for HVAC/R Journeyman certification upon completion of the accelerated apprenticeship; and 5) evaluate project outcomes and widely share best practices for replication purposes. By working with regional HVAC/R industry partners, local public school districts, community veterans agencies, and area workforce development agencies, the project will recruit apprentices into a career pathway leading to well-paying, high-demand occupations in the HVAC/R sector. The model of a competency-based apprenticeship may be adapted for other industry areas. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2201439 | Educating Autonomous Vehicle Technicians | DUE | Advanced Tech Education Prog | 07/30/2024 | Olle Gladso | olle.gladso@riverland.edu | MN | Minnesota Riverland Technical College (Austin Campus) | Standard Grant | Michael Davis | 05/15/2022 | 04/30/2025 | $348,486.00 | JACK LONGRESS, Shannon Mohn, Scott Swelland, Genaro Duarte | 1900 8TH AVE NW | AUSTIN | MN | 559.121.473 | 5.074.330.364 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Riverland Community College (RCC) in Minnesota is the home of an Automotive Service Excellence Education Foundation with an accredited Automotive Service Technology Program that has served the region for several decades. To meet the need for automotive technicians with appropriate skills in driver assistance and autonomous vehicles, RCC will improve outcomes for students as they complete their academic programs and enter the workforce. This program will graduate Automotive Technicians with Advanced Driver Assistance System (ADAS) and Autonomous Vehicle (AV) expertise. The project will leverage a recently renovated space that includes a 30,000 square foot building. The project will provide professional development, procure essential equipment, modify existing courses, and add new curriculum that will advance the skills of current and future automotive technicians with an Autonomous Vehicle Technician Advanced Certificate. Over the course of four semesters students will participate in training that will cover essential topics in AV and ADAS repair and maintenance. Utilizing new and existing relationships, the project will establish an Advisory Board that will ensure the transferability of skills between the classroom and the workplace. Instructors will develop and adapt curriculum relevant to ADAS and AV in cooperation with academic partners and collaborating automotive ATE projects and Centers across the country. This project will make the program more adaptable and responsive to rapidly evolving industry needs and will have more appeal to technologically advanced students. Through targeted outreach, the project will engage under-served populations to promote awareness and increase the diversity of the automotive technology workforce. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2034255 | Manufacturing Talent Development Innovation Laboratory: A Workshop for Manufacturing USA Institute Workforce Development Stakeholders | DUE | Advanced Tech Education Prog | 11/02/2023 | Fazleena Badurdeen | badurdeen@engr.uky.edu | KY | University of Kentucky Research Foundation | Standard Grant | Virginia Carter | 08/01/2020 | 10/31/2024 | $49,999.00 | 500 S LIMESTONE | LEXINGTON | KY | 405.260.001 | 8.592.579.420 | EDU | 741200 | 1032, 7556, 9150, 9178, SMET | 0,00 | The Manufacturing USA Institutes were created to be innovators in technology research and development, thus, supporting integration of novel and advanced technologies into U.S. industries. Additionally, each Manufacturing USA Institute was tasked with an education and workforce development mission. This mission involves alignment of industry, academia, and government to strengthen the U.S. workforce's advanced technical skills in support of U.S. global leadership in advanced manufacturing. This project will organize a conference that brings together eight of the Education and Workforce Development Directors along with regional strategic partners. The aim of this convening will be to establish innovative career and technical education pathways for educating the skilled technical workforce needed as industry implements new technologies. The conference outcomes will inform the career and technical education communities, Manufacturing USA Institutes, and the U.S. Advanced Manufacturing industries of best practices and models for educating the skilled technical workforce. This is a joint project between the Departments of Education and Defense and the National Science Foundation. The overall goal is to assist the Manufacturing USA Institutes to become drivers of regional economic development as they implement best practices and models to educate domestic talent to ensure U.S. manufacturing competitiveness. The conference will bring together region-based teams from eight of the Manufacturing USA Institutes to: 1) identify/help formulate the value proposition for targeted organizations to partner with the institutes for region-specific manufacturing workforce development; 2) identify the skills demanded by the regional manufacturing economies, expected growth in the demand and occupations that can meet the skill requirements; 3) determine the regional operational patterns of the manufacturing workforce demand distribution between large vs. small/midsized enterprises ; 4) determine strategies to involve the entire talent development pipeline; 5) identify additional organizations and agencies to recruit for formal and informal relationships; 6) explore innovative approaches to increase the effectiveness of technician education and training; and 7) establish best practices to utilize regional workforce development resources. Conference outcomes will include action plans from each participating Manufacturing USA Institute aimed at achieving the above objectives. These plans will be disseminated to the entire Manufacturing USA Institute community as well as the career and technical education communities that include both secondary and post-secondary institutions. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
