Project Abstracts for Fiscal

Year 2022

Minority Science and Engineering 

Improvement Program

New Awards
Table of Contents

#1 MS - Alcorn State University

Lorman, MS

Institutional Grant

P120A220062...........................................................................................................................................6

#2 LA - Southern University at New Orleans

New Orleans, LA

Institutional Grant

P120A220005...........................................................................................................................................7

#3 PR - Inter American University of Puerto Rico - San German Campus

San Juan, PR

Institutional Grant

P120A220029...........................................................................................................................................8

#4 NY - Research Foundation CUNY on behalf of NYC College of Technology

Brooklyn, NY

Institutional Grant

P120A220033...........................................................................................................................................9

#5 NC - Johnson C. Smith University

Charlotte, NC

Institutional Grant

P120A220051.........................................................................................................................................10

#6 NC - North Carolina Central University

Durham, NC

Special Projects Grant

P120A220013.........................................................................................................................................11

#7 TX - The University of Texas Rio Grande Valley

Edinburg, TX

Institutional Grant

P120A220056.........................................................................................................................................12

#8 TX - Texas A&M University - Corpus Christi

Corpus Christi, TX

Institutional Grant

P120A220040.........................................................................................................................................13

#9 SC - Claflin University

Orangeburg, SC

Special Projects Grant

P120A220018.........................................................................................................................................14
#10 TX – The University of Texas – El Paso

El Paso, TX

Institutional Grant

P120A210008.........................................................................................................................................15

#11 NC - North Carolina A&T State University

Greensboro, NC

Institutional Grant

P120A220019.........................................................................................................................................16

#12 TN - Lemoyne-Owen College

Memphis, TN

Institutional Grant

P120A220064.........................................................................................................................................17

#13 IL - Dominican University

River Forest, IL

Institutional Grant

P120A220016.........................................................................................................................................18

#14 CT - Albertus Magnus College

New Haven, CT

Institutional Grant

P120A220010.........................................................................................................................................19

#15 NY - Research Foundation CUNY on behalf of York College CUNY

Jamaica, NY

Institutional Grant

P120A220050.........................................................................................................................................21

#16 - TX - Prairie View A&M University

Prairie View, TX

Institutional Grant

P120A210017.........................................................................................................................................22

#17 FL - Ana G. Mendez University

Orlando, FL

Institutional Grant

P120A220026.........................................................................................................................................24

#18 TX - The University of Houston - Downtown

Houston, TX

Institutional Grant

P120A220015.........................................................................................................................................25

#19 - PR - Inter American University of Puerto Rico - Aguadilla

San Juan, PR
Institutional Grant

P120A210060.........................................................................................................................................26

#20 AL - Alabama A&M University

Huntsville, AL

Institutional

P120A220023.........................................................................................................................................28

#21 TX - Texas A&M University - Kingsville

Kingsville, TX

Institutional Grant

P120A220041.........................................................................................................................................29

#22 AL - Alabama State University

Montgomery, AL

Institutional Grant

P120A220003.........................................................................................................................................30

#23 NY - Research Foundation of CUNY on behalf of Lehman College

Bronx, NY

Institutional Grant

P120A220038.........................................................................................................................................31

#24 MS - Jackson State University

Jackson, MS

Special Projects Grant

P120A220052.........................................................................................................................................33

#25 FL - Miami Dade College

Miami, FL

Institutional Grant

P120A220021.........................................................................................................................................35

#26 AL - Oakwood University

Huntsville, AL

Institutional Grant

P120A220001.........................................................................................................................................36

#27 TN - Tennessee State University

Nashville, TN

Special Projects Grant

P120A220063.........................................................................................................................................38

#28 GA - Andrew College

Cuthbert, GA

Institutional Grant

P120A220007.........................................................................................................................................39
#29 TX - The University of Texas at El Paso

El Paso, TX

Cooperative Grant

P120A220044.........................................................................................................................................40
6

#1 MS - Alcorn State University

Lorman, MS

Institutional Grant

P120A220062

Abstract

Project Design: This application is for an Institutional Project grant. The project will focus on 1)improving 

college readiness among high school students by exposing high school teachers to a summer STEM

workshop that emphasizes inquiry based and cooperative learning, innovative useof technology and

interactive course material; and 2) improve retention, persistence, and graduation from Alcorn State 

University through the development of an internship program with four institutions and six high schools 

infused with inquiry based learning, cooperative learning, and research opportunities.

Goal 1: To make long-range improvement in the preparation, recruitment, transition, and enrollment of

underrepresented ethnic minorities, particularly minority women, into matriculation in science and 

technology studies at Alcorn State University.

Goal 2: To make long-range improvement in the retention, persistence, academic performance, and

graduation of underrepresented ethnic minorities, particularly minority women, in science andtechnology

studies at Alcorn State University.

Competitive Preference Priorities:

Competitive Preference Priority (a) by utilizing interactive videoconferencing to deliver professional 

development, student dual credit courses, and summer immersion in STEM via interactive

videoconferencing.

Competitive Preference Priority (b) by providing internships at science-based facilities and Institutes of 

Higher Education research centers that will provide personalized and job-embedded professional learning.

Performance Measure: 1.1.1: An improvement of average ACT STEM scores of the participating high 

school districts by 0.5 percentage points by May 2024.

Performance Measure 1.1.2: A seven percentage point increase in Science Proficiency (BiologyEnd of 

Couse Test) for participating high schools from the 2018-2019 baseline of 32.3 percent by May 2024.

Performance Measure 1.1.3: Increase STEM content and pedagogy knowledge of Teachers by 15 percent

as measured by pre-and post-tests and surveys of teacher knowledge after finishing the STEMworkshop.

Performance Measure: 1.2.1: An 8 percent reduction in the percent of students who require remedialor

transitional courses.

Performance Measure 2.1.1: Students have greater retention of academic knowledge as evidenced by a 5

percent increase in GRE scores by September 2024.

Performance Measure 2.1.2: A six percentage point increase in the persistence of underrepresented ethnic

minorities and minority women institutions in the fields of engineering orphysical or biological sciences by 

May 2024.

Performance Measure 2.1.3: (MSEIP GPRA Performance Measure 1) A 4 percent change in the number 

of full-time, degree-seeking minority undergraduate students at Alcorn State University enrolled in the 

fields of engineering or physical or biological sciences, compared to the average minority enrollment in the

same fields in the three-year period immediately prior to the beginningof the current grant.

Performance Measure 2.1.4: (MSEIP GPRA Performance Measure 2) Increase the percentage of minority 

students enrolled at four-year minority institutions in the fields of engineering or physical or biological 

sciences who graduate within six years of enrollment by eight percentage points by May 2024.
7

#2 LA - Southern University at New Orleans

New Orleans, LA

Institutional Grant

P120A220005

Abstract

Southern University at New Orleans (SUNO) is proposing Renaissance In STEM Education (RISE) grant

which we envision to have a long-term and sustainable effect on the quality of STEM education, research, 

and institutional resources for underrepresented minorities and women undergraduate students. SUNO is a 

coeducationalinstitution serving 2,309 students (Fall 2019; Undergraduate students 1,894 among which

72 percent female; 83 percent Blackor African American; 42 percent non-traditional; and 7 percent

formally registered with the office of disabled services. Due to severe lack of underrepresented minorities 

and women in STEM fields, including biology and mathematics, we recognized the need of integrative,

interdisciplinary, and technology-based education and basic research skills (virtual and in-person) for 

students at SUNO and their fulltime engagement in scientific research projects during summer. The goal of 

this proposal is to provide post-COVID-19 opportunities for the rebirth and rejuvenation of STEM 

education and research at SUNO. It is anticipated that the outcome of this project will provide students with 

asense of belonging, worth, and competence. The measurable objectives of this project, in agreement with

Competitive Preference Priority (Building Capacity for remote Learning a and b), are to: (i) Provide 

academic and research stipends to Biology and Mathematics majors, (ii) Provide tutoring in gatekeeper 

STEM courses, (iii) Enhance the participation of undergraduate students by adopting and supporting models 

that leverage technology (in-person, hybrid and on-line in synchronous or asynchronous modes) in teaching 

and research by providing high- quality digital competency-based remote learning content, applications,

and or tools that are accessible to allincluding individuals with disabilities, (iv) Continue and expand 

collaborations with research institutions and user facilities, (v) Conduct webinars with collaborators, (vi) 

Enhance the participation of STEM students and faculty at scientific conferences (virtual and in-person) to

disseminate research findings, (vii) Enhance technical writing skills, (viii) Enhance oral presentation skills, 

(ix) Participate in outreach activities, and (x) Recapture productivity, zeal, and collaboration that was lost 

during COVID-19. We are confident that these efforts will rejuvenate and enhance recruitment, enrollment, 

retention, and completion of B.S. degree programs in biology and mathematics. From our experience, these

objectives are expected to result in significantly reduced graduation time (compared to theinstitutional 

average of over six years) for students, increase in graduate/professional school admissions, and more

career choices for students in STEM fields in post-COVID-19 pandemic era.