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| 2350532 | Electric Vehicle Technician Training for Northeast Ohio | DUE | Advanced Tech Education Prog | 07/30/2024 | Samuel Adair | sadair@starkstate.edu | OH | Stark State College of Technology | Standard Grant | Olga Pierrakos | 08/01/2024 | 07/31/2027 | $613,759.00 | Mark Sammons | 6200 FRANK AVE NW | NORTH CANTON | OH | 447.207.228 | 3.304.946.170 | EDU | 741200 | 1032, 9178, SMET | 0,00 | With more than 12,000 electric vehicle (EV) jobs projected in Northeast Ohio by 2030, there is an urgent need to develop training opportunities, partnerships, and talent strategies. Industry leaders specifically identified a need for more technical degree graduates and a diversified talent pipeline. Increasing and diversifying the regional pipeline of qualified EV technicians will require not only curricular enhancements but dedicated support services, sustained industry engagement, inter-institutional collaboration, and heightened career awareness. Stark State College (SSC) will develop an innovative training solution for regional employers in need of technicians prepared to maintain and repair EVs. Component objectives of this proposal include: (1) enhancing SSC's Automotive Technology Program to prepare future automotive technicians to service and repair EVs; (2) participating in industry-related collaborations to improve regional workforce strategies and develop best practices to train students for EV technician occupations; (3) focusing student support services and heightening awareness of educational pathways in EV occupations to increase program enrollment, retention, and completion rates. As part of the Electric Vehicle Technician Training for Northeast Ohio (EV-NEO) program, project leadership will develop a recruitment and engagement plan that links women, minorities, and low-income students to EV career paths. A dedicated career specialist will lead recruiting efforts and provide automotive technology students with the necessary support to ensure academic and career success. The program can serve as a model for other institutions seeking to modify their programs to meet the growing need for skilled EV technicians. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2400656 | Preparing Small Uncrewed Aircraft Systems Data Technicians | DUE | Advanced Tech Education Prog | 07/30/2024 | James Taggart | jtaggart@atlantic.edu | NJ | Atlantic Cape Community College | Standard Grant | Olga Pierrakos | 08/01/2024 | 07/31/2027 | $551,818.00 | Kenneth Cabarle, Anthony Esposito | 5100 BLACK HORSE PIKE | MAYS LANDING | NJ | 83.302.623 | 6.094.634.516 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Technicians in the area of uncrewed aircraft systems are in high demand. This project focuses on small uncrewed aircraft systems (sUAS) and advancements in miniaturized sensors, development of specialized data processing software, and the use of machine learning for analysis. This industry is poised to see another round of significant growth, driven by the impending additions to regulatory frameworks that will increase the opportunities for sUAS operations. Atlantic Cape Community College recognizes the industry-driven demand to expand its existing sUAS technician curricula. The goal is to develop an Associate in Applied Science (AAS) degree option and a series of short-term stackable certificate programs focused on equipping students with the skills to collect, process, and securely manage sUAS data. The project emphasizes instrument training for advanced sensors, including light detection ranging (lidar), laser methane detector, ground penetrating radar, real-time kinetic global positioning systems, infrared, and hyperspectral imagers. By integrating these technologies into the curriculum, Atlantic Cape aims to prepare students for the demands of the industry and provide them with practical skills in data collection, management, and analysis using sUAS. The anticipated outcomes of the project include an increased number of faculty trained to deliver new curricula, a diverse student population benefiting from the programs, and measurable results in terms of enrollment, retention, and graduation/credentials earned. By aligning the education provided with industry needs, the project strives to meet the workforce demand for skilled sUAS data technicians and contribute to the growth and advancement of the field. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2202142 | Design Enhancement Through Advanced Integrative Learning | DUE | Advanced Tech Education Prog | 11/20/2023 | Joe Vydrzal | jvydrzal@cvtc.edu | WI | Chippewa Valley Technical College | Standard Grant | Nasser Alaraje | 07/01/2022 | 06/30/2025 | $554,550.00 | Hans Mikelson, Mahmood Lahroodi, Joe Vydrzal, Paul Girolamo | 620 W CLAIREMONT AVE | EAU CLAIRE | WI | 547.016.162 | 7.158.336.419 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Design for Manufacturing and Assembly (DFMA) is a critical part of the product development cycle in any manufacturing field. The idea behind DFMA is to design parts in a way that allows them to be easily manufactured. If an individual is designing parts with no understanding of what will be required to produce those parts, product flaws and costly redesigns can arise. Focusing on design optimization reduces the cost of manufacturing and is therefore critical to any manufacturing company. Regional stakeholders indicated the need for employees with experience in DFMA. To help regional stakeholders’ need for employees with knowledge of DFMA, Chippewa Valley Technical College (CVTC) will work with industry partners to develop Project Based Learning (PBL) activities that will provide secondary and post-secondary students opportunities to solve real-life DFMA problems. The project will leverage the CVTC Prototype Lab, developed through a previous NSF Advanced Technological Education award, to provide students and community members a space to take their designs from concept to reality. Increasing opportunities to experience the complex field of manufacturing through hands-on, contextualized problems will lead to increased enrollment in related post-secondary programs and subsequent entry into high-demand, high-skilled manufacturing careers. The goals of this project are to: (1) prepare technicians for manufacturing and engineering through applied education of DFMA processes and concepts, and (2) increase the capacity of rural secondary teachers to provide instruction in DFMA. Through completion of PBL activities and design workshops, students will demonstrate mastery of core competencies related to DFMA. PBL activities will be developed with direct assistance from industry partners and incorporated into various courses throughout the Mechanical Design Technology and Manufacturing Engineering Technologist programs. PBL activities will focus on a variety of topics, including simple machines, tool design, mechanisms, robotic tools, and surface design. During capstone experiences, post-secondary students will engage directly with industry partners as they respond to real-world business problems related to DFMA. Introduction at the secondary level will involve incorporation of PBL activities into several courses and a regional design competition. Specific professional development and mentoring geared toward high school faculty will benefit future students for years to come. The project will include evaluation by an external expert. Results of this evaluation could inform other institutions about effective approaches to recruiting and educating technicians for DFMA jobs. In addition, via an interactive website, project partners and community members will be kept apprised of project progress and success. This website will also provide a place for other institutions to access the PBL activities developed. The CVTC Prototype Lab will continue to provide a space to inspire makers and entrepreneurs from the community to turn their ideas into new products, creating a culture of innovation and invention in the Chippewa Valley. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400652 | Expanding the Technician Workforce through Independent Mechatronics Education Curriculum | DUE | Advanced Tech Education Prog | 07/30/2024 | Doug Laven | doug.laven@southcentral.edu | MN | South Central College | Standard Grant | Nasser Alaraje | 09/01/2024 | 08/31/2027 | $611,234.00 | Chris Blaisdell | 1920 LEE BLVD | NORTH MANKATO | MN | 560.032.504 | 5.073.897.228 | EDU | 741200 | 1032, 148Z, 8037, 9178, SMET | 0,00 | An examination of regional workforce needs in Minnesota indicates there is high demand for mechatronics technicians. Mechatronics technician roles are expected to grow 4.1% in Minnesota from 2020-2030 and industry partners served by South Central College (SCC) continue to express difficulty filling open technician positions. The CHIPS and Science Act of 2022 (CHIPS Act) is investing billions to expand domestic semiconductor manufacturing, which will increase the demand for skilled mechatronics technicians even further. To increase the nation's economic competitiveness and the regional supply of qualified technicians, SCC will expand its nationally recognized Independent Mechatronics Education Curriculum (iMEC) program to new rural and underserved regions of Minnesota. The project will enhance cross-disciplinary mechatronics technician training that integrates computer technology skills to prepare students for emerging "smart factory" manufacturing environments. These efforts directly support the CHIPS and Science Act of 2022 by expanding the STEM talent pipeline. The project will increase access to technical education and careers for high school students through dual-credit enrollment pathways. It will also advance critical thinking and problem-solving skills through real-world troubleshooting experiences between college and high school partners. Ultimately, the project intends to increase the number of highly-skilled, work-ready mechatronics technicians that enter the workforce. The project goal is to increase the number of multi-skilled technicians entering the mechatronics field in Greater Minnesota through the expansion of accessible