In addition to formative and summative evaluations by the Internal Advisory Committee (IAC) at SUNO,

program activities will be evaluated annually by a team of independent external evaluators based on 

performance indicators set forth at the beginning of the project. The main expected outcome of the project 

will be a marked improvement in academic quality, undergraduate research, improvement in the number of

completers, faculty development, and improvement in the long-range departmental infrastructure that will 

result in advanced training of minority students and increase in the number of women STEM graduates who 

will pursue advanced STEM degrees or join the STEM workforce. As a direct result of the sound academic 

foundation, education and research skills they received through this project, graduating scholars will be 

well-trained and equipped to contribute to society as productive, thoughtful, and capable citizens who can 

serve effectively in their chosen STEM fields. The proposed MSEIP RISE grant will result in rebirth, 

rejuvenation, and enrichment of STEM programs on our campus, especially after the negative impact of 

COVID-19. 
8

#3 PR - Inter American University of Puerto Rico - San German Campus

San Juan, PR

Institutional Grant

P120A220029

Abstract

The Inter American University of Puerto Rico, San Germán (SGC) and Bayamón Campuses(BYC) propose 

the integration of Project/Problem-Based-Learning (PBL/PjBL) and STEM research methodologies to 

augment the hybrid education experiences in STEM labs for Hispanicstudents. The program aims to 

improve the wellness, mental health, retention, and self-efficacy in STEM lab skills with academic 

excellences in the context of a hybrid education. It is based onprofessional development, collaboration and 

sharing of best practices by discipline to design curricula and implement in selected courses. The best 

practices will be available for application on both campuses and for extension to other courses and

institutions.

This program addresses problems in STEM education that are both old (success of Hispanic students in 

STEM degree programs, PBL/PjBL) and new (reduced enrollment and reduced skill level due to learning 

loss during the pandemic) through innovation and collaboration. Specific goals are: 1) to continue a history 

of collaboration between SGC and BYC to promote an efficient resource sharing, and improved delivery

of a hybrid education to impact STEM courses; 2) to conduct a Summer PBL/PjBL and Hybrid Laboratory

Professional Development Meeting (HyLab-INTER) that provides interaction and feedback between 

experts, faculty and students, topresent solutions to the online laboratories challenges; and 3) to design and 

implement better hybrid laboratory experiences (in-person and online) that leverage the newly gained online

instruction skills, simulation tools and hybrid classrooms, founded on pertinent research and learning 

methodologies connected to the scientific theory, to be shared for the permanent adoption at the University.
9

#4 NY - Research Foundation CUNY on behalf of NYC College of Technology

Brooklyn, NY

Institutional Grant

P120A220033

Abstract

New York City College of Technology (City Tech) is the designated senior college of technology for the 

City University of New York (CUNY), the nation’s largest urban public university system serving more 

than 275,000 students across 25 campuses. City Tech’s missionis to provide broad access to high quality 

technological and professional education for a diverseurban population. In fall 2019, it had a total student 

enrollment of 17,036, with 34 percent of studentsself-identified as Hispanic, 29 percent as Black (nonHispanic), 20 percent as Asian, and 10 percent as White; thestudent body reported 145 different countries 

of origin.

While City Tech excels at providing inquiry-driven and experiential learning capstone opportunities for 

advanced STEM students, the college struggles with moving students successfully through foundational 

STEM courses. Early indicators from the pandemic period aretroubling, with fall-to-spring persistence, 

already a concern, declining steeply. In response, the college has designed “Connect the Dots: Digital Open

Tools and Supports for Student Success inSTEM,” a three-year intervention designed to mitigate students’

learning loss in mathematics and help prevent attrition in related STEM fields. The project’s objectives are:

● Objective 1: (Overarching Goal): Improve student success in computationally-based courses that

are essential for STEM careers.

● Objective 2: Help students connect the dots between mathematics and other STEM disciplines 

by providing ready access to high quality freely-available digital tools andopen educational resources (OER),

supported by peer tutoring.

● Objective 3: Institutionalize the adoption of project OER and increase their pedagogical

effectiveness by providing synchronous and asynchronous professional development forfaculty teaching the

courses concerned.

These objectives will be achieved through a set of integrated activities that build on City Tech’s expertise 

in the development of open tools and OER, and the team’s extensive experience working with and 

supporting students and faculty before and during the pandemic. Faculty in Mathematics will work with 

STEM Liaisons to develop OER that help students “connect the dots” between foundational math concepts 

and their STEM coursework. The OER will consist ofself-paced review modules and STEM applications 

delivered via WeBWorK, a free and open source online STEM assessment platform, and the OpenLab, City 

Tech’s open online community. Two undergraduate research students each year will provide input on the 

developed materials and study the impact of the OER. Faculty teaching the targeted courses will be

introduced to best practices for using the OER with their students via a flexible professional development 

program consisting of in-person sessions and self-paced modules. Students in the targeted courses will 

receive peer tutoring on theOER. Our project addresses both priority areas(a) and (b) under the Competitive

Preference Priority, Building Capacity for Remote Learning.

The project will offer digital tools and supports to more than 1,300 students in four high- enrollment courses 

in Physics and Computer Systems Technology during the grant period; weanticipate that at least 700 

students will use the materials annually thereafter. Because all tools and resources are openly and freely 

available, they can be used and adapted by others at City Tech and beyond, amplifying the impact of the

grant funds.
10

#5 NC - Johnson C. Smith University

Charlotte, NC

Institutional Grant

P120A220051

Abstract

Over the past decade, the university has made significant progress in addressing the underrepresentation of

minorities in the STEM field. In 2014, Johnson C. Smith University was named by HBCU Digest as one of

the top performing universities for STEM education. This MSEIP program at Johnson C. Smith University

will embed industry-recognized credentials across the STEM College, cultivate students’ remote

learning/working ability, and strengthen Faculty’s capacity to effectively teach online courses.

Through a multi-prong strategy, we will: increase the number of students majoring in STEM by 20 percent,

implement STEM experiences to strengthen student’s confidence and community around a major, expand

STEM students’ employability, and support student’s mental health.

Proposed Activities:

As part of the MSEIP program at Johnson C. Smith University, we outlined six objectives to achieve our

goals and to primarily impact 150 students per year. The program will be targeted towards minority

incoming freshman to rising seniors who major or are interested in a STEM. The program objectives are to

increase STEM Student attainment of industry-recognized credentials; increase STEM Enrollment; increase

number of STEM graduates; increase STEM student retention; increase STEM student employability; and

increase STEM online courses. To accomplish these objectives, we propose the follow activities: STEM

Immersion program, STEM Faculty Summer Online Teaching Institute, Experiential Learning; in-demand

skills training in STEM fields. Additionally, some of the proposed activities such as mental health

interventions and preventions benefit all students at JCSU and community night would impact all students

interested in STEM.

Anticipated Results:

The MSEIP Program at Johnson C. Smith University will achieve the following results: increased

enrollment in STEM majors by 20 percent; online STEM degree program; increased STEM retention from 

63 percentto 68 percent; increased STEM six-year graduation from 65 percent to 72 percent.

Competitive Preference Priorities: The MSEIP Program will address both competitive priorities.
11

#6 NC - North Carolina Central University

Durham, NC

Special Projects Grant

P120A220013

Abstract

The project, “Promoting Science Entrepreneurship Education at North Carolina Central University”,is a 

creative approach to producing highly skilled, innovative STEM graduates from underrepresented minority

populations. The goals of the project are:

Goal 1. Increase enrollment of underrepresented minority students in STEM degree programs.

Goal 2. Increase persistence rates of underrepresented minority students in STEM degree programs.

Goal 3. Develop studentsfrom underrepresentedminority populationsinto highly skilled STEM professional

who can create and innovate.

The primary objectives for realizing project goals are:

Objective 1. Provide proactive academic advising to freshman and sophomore STEM majors.

Objective 2. Provide project-based learning (PBL) experiences to freshman STEM majors with authentic,

real-world problems to stimulate creative solutions.

Objective 3. Provide structured undergraduate research training and professional development to STEM

majors.

Objective 4. Create and provide undergraduate science entrepreneurship education program to STEM

majors.

Objective 5. Provide programming that address the impact of COVID-19 pandemic on the mental health 

andwell-being of STEM majors.

The core concept guiding our MSEIP Special Project is that hands-on, practice-based experiences in 

research and discovery, scientific making, design skills training and entrepreneurial thinking provided to 

STEM majors engages, motivates, and stimulates them to be creative, to persist, and to become self-directed 

learners. Key activities that will achieve project objectives are: (I) STEM Recruitment and Proactive 

Advising; (II) Project- Based Learning (PBL) Engagement; (III) STEM Undergraduate Research (SUR);

(IV) Entrepreneurial Thinking& Science Entrepreneurship (ETSE); (V) Mental Health and Well-Being

Awareness.

These strategies will directly impact approximately 347 students per year and will improve theenrollment 

and persistence in the STEM majors at NCCU by: increasing STEM freshman enrollment by 7 percent;

increasing first-year STEM retention to 70 percent; increasing persistence to 45 percent into year 3 and 40

percent into year 4; develop science entrepreneurship co-curricular education; and enhances entrepreneurial 

thinking development of 92 STEM majors.

Competitive preference priority used for this application:

Competitive Preference Priority— Building Capacity for Remote Learning.

Priority Area: Adopting and supporting models that leverage technology and provide high-qualitydigital

learning content, applications, and tools.
12

#7 TX - The University of Texas Rio Grande Valley

Edinburg, TX

Institutional Grant

P120A220056

Abstract

A three-year comprehensive engineering education improvement program is proposed by The University 

of Texas Rio Grande Valley (UTRGV) to increase the gender diversity, success rate and graduate study 

rate of Electrical and Computer Engineering degrees in the lower Rio Grande Valley region in south Texas. 

The main goals of our MSEIP program are to: 1) increase the graduate study rate (undergraduates that

continue their graduate study) of Hispanic engineering graduates from the 14.9 percent average rate of 

2014-2018 by 10 percent; 2) to increase by 5 percent the percentage of Hispanic women engineering

students in the Electrical and Computer Engineering program from the current 10.1 percent in May 2021, 

and 3) to improve the electrical and computer engineering graduate success rate (3.0+ accumulated GPA at 

graduation) by 10 percent in three years. Specifically, the project has proposed strategies to address 

COVID-19 pandemic impact by building capacity for remote Learning and providing flexible teaching 

modalities to advance student engagement and learning experience. The program will maintain

representation of underrepresented Hispanic students at a rate of no less than 85 percent. Targeted students 

include both current engineering students and those pending enrollment, and the pro-engineering students

in local school districts.

This program will contribute to meeting the educational and professional work force needs in south Texas 

and our nation by training quality STEM degrees in engineering. The program will affect long-range 

improvement in science and engineering education at predominantly minority institutions in quantity and 

quality, and increase the flow of underrepresented Hispanic groups, particularly Hispanic women, into 

scientific and technological careers.
13

#8 TX - Texas A&M University - Corpus Christi

Corpus Christi, TX

Institutional Grant

P120A220040

Abstract

Texas A&M University-Corpus Christi (TAMUCC)- a federally designated Hispanic-Serving Institution 

(HSI), located in Southern Texas proposes an MSEIP institutional project Developing Evidence-Based

Learning Environment for Success in STEM (DEBLES): Increasing theRetention of Minorities and 

Women, designed to address the problem of lack of preparedness inmathematics to increase retention and 

graduation of minorities and women in STEM. Our aim is to retain and graduate almost every, if not every, 

student in STEM. DEBLES has four specific goals: (1) Develop theory-informed learning communities 

that promote active and collaborative learning in the first-year gateway mathematics course for STEM

majors; (2) Strengthen capacitiesof undergraduate and graduate Teaching Assistants; (3) Conduct research 

to generate knowledge;and (4) Disseminate and promote evidence-based strategies for collaboration and 

interaction. 

The project activities include: 1) Transform first-year “gatekeeping” courses to “gateway” courses through 

the development of student learning communities based on weekly 2-hour workshops forstudents, 

integrating designs especially successful at MSIs; 2) Provide mentoring, advising, and other support 

services to students in STEM; and 3) Develop seminars to support theory-based instruction, a peermentoring support system, and a faculty mentoring system to increase student retention and success. The 

target population is around 1000 students per year enrolled in the STEM majors taking the gateway math

course precalculus. We anticipate an increase in retentionrate by ten percent and a decrease in attrition rate 

by fifteen percent over the period of three yearsof the proposed effort. The proposed project is expected to

contribute new knowledge and developevidence-based and evidence-generating approaches. The proposed

program is highly cost-effective as the cost per student is only $101 per student per year serving around

1000 students peryear during the project period. This MSEIP Project addresses both Competitive Preference

Priority One and Two.
14

#9 SC - Claflin University

Orangeburg, SC

Special Projects Grant

P120A220018

Abstract

The goal of the proposed project is to better prepare the STEM major students of Claflin University (CU) 

for more advanced studies or careers upon graduation, and to increase the retention and graduation rates of 

STEM Curriculum of CU. CU has urgent needs to lesson negative impacts of the COVID-19 pandemic on 

its students’ mental health; and to increase the retention and graduation rate of STEM majors. The low 

retention rate is directly related to failurerates in the freshmen core courses, and partially related to 

disruptions to living and learning patterns caused by COVID-19. Furthermore, previous research, 

experience, data, and feedback from students indicated that amount of mentor-protégé contact was 

positively correlated with retention rate. According to root cause analysis, the project will target STEM 

students at CU, andprovide them academic, financial and mental support to meet CU’s educational needs.

The proposed project does address the Competitive Preference Priority: (1) a Hybrid Supplemental 

Instruction (HSI) model will be created and implemented to STEM major core courses. This model will

leverage CU’s current IT Infrastructure to implement online and hybrid (online and in-classroom

synchronously) SI service, which make SI service more accessible. Furthermore, the HSI model will 

advance competency-based education since this model is student-focused. With a fixed SI-leader-lead study 

group, the SI leader is required to and able to identify specific learning outcomes, and students have the 

opportunity to demonstrate their learned knowledge and skills, and attempt a given competency multiple 

times and receive continuous feedback from SI leader. (2) This project will implement a summer camp. 

Parts of learning activities will be through a social networking platform established by this project - “CU

Learning Community for STEM”, where our students are able to learn and communicate with peers and

teachers remotely, and the learning contents are accessible for follower students.
15

#10 TX – The University of Texas – El Paso

El Paso, TX

Institutional Grant

P120A210008

Abstract

The recent boom in computer science [CS] enrollment in higher education is not enough to fill available 

jobs, and the Bureau of Labor Statistics projects the number of computing-related occupations will continue 

to grow faster than the current rate of CS graduates. To meet this demand, The University of Texas at El

Paso (UTEP) proposes an Institutional Project to increase the capacity of the UTEP Department of 

Computer Science to support Hispanic students, especially Latinas, who become certified to teach

secondary computer science. The objectives to meet this goal are to: (1) design, develop, and 

implement a Bachelor of Science in Computer Science Education degree plan with aminor in

secondary education; (2) recruit and retain a minimum of 40 Hispanic computerscience majors who 

are seeking computer science teacher certification, retaining 85 percent byYear 3; and (3) integrate, 

into STEM faculty professional development, methods and technology for remote teaching and 

learning to include remote/hybrid support for Universal Design for Learning and English Learners, 

which addresses the Competitive Preference Priority: Building capacity for remote learning.

To meet Objective 1, faculty from the College of Education and the Departmentof Computer Science 

will define the flow, required courses and relevant content, and elective courses for the proposed 

degree plan; the finalized degree plan proposal will be submitted to the appropriate university 

curriculum committees for approval at which time the proposal will be submitted to the Texas Higher 

Education Coordinating Board for final approval. To meet Objective 2, the project team will develop 

promotional materials and a recruiting plan to recruit Hispanic undergraduates into the program where 

they will be supported from their first year through graduation, resulting in the development of a 

professional learning community. Finally, in coordination with the UTEP Center for Faculty 

Leadership and Professional Development, a 2-day STEM faculty professional development workshop 

will be held each year of the grant for up to 25 STEM faculty members each year to support their 

pedagogical development to provide high quality instruction for remote learning, integrating state-ofthe-art technology to fully engage students and specialized instruction in working with English

Language Learners and students with special needs.

Expected outcomes include an established Bachelor of Science degree in the UTEP Department of 

Computer Science with sufficient enrollment to attract more secondary students in computer science, 

who will seek scientific and technological careers; 40 Hispanic students who will major in the new 

degree program; a minimum of 34 graduates of the new degree program who will be certified to teach

secondary CS; and over 25 STEM faculty who will be prepared to deliver hybrid/blended instruction

using state-of-the-art technology to maximize learning. The proposed project is endorsedby the UTEP 

Provost and deans of the Colleges of Education and Engineering; the project also has the strong support 

of two national organizations that support computer science education — CSforAll and Microsoft

TechSpark.
16

#11 NC - North Carolina A&T State University

Greensboro, NC

Institutional Grant

P120A220019

Abstract

Increasing the pool of qualified workers in Science, Technology, Engineering, and Mathematics (STEM)

areas has become one of the nation’s key priorities, as those professions are the backboneof innovation and

critical to our country’s economic future. According to the US Bureau of Labor Statistics, only 6 percent of 

U.S. workers are employed in STEM fields, and they are responsible for more than half of our sustained

economic expansion. Recognizing the need for greater numbersof students to pursue degrees in STEM 

disciplines, specifically--robotics, cybersecurity, artificialintelligence, machine learning and data analytics, 

NC A&T State University’s College of Scienceof Technology propose a strategic initiative that cultivates 

STEM talent from an under-utilized resource, minority-serving institutions (MSIs). The Advancing

Retention through Research Opportunities for Workforce Development in STEM (ARROWS) proposal 

initiative will bring several programs and faculty experts together to collaborate to improve mentorship, 

recruitment, retention, career preparation and job placement for these underserved populations. When

coordinated, this creates a pipeline that advances students from high school to university, then onto the 

STEM workforce. Our investigation will build knowledge with respect to STEM educationby evaluation 

the effectiveness of our four objectives:

1. Recruit: Grow student’s interest in robotics, artificial intelligence, machine learning,

cybersecurity, and data analytics. Task associated with achieving this objective included

recruiting high school students for our STEM program, Developing and Retaining Talent for

STEM (DARTS) summer academy, that exposes them to these majors.