pathways for secondary and post-secondary students and the enhancement of curricula and hands-on equipment. Three primary objectives will be addressed through this work. First, the project will focus on expanding career pathways for rural and underserved communities, specifically, the Native American population in Minnesota. This will be done by establishing iMEC courses at two community colleges and four high schools in rural northern Minnesota that directly serve these populations. Second, the project will support enhancing the iMEC curricula and related iREAL [hands-on] trainers to address topics and skillsets related to Industry 4.0, the Internet of Thing (IoT), the CHIPS Act and semiconductor industry. Curricula will be enhanced through collaboration with regional industry partners and integration of new technologies, such as Arduino, Raspberry Pi, and other automation controllers that support emerging "smart factory" environments and technologies like the Internet of Things. To advance critical thinking and problem-solving, a capstone troubleshooting experience between college and high school partners will be implemented where students document solutions and share data to inform future curriculum. Finally, the project will provide professional development opportunities for post-secondary and secondary partners with an emphasis on understanding and implementing the iMEC pathways. Two four-day professional development workshops will be hosted to support learning about the course curricula and related labs and give hands-on experience with the iREAL trainers. The project's external evaluator will track progress on goals and objectives and will provide formative feedback over the three-year initiative. Results will be disseminated by project PIs at related conferences and through published articles. Ultimately, the project will increase pathways to technical careers and produce work-ready technicians for the regional workforce. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2400577 | Critical Environments for Data Center Operations | DUE | Advanced Tech Education Prog | 07/29/2024 | Gregory Jourdan | gjourdan@wvc.edu | WA | Wenatchee Valley College | Standard Grant | Paul Tymann | 08/01/2024 | 07/31/2027 | $349,995.00 | Yuritzi Lozano | 1300 5TH ST | WENATCHEE | WA | 988.011.741 | 5.096.826.435 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Projections show that the data center industry will grow 10% per year through 2030, with global spending on the construction of new facilities approaching $49 billion. The need for data centers is fueling an unparalleled demand for a skilled technically adaptable workforce capable of operating and maintaining these highly technical facilities. The goal of this project is to create educational pathways designed to provide students with the technical skills, competencies, and hands-on experiences required for successful employment in the data center industry. Students will develop marketable skills allowing them to secure gainful employment in the data center industry addressing a skilled labor shortage in the region. The resulting educational model will be designed so that it can be replicated by secondary schools and colleges across the country. The project team will work with industry and K-12 representatives in an advisory capacity to provide guidance and resources. The curriculum will allow students to learn from multiple technical disciplines including HVAC systems, electricity, backup generators, automatic controls, security, fire alarms, and energy management. This project will address current and future data center education by developing new technical courses related to data center facilities. The results of this project will be shared with other community colleges in the country via conferences, web-based curriculum and supporting resources. Project evaluation will include formative and summative inquiries that will provide feedback to inform continuous improvement. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2025298 | NNCI: Nebraska Nanoscale Facility (NNF) | ECCS | Advanced Tech Education Prog, National Nanotechnology Coordi | 07/24/2024 | Christian Binek | cbinek@unl.edu | NE | University of Nebraska-Lincoln | Cooperative Agreement | Richard Nash | 09/01/2020 | 08/31/2025 | $3,500,000.00 | Rebecca Lai, Xia Hong, Jeffrey Shield, Stephen Ducharme | 2200 VINE ST # 830861 | LINCOLN | NE | 685.032.427 | 4.024.723.171 | ENG | 741200, 760100 | 1032, 7237, 9150, 9178, SMET | 0,00 | Non-technical Description: The Nebraska Nanoscale Facility (NNF) will continue to function as an NNCI regional user facility serving the nanotechnology and materials characterization needs of small colleges, universities, small and large companies in the western region of the US Midwest. Users have access to state-of-the-art advanced instrumentation facilities and expertise at the NNF. It facilitates cutting-edge research in nanomaterials science and nanotechnology with increasing emphasis on emerging quantum materials and technologies and fabrication of nanotechnology enabled devices, which can lead to new consumer products. The renewed NNF continues its contribution to the United States research and educational infrastructure for transformative advances in the fabrication, characterization, understanding and utilization of novel nanostructures, materials and devices. These structures and devices play an increasingly critical role in contemporary technologies including information technology, digital communication, energy processing, sensors for threat detection, and biomedicine. The strong education-outreach (E/O) program at NNF is focused on increasing diversity and inclusiveness through summer research experiences for students, after school middle-school programs, community-college programs, minicourses, and others. NNF’s E/O activities include programs with Native Americans and tribal colleges in Nebraska associated with the Winnebago, Santee Dakota, and Omaha tribes and help attracting students to engineering and science careers. Technical Description: As an integral part of the NNCI the Nebraska Nanoscale Facility (NNF) provides open and affordable access to advanced instrumentation facilities, expertise, training, and services in nanoscience, nanotechnology, materials science, and engineering to users from academia, industries, and government labs in the western region of the US Midwest. The NNF provides a single door access to eight core facilities and two shared facilities associated with it. NNF is the only facility in the western region of the US Midwest that houses an advanced array of state-of-the-art research instrumentation with a combination of cutting-edge technologies, intellectual capabilities and expertise that are open to all users in the region. The renewed NNF provides external users easy access to systems dedicated for advanced nanofabrication, nanomaterials characterization, chemical analysis, and additive manufacturing. NNF is equipped to support the investigation of nanomaterials, quantum materials, and metamaterials as well as nanomagnetic and nano-biodevice fabrication and testing. Research at NNF is bolstered by strong research groups in nanoscale electronics, nanomagnetism, nanophotonics and materials and structures for energy. The NNF also supports major sponsored research programs at the Nebraska Center for Materials and Nanoscience, UNL and neighboring universities. Hundreds of graduate and undergraduate students, postdoctoral associates, visiting scientists and engineers continue to benefit from the state-of-the-art facilities in NNF. 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. |
| 2349967 | Forging a Blockchain-ready Workforce: Preparing Technicians for Success | DUE | Advanced Tech Education Prog | 07/29/2024 | Angel Fonseca | fonsecaangelm@jccmi.edu | MI | Jackson Community College | Standard Grant | Paul Tymann | 08/01/2024 | 07/31/2027 | $349,846.00 | Dianne Hill | 2111 EMMONS RD | JACKSON | MI | 492.018.395 | 5.177.870.800 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Blockchain, a transformative and decentralized peer-to-peer ledger technology, is impacting industries at a pace that rivals the adoption of the internet in the 1990’s. Blockchain facilitates secure and transparent transactions across various domains and sectors such as finance, health care, energy, supply chain, manufacturing, and other global industries. The goal of this project is to develop a new academic program to prepare students to work as Blockchain technicians. The resulting curriculum will be aligned with developing industry standards and will help to address the demand for Blockchain capable technicians. Existing partnerships and consortiums will be leveraged to share the resulting curriculum broadly with the community, stakeholders, workforce development agencies, and partner institutions. The academic program that will be created by this project will consist of four dedicated courses, two stackable micro-credentials, and will be integrated into existing programs. The curriculum will be designed to attract and retain a wide variety of students, and to help incumbent workers to obtain skills in Blockchain. The project will provide substantive professional development to faculty so that they remain current with evolving Blockchain regulations, standards, and innovations. Integration of the Blockchain curricula into the host institution's catalog, marketing, and student recruitment processes will ensure sustainability of the curriculum after the grant funding ends. Project evaluation will include formative and summative inquiries that will provide feedback to inform continuous improvement. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2400619 | Green River Electric Automotive Technology (GREAT) | DUE | Advanced Tech Education Prog | 07/29/2024 | David Lewis | dlewis@greenriver.edu | WA | Green River Community College | Standard Grant | Olga Pierrakos | 08/01/2024 | 07/31/2027 | $404,567.00 | Dan Sorensen | 12401 SE 320TH ST | AUBURN | WA | 980.923.622 | 2.538.339.111 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Green River Community College, a Washington state public community college and minority-serving institution, is updating its nationally certified Automotive Technology department to service hybrid gas-electric and fully electric vehicles (HEVs/EVs). All new cars sold within the state by 2035 must be HEV/EVs or hydrogen-fueled cars. The federal government has set a similar goal for the nation to achieve by 2050. However, few technicians are qualified to work on HEV/EVs. This is due to a lack of HEV/EV educational programs that are open to the general public, and difficulty attracting many to become automotive technicians, particularly women. The Green River Electric Automotive Technology project will