2. Support: Impart training in robotics/autonomy, cybersecurity, AI, ML, and data analytics.Task 

associated with this objective include having students participate in undergraduate research via

remote learning or in-person with faculty or Department of Education (DoED)mentors in these 

designated research areas.

3. Connect: Enhancing partnerships between MSIs and DoED. Tasks associated with

accomplishing this objective include hosting annual undergraduate research symposiums that

showcases student STEM projects. Summer Academy leaders, faculty project mentorsand DoED 

presentations at annual symposiums will disseminate information about DoED STEM

opportunities.

Completing the objectives will produce the following anticipated outcomes: First, more students from

underserved populations will be interested in pursuing artificial intelligence, machinelearning, robotics, 

data analytics and cybersecurity careers. Second, retention and self-efficacy inthose disciplines will 

improve. Third and finally, partnerships between MSI’s and DoED have increased. Upon successful

completion of this project, we will have established a model for multi-institutional collaborations to

simultaneously improve our nation’s STEM talent ecosystem.DoED-relevant industry in turn will benefit 

from having a qualified and more diverse talent pool of current and future ARROWS participants: DoED 

will be better positioned to diversify its workforce and therefore its backgrounds and perspectives, leading 

to increased diversity of thought, thus encouraging more effective and successful problem-solving, strategic 

planning, andinnovation. In response to COVID-19, which has moved academia as a whole to implement

alternative education platforms; some of our research platforms will adopt Blackboard Collaborateor Zoom 

for hybrid/blended learning and provide high-quality digital learning content to transfer knowledge and

address the competitive preference priority: Building Capacity for Remote Learning.
17

#12 TN - Lemoyne-Owen College

Memphis, TN

Institutional Grant

P120A220064

Abstract

The overarching goal of this project is in alignment with the purpose of the MSEIP program: To contribute

to the development and increase the number of African Americans who graduate from LeMoyne-Owen 

College (LOC) and enter into the STEM workforce.

The specific and measurable objectives of the project are: 1) Increase student engagement through 

curricular and co-curricular STEM activities; 2) To increase the competency with whichstudents are able 

to communicate scientific concepts, and 3) To increase the number of STEM students being retained by 10

percent each year.

LOC is a private HBCU with a student body that is 97+ percent African American and 60+ percent female.

This project will specifically target underclass STEM majors by making use of our existing science outreach 

program, Science on Wheels (SOW), to engage students in the STEM disciplines. Students will serve as 

STEM Ambassadors in the SOW Mobile Lab by leading the modules at elementary school site visits as well 

as during public events. Engagement opportunities for academically underprepared freshmen are limited,

therefore, this project aims to broaden participation of first-year STEM students. We propose that 

connectedness to the Division early on through increased engagement in STEM activities will increase the 

STEM student retention rates going forward. This project will also make use of technology to include a 2-

week intensive hybrid Biology Bootcamp to address some of the deficits and help students make a 

successful transition from the expectations of high school to those of college [Competitive Priority 1a]. In

addition to providing opportunities for engagement, we propose thatthis project will nurture soft skill 

development for students and provide them with an outlet to practice them in a non- threatening 

environment. Increasingly, employers are searching for applicants who have exceptional soft skill qualities,

even above their science expertise.
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#13 IL - Dominican University

River Forest, IL

Institutional Grant

P120A220016

Abstract

Dominican University (DU) addresses the competitive preference priority, Building Capacity forRemote 

Learning, through its project entitled Building the Digital Bridge to Emerging Careers for Women and

Underrepresented Minority Students Through Technology-Driven Instruction.

Dominican University’s overarching project goal is to increase the number and intentional preparation of 

minority students, particularly women minority students, with majors in mathematics, mathematics and 

computer science, computer science, engineering, informatics, and data science (“project-focus majors”) 

so that they can enter technical, data-driven fields. DUfaculty in the TEM disciplines of STEM fields 

recognized that few minority students at DU, an HSI, were choosing majors leading to emerging careers in 

the digital workforce. DU attributes the paucity of majors to 1) lack of student awareness of these career 

paths; 2) poor mathematicalskills upon entry to campus that inhibit students from completing the calculus 

sequence requiredfor most of the majors in the TEM fields; and 3) students not encountering important

computational tools such as MATLAB, R, Python, and others early enough in their studies to gain the skills 

to be competitive in the emerging job market. DU faculty, depending on their scientific backgrounds, are 

1) not always aware of the career opportunities in the emerging digital technology job market; 2) do not 

necessarily use applied computational tools in their research or teaching; and 3) inconsistently use cuttingedge pedagogical tools as teaching aids.

Funds from this MSEIP project will enable DU to 1) inform students and faculty about career opportunities

in technological fields through regular outreach events with industry professionals; improve mathematics 

course placement for students through the ALEKS system which uses online tutorial modules and remote 

peer tutoring; 3) develop online course or topic-specific learning modules to improve computational skills 

appropriate for remote learning environments;and 4) offer summer workshops for students on critical 

applications such as MATLAB, R, Python, and others. Funds from the MSIEP award also will support 

faculty development activities to ensure that faculty are 1) confident in creating quality content in learning 

modules for use in remote learning situations; 2) incorporate pedagogical tools such as Maple (Maplesoft)

in calculus courses and hands-on problem-solving activities overall. Learning modules and workshops are 

ways for DU to pilot new course development and increase its capacity for learning opportunities, including 

remote opportunities, to serve minority students as they navigate university life as first-generation students. 

DU strives to broaden students’ educational opportunities, expand their career options, ensure their 

resiliency to academic and non-academicstressors, and promote their social mobility.
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#14 CT - Albertus Magnus College

New Haven, CT

Institutional Grant 

P120A220010 

Abstract

The proposed three-year institutional MSEIP program, Albertus SAGE: STEM Academy for Growth

and Equity, addresses two identified needs, in four targeted disciplines, biology, chemistry, mathematics,

and cybersecurity: 1) Maintain and/or increase the numbers of minority students, particularly minority

women; 2) Better prepare, retain, and graduate, Albertus Magnus STEM minority students, particularly

minority women. The proposed program activitiesaddress the competitive preference priority, “Building 

Capacity for Remote Learning.” The proposed program activities also incorporate interventions and 

preventive strategies to address the mental health impact of the COVID-19 pandemic on Albertus Magnus 

College students. 

Goals: The long-term goal is to create and sustain equitable and just policies and activities in STEM for 

minority students, particularly minority women, in the areas of recruitment, retention, academic

achievement, and career success. Medium-term objectives are to increase the percent of full- time, degreeseeking minority undergraduate students, particularly minority women, in the four targeted disciplines who

a) enrolled; b) who were in their second year of postsecondary enrollment in the previous year and are

enrolled in the current year; and c) who graduate within six years of enrollment. The short-term objectives

are to 1) Establish the STEM Academy, a targeted cohort of minority STEM students led by a full-time,

dedicated STEM Academy Director; 2) Provide new and ongoing professional development for faculty on 

strategies shown to improve student academic outcomes; 3) Build institutional capacity for remote learning. 

Target Population: Minority students, particularly minority women, in biology, chemistry, mathematics,

and cybersecurity. These four disciplines were targeted due to demonstrated strengths in the three years

prior to the proposed grant start date—namely, a combined percentage of 41-55 percent minority students,

and a combined percentage of women minority students of 80-90 percent. However, enrollment numbers

are low in these disciplines, with STEM students (minority and non-minority) representing ~2 percent of

the total student body. There is room for growth; in the same period, minority students comprised 51-53

percent of total student enrollment, with minority women being the greater percentage of those minority

students. 

Proposed Activities: The College will create and sustain a targeted, cohort-based STEM Academy, offer

faculty professional development, build institutional capacity for remote learning, and engage in ongoing 

rigorous program evaluation. To create and sustain a STEM Academy, program personnel will collaborate

with feeder high schools from both the Catholic Archdiocese of Hartford and New Haven Public Schools. 

The College will hire a new, full-timefaculty position to act as the STEM Academy Director. In addition 

to overseeing recruitment, enrollment, and student outcomes, the Director will teach a freshman-level

STEM Academy course and expand faculty-mentored summer undergraduate research experiences and 

career internships. The Director will also foster relationships with industry partners, professional

organizations, and Albertus alumni. Albertus STEM faculty will engage in new and ongoing professional

training on remote learning (open educational resources, online course development); inquiry-based, active

learning methods; mental health first aid; and inclusive teaching strategies.

Anticipated Results: A STEM pipeline focused on minority students, particularly minority women, will be

created and sustained. With lessons learned from this MSEIP program, and capacity building that will
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persist beyond the three-year program, the College expects growthand improvement for all minority

students, particularly minority women, in the areas of recruitment, retention, academic achievement, and

career success.
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#15 NY - Research Foundation CUNY on behalf of York College CUNY

Jamaica, NY

Institutional Grant

P120A220050 

Abstract

York College proposes to leverage existing and successful strategies and programs, add new activities,

introduce an active learning approach, provide access to mentored research and training, and create an

integrated, college-wide set of best practices to produce higher retention and graduation rates in the targeted

fields of biology, biotechnology, chemistry, environmental science, geology, pharmaceutical science, and

physics. We target science, technology, engineering, and mathematics (STEM) majors from these fields of

interest as York College recognizes a notable drop in enrollment, retention rates and graduation rates from

these disciplines. In many cases, the problem is magnified when considering the numbers for our women,

URM and low-income student population. Here we propose a program entitled “Developing STEM

Workforce through Career Advisement and Research Engagement” which we refer to as STEM-CARE for

short. We will be guided by two tenets: ‘Career Advisement’, delivered in the form of academic tutoring,

counseling, career guidance, and mentoring; and ‘Research Engagement’, providing experiential learning

through laboratory training or on-field interventions. The proposed STEM-CARE program focuses on the

key Minority Science and Engineering Improvement Program (MSEIP) goals of engaging minority students

by providing opportunities to build science and technological skills to improve the retention and graduation

rates and help develop knowledgeable and responsible students and citizens. The specific objectives STEMCARE program include: (1) increasing the number of students, particularly URM and women, matriculating

in the targeted STEM disciplines; (2) raising the academic achievement of the STEM-CARE student

participants by improving their overall grade point average; (3) increasing the number of URM and women

graduating with a STEM degree; and (4) contributing to the number of URM and women joining the STEM

workforce. Program administrators will be working to achieve these measurable program objectives by: (1)

strengthening the academic standings of STEM students through development workshops and in-course

learning modules; (2) providing laboratory or on-field intervention opportunities for students pursuing a

degree in targeted disciplines that will prepare STEM graduates to either pursue advance degrees or join

the workforce; and (3) creating a STEM community where all participants share experiences, challenges,

and visions of a career in STEM. The proposed project will exploit existing and future articulation

agreements with area high schools and community collegesto not only provide the pool of possible program

participants but also to be welcomed contributors in the designed student development workshops, and

enhancement activities. STEM-CARE will help develop new approaches and improve existing ones and

more importantly consolidate existing college efforts together, so they are applied more synergistically. An

advantage of this proposal is that anything introduced through STEM-CARE can be easily absorbed into

the fabric of daily college operation. The STEM-CARE program help will lay the foundation from which

a STEM initiative develops at York College. We believe that the programmatic activities and commitment

from the administration will increase the impact of the STEM-CARE program at York College.
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#16 - TX - Prairie View A&M University

Prairie View, TX

Institutional Grant

P120A210017

Abstract

This project seeks to systematically integrate applied thermal and combustion sciences into science and 

engineering curricula to improve underrepresented minority students’ learning experiences and outcomes 

at Prairie View A&M University (PVAMU), a Historically Black College and University (HBCU). This 

educational component will be strongly supported by the proposed research in biofuel combustion, and 

students’ participation in research will be used as an effective teaching practice to support the proposed 

curricula enhancement. Research results will be incorporated into science and engineering curricula by 

engaging in-class demonstrations, lab experiments, and independent capstone projects. These integrated 

research and educational efforts will establish a new research capability in the state-of-the-art biofuel 

combustion at PVAMU, improve the quality of preparation of students for careers in STEM fields, promote

opportunities for recruiting and retaining PVAMU’s minority students through technologically enhanced

curricula, and increase the flow of minority students into STEM careers.

This project is proposed by diverse team members that include three faculty from Mechanical Engineering

in the College of Engineering (COE), one female faculty from Chemical Engineering (COE), and one 

female faculty from Physics in the College of Arts and Sciences (COAS). The target populations include 

not only undergraduate and graduate students in Mechanical Engineering, Chemical Engineering, and 

Physics, but also those majoring in other Science and Engineering majors such as Civil Engineering and 

Electrical Engineering.

The proposed multidisciplinary project addresses the Competitive Preference Priority of building capacity 

for remote learning. The overarching goals of the proposed work are to (1) address challenging energy

issues by investigating new combustion systems that have the potential to improve combustion efficiency 

and reduce emissions for alleviating greenhouse effects and global warming, (2) enhance PVAMU’s

institutional research capabilities by engaging faculty and students in leading-edge research, and (3) 

integrate applied thermal and combustion sciences into undergraduate curricula through a systematic 

preparation approach from freshman-level all the way to advanced senior and graduate levels.

Current biofuel research has been focusing on production technologies without a deep understanding of 

combustion performance. Therefore, the proposed research activities are to bridge this gap by evaluating

the combustion performance of emerging biofuels and their mixtures with fossil fuels. Results obtained will 

be used to evaluate biofuels’ potential to reduce the consumption of petroleum-based fuels, improve

combustion efficiency, and reduce emissions. Numerous research opportunities will be provided to 

minority students, especially minority female students, as an effective teaching practice to improve their 

learning experience.

Educational activities of this project also include incorporating applied thermal andcombustion sciences 

into nine undergraduate courses and two graduate courses to systematically prepare students for direct entry 

into a variety of STEM career options. Furthermore, a new senior-level technical elective course and a 

graduate-level course will be developed to better prepare students for a career in applied thermal and 

combustion sciences. Engaging in-class demonstrations, lab experiments, and hands-on projects will be 

developed and incorporated into these courses to enhance students’ learning experiences and outcomes.
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Anticipated results of the proposed project include (1) a new research capacity of combustion in 

microgravity that will be self-sustained to attract more external funding, (2) increased number of scientific

publications by faculty and students, (3) improved student knowledge in thermal and combustion sciences, 

(4) increased number of minority students who are interested in pursuing careers and/or graduate work in 

thermal science, and (5) increased number of minority and women students who persist in science and 

engineering curricula.
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#17 FL - Ana G. Mendez University

Orlando, FL

Institutional Grant

P120A220026

Abstract

Project goals for our Cybersecurity Forensic Research Lab for UAGM USA Hybrid Programs are: 

Develop and launch a hybrid cybersecurity forensic research laboratory to support cybersecurity, forensic 

science and criminal justice programs and develop an institutional cyber-security awareness program.

Develop and pilot test the cybersecurity forensic research lab policies, standards, and procedures in support

of undergraduate and graduate academic programs and research. Increase student’s enrollment & 

retention/attrition control by integrating technology and applied exercises through the hybrid research 

laboratory to support instructional design and delivery, user awareness training to foster an improved and

secure learning experience. Continue developing cybersecurity, risk management, and forensic science

curriculum aligned with the knowledge areas towards getting our Cybersecurity Forensic Research Lab 

certified as a Center for Academic Excellence in Cyber Defense (CAE-CDE) and continue offering 

trainings and workshops. 

The target population to be served will be Hispanic students’ residents in the USA, in the Florida area and 

abroad who are pursuing a post- secondary education. The main objective will be to improve the quality of 

preparation of students for careers in science, technology, engineering, and mathematics (STEM) and 

graduate work. The competitive preference priority for this project is Adopting and supporting models that

leverage technology (e.g., universal design for learning, competency-based education (asdefined in this 

notice), or hybrid/blended learning) and provide high-quality digital learning content, applications, 

and tools.
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#18 TX - The University of Houston - Downtown

Houston, TX

Institutional Grant 

P120A220015 

Abstract

Competitive Preferences Targeted: 1) Building Capacity for Remote Learning; 2) Adopting and supporting 

models that leverage technology and provide high-quality digital learning content, applications, and tools;

and 3) Providing personalized and job-embedded professional learning to build the capacity of educators to 

create remote learning experiences that advance student engagement and learning through effective use of 

technology. 

The UHD Boosting STEM Student Success In Computer Science/Data Science/Mathematics Through 

Robotics-Neural Networks-Big Data-Human Computer Interface (HCI)-Machine Learning project aims to 

increase the four-year undergraduate college experience through interactive and intentional support systems 

primarily for first-time-in-college (FTIC) freshman undergraduates and transfer community college 

students majoring in science, technology, engineering, and mathematics (STEM). Further, an intentional 

target of increasing females/minority females within these STEM areas is a primary objective as well. This 

project also aims to build interactive, long-term capacity at UHD (an HSI and MSI institution) in support

of males and especially females in first, second, and third year computer science, mathematics, and data 

science interactivity impacting retention, persistence leading to increased graduation rates within at the sixyears.

Historically, STEM majors, particularly minorities and females, have demonstrated barriers upon entering 

STEM education, such as difficult transitions into the rigors of university study, low levels of assimilation 

associated with non-completion, costs of education, and building relationships early in their collegiate 

career (Kuh, 2008). By using a curricular and co-curricular approach of student support strategies, the 

project will address many of the barriers through a variety of categorical support strategies including: 1) 

Freshman/Transfer Summer Bridge research program where application of the methods will focus learning; 

2) Peer to Peer Academic Monitoring and Mentoring-PhD (expert) to undergraduate & Peer-to-Peer; 3) 

Robotics as a foundation for a) AI, b) Big datasets; c) Neural networks, and d) Human-Computer-Interface

development as well as smartphone applications; 3A) Career Industry Just In Time Activities; 4) 

Development of Job-Embedded Professional Learning Libraries- synchronous and asynchronous

availability for in and out of classroom learning; and 5) Leadership and Career Development supporting 

greater understanding of the workforce demands for the targeted areas and continuousapplication of 

universal design for synchronous environments (Zoom, FaceBook Groups, Instagram) and asynchronous 

(Youtube). 