address this problem in three ways. First, it will create a short-term certificate program for working technicians. Over 20 technicians will annually complete the program and earn industry-recognized certifications. The project will equip Green River College to teach HEV/EV courses and prepare instructors to teach these courses. Second, the project will establish a student club and work with Amazing Women in Automotive, a nonprofit organization, to recruit and support more women in the Automotive Technology department. Third, it will hold a summer workshop in 2025 for 6-8 high school automotive teachers to educate them about HEV/EVs, so they may inform and inspire local youth to pursue careers in this field. The project will use open-access tools and work with diverse partners, such as the Northwest Auto Care Alliance, to share its products for nationwide use by automotive educators. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2235294 | FuSe-TG: A Co-Design Model for Advanced Manufacturing and Workforce Development to Enhance Future Semiconductor Technologies | ECCS | FuSe-Future of Semiconductors, Advanced Tech Education Prog | 02/24/2023 | David Estrada | daveestrada@boisestate.edu | ID | Boise State University | Standard Grant | Ale Lukaszew | 03/01/2023 | 02/28/2025 | $400,000.00 | Kurtis Cantley, Haitao Liu, Justin Starr, Manjeri Anantram | 1910 UNIVERSITY DR | BOISE | ID | 837.250.001 | 2.084.261.574 | ENG | 216Y00, 741200 | 1032, 106Z, 9178, SMET | 0,00 | Manipulating information at the sub-cellular scale inspired Richard Feynman to imagine biological approaches to miniaturize computing architectures. At the time of his now prescient lecture, There’s Plenty of Room at the Bottom, this possibility seemed like science fiction. Today, technology exists where we can explore the possibility of integrating biology with semiconductor materials to manipulate matter at the atomic scale in order to enable novel computing architectures. This project aims to do exactly this by building a team capable of integrating DNA-nanotechnology with emerging 2-dimensional materials. This approach could lead to new fundamental understanding of the limits of future semiconductor technology. This teaming grant brings together expertise from the Pacific Northwest and Mid-Atlantic regions of the United States to develop an integrated theoretical-computational-experimental co-design framework which can enable the discovery of novel physical phenomena which will reduce energy consumption across the computing spectrum, accelerating the deployment of functional high-performance materials and energy-efficient device structures that will revolutionize non-von Neumann technologies. The goal of this team-forming grant is to cultivate a broad coalition of researchers capable of advancing the future of semiconductor manufacturing through a co-design approach combining experiments and computation. We aim to establish a new semiconductor manufacturing paradigm which merges computational sciences and experiments at the nexus of DNA nanotechnology and 2-dimensional (2D) materials to develop novel energy-efficient neural computing devices which can help reduce global computing related energy demands. Specifically, we will design DNA nanostructure templates for atomically precise patterning and doping of 2D materials in order to create 2D synapses and their neuromorphic circuits. Close collaboration with our Industrial Advisory Board and community college partners will enable a skilled workforce capable of leveraging both synthetic biological processes and emerging 2D materials in the design and development of next generation computing paradigms. 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. |
| 2201692 | Developing a Technician Training Program for the Advanced Manufacturing Workforce | DUE | Advanced Tech Education Prog | 07/29/2024 | Danelle Maxwell | maxwelld@otc.edu | MO | Ozarks Technical Community College | Standard Grant | Paul Tymann | 06/01/2022 | 05/31/2025 | $345,725.00 | Jacque Harris, Landon Vinson, Robert Randolph | 1001 E CHESTNUT EXPY | SPRINGFIELD | MO | 658.023.625 | 4.174.474.842 | EDU | 741200 | 1032, 9178, SMET | 0,00 | As the manufacturing sector in the United States continues to evolve, the need for a highly skilled workforce is increasing. As a result, the nation is experiencing a critical shortage of trained professionals who have the skills required to function in an advanced manufacturing environment. This project will improve and expand technical training opportunities in advanced manufacturing at Ozarks Technical Community College (OTC). As one of the few programs of this kind in the Midwest, this program will provide both the workers that employers are searching for as well as establishing an educational pipeline for students interested in manufacturing. Exploration opportunities for K-12 students will be developed to build interest in manufacturing trades. Students who gain an interest in automation through one of OTC’s tours or summer camps will have the opportunity to earn a degree in advanced manufacturing. These will then be qualified to fill one of the high-demand positions in advanced manufacturing available at area employers. This project has two overarching goals, 1) improve and expand automation and robotics instruction for manufacturing at two-year colleges, and 2) increase the awareness of automation and robotics career pathways for secondary students. The resulting programs, developed with input from industry stakeholders, will focus on critical areas such as robotic programming and maintenance, integration of programmable automation controllers into the manufacturing process, and development of IT infrastructure to support automated systems. To address the gap in skilled workers, the program will develop a secondary to post-secondary talent pipeline, utilizing a layered approach to begin building interest in automation and robotics early in high school. The program will develop a series of experiences that allow secondary students to develop an interest in the field. This method will allow multiple entry points and varying levels of involvement to develop a workforce prepared for the needs of Industry 4.0. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2133600 | Increasing STEM Persistence by Supporting Apprentice Research Experiences (AREs) as a Model for Institutional Change in Community Colleges | DUE | Advanced Tech Education Prog | 07/19/2023 | Jacquelyn Swanik | jtswanik@waketech.edu | NC | Wake Technical Community College | Standard Grant | Kalyn Owens | 10/01/2021 | 09/30/2026 | $1,399,976.00 | Sarah Horstman, Stephanie Rollins, Chris O'Riordan-Adjah, Jacquelyn Swanik | 9101 FAYETTEVILLE RD | RALEIGH | NC | 276.035.655 | 9.198.665.076 | EDU | 741200 | 102Z, 1032, 8209, 9178 | 0,00 | This project aims to serve the national interest by iteratively assessing and improving the STEM Academic Research and Training (START) program, an Apprenticeship Research Experience (ARE) at Wake Technical Community College. The project will contribute to understanding the effects of AREs - especially uncommon and understudied at 2-year colleges - on community college students’ persistence in college and in STEM careers. This project will develop a sustainable model for co-curricular apprenticeship-style mentored undergraduate research programs and help build the case for state and donor funding for undergraduate research experiences and internships at community colleges across North Carolina. The project will enhance a current program, recruit students from populations underrepresented in STEM, and further develop relationships with numerous research partners. By supporting students with paid internships, the project will increase access to STEM careers for low-income students. Training modules for mentors and students will also be developed. The project offers a distinct opportunity to recruit underrepresented minorities and first-generation college students into STEM research and prepare them for successful academic and professional careers. The project goal is to develop a sustainable and scalable undergraduate research and internship program model for 2- and 4-year colleges to partner in undergraduate research. Such partnerships are expected to foster student success in transfer and persistence in bachelor’s degree programs in STEM. Funds will support approximately 50 student interns each semester resulting in 400 paid internships over the course of the project. This project will develop a Community of Inquiry (CoI) framework-based model for strengthening undergraduate research experiences in the community college context. The project will utilize a randomized controlled trial that meets the "What Works Clearinghouse" standards, and includes research questions on the impact of participation in START undergraduate research on student outcomes, e.g. retention and persistence in college and in STEM fields, academic confidence, student identity and awareness, and scientific literacy and research skills. Furthermore, the research questions examine the impact of START on the college, e.g. the impact on the diversity of student participation in STEM fields, the skills and comfort of mentors in engaging in mentoring activities, and the institution’s support for mentors and research. The external evaluator and project faculty will prepare manuscripts of findings for publication and disseminate them via national conferences, reaching audiences of both practitioners and researchers. Academic partners include North Carolina Agricultural and Technical State University, the University of North Carolina at Chapel Hill, and North Carolina State University. By creating undergraduate research and internship opportunities for community college students the project is a model to build the STEM pipeline. Funding for this project comes from the Advanced Technological Education program through the program description on Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education (PD 21-7980) which promotes innovative and evidence-based practices in undergraduate STEM education in the community college sector. 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. |