A special focus on recruitment, increasing enrollment, and mentoring of females/female minorities and all

minorities majoring in STEM is a critical project objective. The project strivesto support all STEM but 

especially females and minorities across the mathematics, data science, robotics, and computer science.
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#19 - PR - Inter American University of Puerto Rico - Aguadilla

San Juan, PR

Institutional Grant

P120A210060

Abstract

The Inter-American University of Puerto Rico, Aguadilla Campus (IAUPR-A) is a private,non-profit, fouryear Hispanic Serving Institution (HIS) located in the furthest north-western of Puerto Rico, in Aguadilla. 

This town was founded in 1775 with a current population of 60,265, about 81 miles west of the island’s

capital, San Juan. According to the Bureau of Labour Statistics(2019), Aguadilla’s median household 

income is $16,821, with a per capita income of $10,872, and with 51.6 percent of people living under 

poverty. The Inter-American University of Puerto Rico, Aguadilla Campus (IAUPR-A), is geographically

located between different companies and institutions directly related to technology, computing, and 

engineering such as HP, Honeywell, Amgen, Microsoft, Stryker, Pratt & Whitney.

Our campus offers different programs related to humanities and education, administrativesciences, health 

sciences, human behavior sciences, technology, and natural sciences. One of the most robust, both student 

and program-wise, is the Department of Sciences and Technology, directly related to STEM careers and

courses. This Department includes programs like Biotechnology, Microbiology, Biology, Toxicology,

Forensic Science, Natural Science, Environmental Science, Computer Technology Science, Technical

Electric Engineer, and Computer Science. Mathematic courses form part of every associate and 

baccalaureate program, and the programs under the Science and Technology Department are no exception.

In the past faculty members and administrators have developed projects and allocated funds to improve the

sciences courses of each program mentioned above, but no concerted effort has focused purely onthe core 

mathematics component. Currently, math courses on this area face retention problems, and low academic

rates when measured based on passing rates and mathematical dexterity in coreand specialty courses. Thus,

most first-year students must take algebra and pre-calculus in the firsttwo terms; only 45 percent of students 

finish these gateway courses, impacting the retention in STEM- related programs offered on our campus.

Hence, s the Science and Technology Department is thelargest on campus with 30 percent of enrolled 

undergraduates, and the average amount of math coursesrequired in these programs are at least two (average 

of six credits), it is imperative that the math curricula, tools, and services provided to our students are

strengthen.

Moreover, due to COVID 19, the problems in mathematics courses have intensified, and itis expected that 

in the subsequent terms, the retention and passing rates will decrease even more because of the forced

remote education and lack of support that students from the public educationsystem suffered throughout the 

past academic year. For the reasons mentioned above IAUPR-A proposes a project to enhance the

mathematical component and consequently the science programs through the development of three

components.

The project will develop:

• the revision of math courses to include content and activities that promote individualizedlearning
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through the modality of blended learning.

• the creation of a remedial mathematic courses to alleviate the lack of the first year (FY)students’

knowledge in basic math content.

• invest in renovation and equipment of the existing tutoring facilities with tools that allowthe

services to be provided in the face-to-face modality, hybrid, and remotely.

• the incorporation of the services offered by the institution’s psychological clinic to thecourses 

to identify students’ disorders caused by the courses and COVID 19.

This proposal responds to competent priority Building Capacity for Remote Learning by providing students

with access to tools for hybrid/blended learning, and by training educatorsthrough supporting models, use

of technology, and coaching.
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#20 AL - Alabama A&M University

Huntsville, AL

Institutional

P120A220023

Abstract

Alabama A&M University (AAMU), an 1890 HBCU land grant institution, is recognized for its 

comprehensive curricula in STEM disciplines at the undergraduate and graduate levels. Within AAMU, 

our main focus is the Animal Bio-Health Sciences (ABHS) program that is housed in the Department of 

Food and Animal Sciences. The ABHS program was implemented in 2014 and even in its nascent state, it 

has attained tremendous success in terms of the number of students enrolled. Despite the success in ABHS 

enrollment (over 100 students/year), the retention and graduation rates are marginal. Although financial 

issues are a major challenge for students leaving AAMU, a common concern of ABHS students is the

insufficient “hands-on” activities in their major area. Therefore, the goal of this application is toprepare 

well-trained underrepresented STEM graduates in ABHS at BS and MS levels. To accomplish our goal, we 

propose to enhance the undergraduate program by improved mentoringand by including a variety of handson activities in selected courses. In anticipation of a still uncertain post-COVID-19 situation, we also 

propose to develop remote learning education materials and courses.

We also propose to explore the feasibility of a Master’s Degree in ABHSand take steps to implement such 

a degree program. Students majoring in ABHS are African Americans (97 percent) composed of a 74

percent:26 percent Female: Male gender ratio. Therefore, the proposed AAMU grant will continue to serve 

priority areas of underrepresented ethnic minorities, particularly minority women, into scientific, biotechnological and agricultural related careers. Taken together, we anticipate that the proposed activities will 

enhance retention and graduation rates in the ABHS program. We also foresee that by the end of the threeyear grant period, we would have established the basis for the development of the graduate program in an 

area in which African Americans are disproportionally underrepresented. These areas include animal

science research, animal health and welfare, pre-harvest food and feed production.
29 

#21 TX - Texas A&M University - Kingsville

Kingsville, TX

Institutional Grant 

P120A220041 

Abstract

Texas A&M University-Kingsville (TAMUK), a public, Minority Serving Institution with more than 80

percent Hispanic students, proposes a transformative project focused on growing thecapacity of online 

teaching, improving quality of remote learning, providing engaged research, and increasing mental wellness 

and readiness for engineering and science minority students, especially Hispanics and women. The 

proposed project is centered on improving faculty and students’ quality of work in STEM curricula and 

mental wellness and readiness through three core activities: Online Learning and Teaching 

Enhancement (OLTE), Hybrid Summer Research Bridge (HSRB), and Mental Wellness and 

Readiness Preparation (MWRP) programs. The goals of this project are to: 1) Increase engineering and

science student enrollment and retention at TAMUK through high quality remote learning and streamlined

education, and 2) Improve the awareness and readiness of mental wellness for both remote and in-person 

learning environments among TAMUK students and faculty. 

This project will enhance the capacity of current online programs and courses in engineering and science 

by promoting Quality Matters and providing highly needed support to students and faculty to be much more

successful on remote teaching and learning at TAMUK. The HSRB program will target dual enrollment 

high school students and inspire and prepare them for college studies in STEM majors. The MWRP program 

will be seamlessly integrated with OLTE and HSRB programs to help TAMUK students and faculty to 

become informed, thoughtful, and emotional and behavioral healthy individuals in both remote and inperson learning environments. This project will directly impact at least 1500 minority students and 48 

faculty in STEM. Strong institutional support and a plan for sustainability will guarantee a long-lasting 

impact at TAMUK. This project is responsive to the Competitive Preference Priority by addressing both

priority areas. 
30 

#22 AL - Alabama State University

Montgomery, AL

Institutional Grant 

P120A220003 

Abstract

Alabama State University is a Historically Black College and University founded in 1867, which has ~4100 

undergraduates, 935 faculty/staff and has conferred over 40,000 degrees since its founding. Degree 

programs in Biology, Mathematics, Chemistry, Physical Sciences, Computer Science and a Ph.D. program 

in Microbiology are offered in the College of Science, Technology, Engineering and Mathematics (CSTEM). ASU seeks funding to increase minority participation in Bioengineering Sciences by implementing 

an institutional project titled,“Building Excellence in Bioengineering, Emerging Science and Technology 

in Alabama (BESTA)” and intends to address the competitive preference priority. Bioengineering is gaining 

usage in medical technologies and holds a lot of promise to attract new generations of students to STEM 

fields. 

The proposed MSEIP program is structured to meet the following measurable outcome objectives: 1. To 

increase students’ understanding of Bioengineering/modern technology applications through “hands on” 

training by 25 percent; 2. To increase entry of URM students into STEM majors by 30 percent; 3. To 

improve the understanding of contemporary science applications among faculty at a minority institution by 

15 percent; and 4. To increase the overall contribution of minority science institutions to improving STEM 

education. Undergraduates(12/semester) and pre-freshman (8/summer) (total 60/3 years) will be hosted. 

STEM faculty, administrators, internal/external advisory committees will monitor/review the program 

outcomes. An external evaluator will design evaluation tools and conduct annual evaluation, for formative/ 

summative reports to assess program effectiveness. The program will strengthen ASU`s undergraduate 

curricula, research, recruitment/retention emphasizing scientific education and skills across the STEM 

departments. Concepts learned through this multidisciplinary initiative will be a determining factor for 

students choosing their future career paths and graduate studies. 
31

#23 NY - Research Foundation of CUNY on behalf of Lehman College

Bronx, NY

Institutional Grant

P120A220038

Abstract

Lehman College proposal entitled STEM-IN – Increasing Student Access and Success in STEM with 

Remote Instructional Elements builds upon concepts of deeper learning, high impact remote learning 

research, and impact of the use of six or more learning resources by students. It addresses the failures of 

the unexpected transition to fully online learning during COVID-19 andthe impact on students and 

faculty. The creation of learning objects for remote and in-person learning uses rubrics created by Achieve 

and Quality Matters for evaluation of online learning resources and delivery. The impact of use of six or 

more learning resources by students builds onthe work of Boone, A., Sandler, C., & Coppola, B.P (2018),

Chen, ,P., Ong, D.C., Ng, J, C., & Coppola, B.P.(2021), and Coppola, B.P., & Pontrello, J.K. (2021). The 

work on learning objects builds upon both deeper learning theories LE Hernández, L Darling-Hammond, 

L. & J Adams, J. (2019) and Harris, C.J., JS Krajcik, J.S., &, JW Pellegrino, J.W. (2019) and impact of

learning objects on student achievement Brian, E.O, (2020), Koh, J.H.L. (2017), Mourão, A.B, & Netto, 

J.F.M. (2017) and Onofrei, G., & Ferry, P. (2020).

The primary outcomes are: (1) A percentage increase in the number of full-time, degree-seeking minority 

undergraduate students at Lehman enrolled in the fields of engineering or physical or biological sciences,

compared to the average minority enrollment in the same fieldsin the three-year period immediately 

prior to the beginning of the current grant; and (2) A percentage increase of minority students enrolled at 

Lehman in the fields of physical or biological sciences who graduate within six years. Additional 

questions include: What is the effect of project activities on faculty and STEM course outcomes? What 

is the effect of project activities on student outcomes? To what extent are STEM In activities sustainable 

after completion of the project? We expect that students in courses that use learning objects and students 

who are consistently reminded to use learning resources will increase grades in the target course and in 

the next course in sequence. Also, students who are consistently reminded touse at least six learning 

resources will continue to use these learning resources throughout their STEM major courses.

The study design includes over 7600 students enrolled in STEM gateway courses over the period of the

project. These students will be randomized at the class level and all classes willbe given a list of learning 

resources, but the treatment classes will regularly be reminded to use them in studying while the control 

group will only have the list. The dependent variable will be course grades in the treatment or control

course and grades in the next course in sequence.

Quantitative and qualitative data will be combined, using a complementarity approach (Green, Caracelli,

& Graham, 1989), to answer evaluation questions. Cobblestone will documentand analyze quantitative 

and qualitative implementation data to describe changes in STEM programming and technological 

upgrades during the grant. In addition, Cobblestone will review other quantitative data collected by 

participating faculty as part of the action research projects related to student outcomes. Finally, long-term 

outcomes related to pass rates will be compared to articulated goals. Analysis of qualitative data will 

include the thematic coding of focus group and individual interviews and observations. Conventional 

content analysis will be used to analyze focus group data (Hsieh, & Shannon, 2005). The goal of a 

conventional content analysisis to describe a phenomenon, making it ideal for answering evaluation 

questions related to program implementation, unintended effects, and sustainability. Focus group 

transcripts will be searched for inducive themes, which will be used to code the transcript in an iterative 
32

process – recoding each time a new theme emerges. Findings from qualitative analyses will be useful in

implementation monitoring and identifying program strengths and areas for improvement.
33

#24 MS - Jackson State University

Jackson, MS

Special Projects Grant

P120A220052

Abstract

A 2020 National Science Foundation (NSF) National Science Board report states that Black scientists 

and engineers comprise only 5.6 percent of the United States (US) STEM workforce, despite 11.9

percent of the population being Black. Under-represented minorities (URM), which as a group 

comprises 28.1 percent of the US population, represent only 13.3 percent of US scientists and 

engineers (US Census Bureau, 2012; National Science Board, 2020). As these and other statistics on 

underserved minority participation in STEM show, the reality facing the US STEM ecosystem is one

of vast disparities by race and ethnicity, aswell as gender, for completing degrees and entering STEM 

professions (NSCG, 2015; NSF SESTAT 2018). In 2021, we continue to see STEM completion and 

participation rates for non-White, non-Asian, and women students - particularly for Black men and

women - noted a decade ago (Committee, 2011).

Jackson State University, among the nation’s leaders in producing Black scientists and STEM

graduates who later complete graduate degrees in a STEM discipline, actively recruits and welcomes

Black and other URM students from Mississippi public school to its STEM programs. However, well

before the incursions of the Corona Virus Disease of 2019 (COVID-19), many of these students have

contended with obstacles long in the making and still only tepidly addressed. Arriving from counties 

withhigh poverty rates, and school districts that lack STEM and other resources, these students’

aspirations forSTEM careers are beset by frustration and challenges deriving from K-12 experiences 

often marked by teacher and administrator flight.

The proposed program, Inclusive Strategies: Pedagogies and Learning for Underrepresented

minority students using novel Tools in Online STEM Education (PLUTO-STEM), is designed to 

help counter the frustration that Mississippi STEM teachers share with their students experience, 

reduce discrepancies arising from inadequate STEM teacher training, and increase STEM materials, 

capacity, and opportunity in under-resourced Mississippi schools, as well as online and face-to-face

mentor-modelSTEM experience with JSU STEM students.

Specifically, PLUTO-STEM will provide expert-led teaching development (TD) workshops for

teachers in under-resourced, high-poverty, underperforming school districts to help teachers learn, 

engage, and redesign curricula to include hands-on, differentiated STEM teaching and learning 

strategies through both face-to-face and online delivery platforms. The Department of Chemistry, 

Physics & Atmospheric Sciences (CPAS), which has for decades provided incentivized K-12 TD to 

improve Mississippi teacher satisfaction and students’ STEM education, now proposes PLUTOSTEM. CPAS has long deemed increasing access to technology for teachers and students in 

Mississippi schools an important component of K-12 TD. However, the shift to online pedagogy from 

March 2020 through the 2020-2021 academic year spotlighted the urgency of including evidencebased online and hybrid teaching and learning as a priority.

PLUTO-STEM will work closely with the state’s teachers to cultivate expertise, facilitate access to

materials and resources, support the implementation of evidence-based online, face-to-face, and hybrid

strategies, reduce turnover, and so address the needs of middle and secondary teachers and students as

they strive to meet state standards.
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PLUTO-STEM’s support for Mississippi STEM teacher retention, better classroom resources, and

robust mentoring opportunities with JSU STEM students will deploy TD, educational technology, and

differentiated instruction to improve the teacher achievements and cultivate the STEM talent of Black

and other URM students in Mississippi’s under-resourced public schools.
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#25 FL - Miami Dade College

Miami, FL

Institutional Grant

P120A220021

Abstract

Miami Dade College Homestead Honors College’s Njema project will enhance its position to prepare, 

engage, and improve retention among minority students and women in STEM programs of study. The 

Minority Science and Engineering Improvement Program three-year institutional project will target 

Honors College (HC) freshman and minority student groups including females, Hispanics/LatinX, 

Blacks/African Americans, first time in college students, and those from low-income households. The 

project has identified three crucial goals: (1) strengthen first attempt pass/completion rates of incoming

freshman for introductory gateway STEM courses, (2)develop learning strategies and support programs to 

address structural and motivational barriers of first-generation, low-income Honors College students, and 

(3) create a supportive and inclusive environment for applicable technical learning modalities.1

Given The Honors College (HC) at MDC’s promotion of holistic student achievement techniques, the

project seeks to expand its outreach by providing accessible support services,STEM faculty involvement 

and mentorship, and experiential technical teaching platforms tomaximize comprehension of STEM 

concepts. The Honors Technology and Learning Center (HTLC) will identify each student's cognitive and 

non-cognitive needs through the Honors College Summer Academy. Students who exhibit college 

placement below their peers will participate in activities and training to accelerate their academic

proficiency.

Additionally, the Njema project will systematically measure the instruction efficacy of HonorsCollege

Summer Academy developmental courses and teaching methodologies to contribute totimely degree

completion.

Project Objectives include: (1) Increase first-year pass rates of Honors College students enrolled in STEM 

science and math gateway courses, (MAC 1105-College Algebra and CHEM 1025- General Chemistry) 

completion to 60 percent by the third year of the project, (2) improve student engagement and academic

support for summer math, and science enrichment activities before thefirst fall semester, (3) Increase firstyear to first-year STEM retention of female students by 20 percent, (4) Attain, recruit, and retain Black 

male STEM Honors college students by 40 percent by the third year of the project. (5) improve online

pedagogy, learning support, and professional developmentfor faculty and students by creating the Honors 

Technology and Learning Center. These objectives will occur through the following activities: peer 

tutoring/mentoring, outreach and engaging STEM support activities, Honors College Summer Academy, 

renovation of academic facilities, student life skills/training, student cohort learning communities, 

departmental advising,curriculum enrichment, and success coaching.