| 2400881 | Career Connected Cybersecurity Education | DUE | Advanced Tech Education Prog | 04/11/2024 | Meredith Quinn | mquinn@franklincummings.edu | MA | BENJAMIN FRANKLIN CUMMINGS INSTITUTE OF TECHNOLOGY | Standard Grant | Paul Tymann | 06/15/2024 | 05/31/2027 | $348,523.00 | Fathima James | 41 BERKELEY ST | BOSTON | MA | 21.166.307 | 6.175.881.368 | EDU | 741200 | 1032, 8045, 9178, SMET | 0,00 | A series of major digital security breaches over the past year has served as a wake-up call to Corporate America about the need to invest in cybersecurity. The need for cybersecurity professionals has been growing rapidly, faster than companies can hire, and that demand is expected to continue. The goal of this project is to increase the number of students who are qualified to work in the cybersecurity field. This project will provide crucial start-up support for a new cybersecurity concentration, which will enroll its first student cohort in the fall of 2024. The project will provide students in the program with access to a state-of-the-art cyber range, reduce cost barriers to obtaining industry-recognized credentials before graduation, provide industry mentorship and internships to students, and deepen and develop the college’s relationships with cybersecurity employers for ongoing curriculum review and student employment opportunities. The project’s focus on increasing the number of workers in the high-demand cybersecurity field who come from low-income and underrepresented minority backgrounds will benefit employers by producing well-trained cybersecurity workers. The project will lead to economic advancement for all students enrolled in the program by training them for positions in the cybersecurity field and connecting them with the resources needed to gain employment in the field. Project evaluation will include formative and summative inquiries that will provide feedback to inform continuous improvement. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the Nation's economy. 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. |
| 2400905 | Equitable Pathways to Artificial Intelligence | DUE | Advanced Tech Education Prog | 04/10/2024 | Ching-Song Wei | cswei1231@gmail.com | NY | CUNY Borough of Manhattan Community College | Standard Grant | Paul Tymann | 06/15/2024 | 05/31/2027 | $645,312.00 | Hao Tang, Yan Chen, Mohammad Azhar | 199 CHAMBERS ST | NEW YORK | NY | 100.071.044 | 2.122.208.010 | EDU | 741200 | 093Z, 1032, 147Z, 9178, SMET | 0,00 | Artificial intelligence (AI) has transformed the way data is analyzed to produce meaningful information and has created an unprecedented demand for trained AI technicians. The goal of this project is to develop educational and career pathways in AI through the creation of an online AI certificate program. The certificate program will provide stackable credentials and credit for prior learning, be guided by an industry advisory board, and implement national recommendations for AI education. Students will be taught using real-world projects and project-based learning. The certificate program will serve high school students, incumbent workers, and second-degree seekers and will feature enrichment activities such as industry workshops, internships, and career panels. The resulting certificate program will be the first AI certificate in the CUNY system that will prepare students to pursue careers in industry as entry-level AI technicians. Beyond its immediate objectives, the program will seek to cultivate a talent pipeline, addressing the shortage of AI technicians, diversifying the talent pool, and establishing a national model for preparing diverse students for successful AI careers. The instructional materials developed will become part of the college’s permanent course offerings. The project team will use both quantitative and qualitative measures to assess the project’s effectiveness and will use these measures to adjust the program as needed. This project will serve as a model for other academic institutions interested in developing a comprehensive program aimed to help address the shortage of well-qualified and skilled AI technicians. This project is funded by the Advanced Technological Education program that focuses on the education of technicians for the advanced-technology fields that drive the nation's economy. 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. |
| 2202226 | Building a data driven pathway in data science leading to student success | DUE | Advanced Tech Education Prog | 06/01/2022 | Joachin Arias | ariasjj@lahc.edu | CA | Los Angeles Harbor College | Standard Grant | Paul Tymann | 07/01/2022 | 06/30/2025 | $349,534.00 | Lorrie Kato | 1111 FIGUEROA PL | WILMINGTON | CA | 907.442.311 | 3.102.334.041 | EDU | 741200 | 1032, 9178, SMET | 0,00 | Businesses of all types recognize the transformational value of “big data” in decision making and planning and are facing a growing need to hire employees with data analytic skills. Guided by the expertise of industry leaders in the areas of big data, data science, and data analytics, Los Angeles Harbor College (LAHC) will create two stackable Data Analyst certificates designed to provide technician-level skills for entry-level employment to address the demand for employees with “big data” skills. Educational pathways will be developed that will integrate several established traditional and non-traditional STEM degrees, such as business, psychology, biology, and education, allowing community college students to acquire a foundation in data analytics, increasing entry level employability, and allowing them to work in sectors with “big data” needs. In addition to preparing students for technician-level employment, the use of credit-bearing, transferable coursework will allow LAHC to establish a data science transfer pathway to a growing number of baccalaureate institutions offering data science programs. The project will create a Data Analyst certificate designed to provide foundational data science and analysis skills that will increase the employability of any LAHC s |