Njema will address the Competitive Preference Priority - Building Capacity for Remote Learning (a)

Adopting and supporting models that leverage technology (e.g., universal design forlearning, competencybased education, or hybrid/blended learning) and provide high-quality digital learning content, applications, 

and tools.
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#26 AL - Oakwood University 

Huntsville, AL

Institutional Grant 

P120A220001 

Abstract

Project Goals: The goal of Oakwood University’s (OU) Initiative for STEM Continued Advancement

through Research and Experimentation (iSTEM-CARE) is to develop a program that will lead to

improvements in minority STEM student matriculation, retention, persistence, and participation in STEM

programs and careers. This proposed study will have immediate impacts on middle and high school 

students, STEM undergraduate students, college online instructors, and research scientist through 

intervention strategies. We developed three goals or focus areas for the proposed iSTEM-CARE program: 

• Goal 1. Implement an OU Science, Math, and Reading Virtual Intervention Program

• Goal 2. Establish an Early Online STEM College Transition Program for high school students

• Goal 3. Improve scientific reasoning and research competencies in underrepresented STEM

students 

Program Overall Objectives: The overall objectives of this proposed study are to 1) increase access and

participation of minority students in STEM through outreach programs and pipelines, 2) improve the quality 

of preparation of students for STEM graduate programs and careers through informal and formal innovative

strategies, 3) improve research-based curricula and program outcomes for undergraduate STEM student, 

and 4)develop a sense of leadership and service in undergraduate STEM students to prepare better future 

STEM leaders.

Target Population: Minority (including minority females) middle school and high school students 

interested inSTEM, undergraduate minority STEM (biology, biochemistry, chemistry, math, engineering, 

computer science)majors, online teaching faculty, and OU STEM research faculty. At least 60 percent of 

participants of this program will be minority females.

Proposed Activities: Several activities will be implemented to achieve these goals. To ensure that we 

address achievement gaps, we will implement an early intervention outreach STEM student-led program 

for minority middle school students that will improve the achievement gaps in math and reading caused by 

COVID-19. To address the matriculation, retention, and 4-year graduation rate of STEM students, we will 

implement an online(remote-learning) STEM dual enrollment program for minority high school students 

interested in enrolling as STEM majorsin college. This unique dual enrollment program for potential STEM

students will provide collegecourses at no cost to the students, free virtual tutorial services, pre-college 

STEM advisement, and research- based certifications. To improve the quality and preparation of STEM 

students, we will revamp the capstone research courses for undergraduate biology majors (and other STEM 

students) by providing a series of active workshops to improve scientific reasoning and research-based 

competencies. We propose to increase research participation in underrepresented students by implementing 

a multi-level research mentorship system where a) STEM research faculty will be supported to mentor 

undergraduate STEM students in research, b) STEM undergraduate research mentees will serve as research 

mentors for minority high school students interested in STEM, c) the research high school students will then

take what they learned in research to improve science labs and introduce research into their high school

science curricula.

Anticipated Results/Outcomes: We anticipate that the outcomes of this program will a) increase the

interest in underrepresented minority students in STEM disciplines and careers, b) improve scientific literacy

and researchcompetency skills among minority high school and undergraduate STEM student participants,

c) increase the participation of underrepresented students in innovative STEM research, d) assist teaching 

and research facultyin continued development, e) improve math and reading achievement gaps in the 

minority community, and f) improved initiatives to address mental, emotional, and stress created by 
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COVID-19 and a variety of life challenges among minority STEM students.

Competitive Priority: OU iSTEM-CARE will address both aspects of the Competitive Priority 

Preference of a) adopting and supporting models that leverage technology through implementation of a 

virtual academic intervention program and b) providing professional learning to build capacity for remote 

learning experiences and student engagement by use of technology, workshops, and certification which will 

be implemented in the Online STEM College Transition Program. This proposed program also integrates 

mental health awareness andcare initiatives throughout the program.
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#27 TN - Tennessee State University

Nashville, TN

Special Projects Grant

P120A220063 

Abstract

The All-Star Mathematics Institute (ASMI) is a free year-round program with an intensive two- week nonresidential summer component. The All-Star Mathematics Institute will assist students in critical 

Mathematical skills and provide support with mathematics courses necessary to persistin STEM disciplines. 

The Institute will engage one hundred (100) students: 50 high school students (rising 10th, 11th) from 

Metropolitan Nashville and surrounding areas, and 50 college freshman and sophomore student from 

Tennessee State University (TSU). The ASMI seeks to increase the retention of minority students interested 

in pursuing STEM degree programs, particularly those in Mathematics, Science and Engineering. 

The goal of the ASMI program is to demystify self-imposed fears, enhance student attitudes toward 

mathematics and related mathematics fields, and strengthen the reasoning skills necessaryto perform well

in mathematics courses and the mathematics sections of college entrance aptitude examinations. 

The objectives that support the goal of the ASMI program include:

1) Increase access for minority students to explore mathematics and envision themselves asfuture

STEM professionals. 

Outcome: 100 high school and college students will participate in the ASMI program, each year.

2) Develop students’ STEM related interest and goals by incorporating academic and socialactivities.

Outcome: 95 percent of the participants will demonstrate goal clarity by explaining the

intersection/connection between their personal, academic, and career goals and interestsin STEM.

3) Strengthen Mathematical reasoning skills and knowledge necessary to perform well in high school 

and college level Mathematics courses.

Outcome: The Mathematical reasoning skills and knowledge score will increase by 5points as

measured by a TSU Mathematics performance assessment tool.

4) Ensure program accountability and efficiency in administering the ASMI program.

Outcome: Obtain a 95 percent program satisfaction rate each year. 

The competitive preference priority area(s) the ASMI will address is Building Capacity forRemote Learning 

(a) Adopting and supporting models that leverage technology (e.g., universal design for learning, 

competency-based education (as defined in this notice), or hybrid/blended learning) and provide highquality digital learning content, applications, and tools. 
39 

#28 GA - Andrew College 

Cuthbert, GA

Institutional Grant 

P120A220007 

Abstract

Research shows that overall, females are more likely to attend college than males; however, the percentage 

of incoming freshmen men that pursue STEM based degree programs is double that of women, 29 percent

to 15 percent. This becomes more apparent when biological sciences are removed, dropping the rate to only

5 percent of incoming freshmen females that plan to study other STEM fields(Swafford and Anderson, 

2020). The national need for STEM based majors is apparent and well documented in the United States. 

The earlier barriers to having females involved in STEM programs, such as lower scores in Science and 

Mathematics than their male counterparts, has significantly decreased in recent years (Swafford and 

Anderson, 2020). The potential growth of females within these fields in the local area surrounding Andrew 

College is exponential and should be fostered.

The goals of this grant opportunity are to focus on low-income minority females in STEM programs through 

recruitment, academic success, increased retention and graduation rates, and increased career opportunities 

and placement upon successful completion. The Competitive Preference Priority of competency-based 

instruction and remote-learning delivery are addressed in this grant.

Objectives:

1. Increase the enrollment of low-income minority female students to STEM majors from 1 

student to 14 students as a result of STEM summer programs and specialized recruiting. 

2. Increase the retention of low-income minority female STEM students from 1 studentto 14

students. 

3. Increase the number of low-income minority female STEM students completingSTEM

degrees in 150 percent time from 0 students to 8 students.

4. Increase pass rate of low-income minority female STEM students by 30 percent. 

Swafford, M. and Ryan Anderson. 2020. Addressing the gender gap: Women’s perceived barriers to

pursuing STEM careers. Journal of Research in Technical Careers, 4(1). Retrievedfrom

https://files.eric.ed.gov/fulltext/EJ1254004.pdf
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#29 TX - The University of Texas at El Paso

El Paso, TX

Cooperative Grant

P120A220044

Abstract

In the wake of the COVID-19 pandemic, a growing number of tertiary institutions have shut downface-toface classes globally. It is becoming increasingly evident that society needs flexible and resilient education 

systems as we face unpredictable events in the future. The experience with handling the COVID-19 crisis

highlights different challenges that have to be overcome to developnew methodologies and pedagogical

approaches, infrastructure and platforms specifically designed for online/remote learning. This project

attempts to address these challenges by buildingcapacity for effective remote learning environment in the 

field of STEM education, specifically in Intelligent Manufacturing (IM). As many companies are embracing

IM technologies, the traditionalskillsets of industrial, mechanical, manufacturing, electrical, and systems 

engineers need to be expanded to support the interdisciplinary collaboration IM mandates. IM is the future

paradigm for manufacturing, providing greater flexibility and control of interconnected manufacturing

processes and is estimated to generate $371 billion in net global value over the next few years by

streamlining design and manufacturing processes and managing supply chain risks.

Based on the above-identified need assessment, this UTEP-DU collaborative project proposestodevelop and 

establish a remote Accelerated Center for Engineering Student Success (Remote- ACCESS) aligned with 

the purpose of MSEIP as follows: (1) IM and IT-based engineering curriculum will be developed to 

provide state-of-the-art instruction and experience to enhancestudent career pathways; (2) The RemoteACCESS will be a hub for research-oriented activities in the area of IM to support and enhance handson instruction by developing and providing comprehensive laboratory experimental activities and 

teaching/learning modules; (3) Itwill build a student-centric environment with a focus on capacity building

for remote learning; (4) The center will help enhance students career pathwaysin the field of IM, and (5)

The center will provide student success support (e.g., to address mental stress) under various

unprecedented situations such as COVID-19 pandemic or other emergencies to broaden diversity of

students and instructors and increase the retention level of minority students,especially among Hispanic

and Women engineering majors at UTEP and DU.

The short-term impacts are identified to be improved student success in graduation, enhanced student career 

pathways, student technical readiness in IM, and accelerated remote learning capability. In the long run, 

the project will stimulate students’ interest in STEM education among the minorities, especially Hispanics

and women engineering students.