PI: Ron Gray, Ph.D.

Co-PI: Todd Campbell, Ph.D. (University of Connecticut)

Awarded $299,501 to design, implement, and study a planning tool with embedded instructional heuristics to enable undergraduate secondary education students to engage their students in NGSS-aligned units for the purpose of learning about the epistemic practices of science for classroom implementation. Funded by the National Science Foundation (NSF) IUSE (#2043354). Role: Principal Investigator. Collaborative with Todd Campbell of the University of Connecticut.

PI: Jennifer M. Blaney, Ph.D.

Co-PI: David Feldon, Ph.D. (Utah State University)

Awarded $688,454 to examine pathways from community colleges to computing Ph.D. programs, with the larger goal of diversifying the computing professoriate. Utilizing a sample of community college transfer students in computing majors across five research universities, we are empirically testing the efficacy of an intervention to transfer orientation and academic advising developed to foster graduate school aspirations. Additionally, we are using longitudinal surveys and interviews to explore other factors that shape key outcomes for upward transfer computing students, focusing on implications for how to advance equity and broaden access to computing graduate programs.

PI: Marti Canipe, Ph.D.

Co-PI: Ron Gray, Ph.D.

Awarded $296,001 to develop and test the effectiveness of phenomenon-based science content courses for prospective elementary teachers. Funded by the National Science Foundation (NSF) IUSE (#2043748).

PI: Joelle LeMer

PLANETS (Planetary Learning that Advances the Nexus of Engineering, Technology, and Science) is a partnership for the development and dissemination of NASA out-of-school time curricular and educator resource modules that integrate planetary science, technology, and engineering, particularly with underrepresented audiences.

Visit the PLANETS website to access our educator resources

PI: Robin Tuchscherer, Ph.D.

Research Assistant: Davis Ray

Awarded $$262,903 by the Federal Highway Administration (FHWA). Traditionally, undergraduate engineering students view their course work as a necessary means toward a degree. At which point, they enter the workforce and learn what it “really takes” to be an engineer. They do not necessarily view the knowledge acquired as the important means toward the foundational theoretical and mathematical principles needed to be an engineer. Thus, there is a need for an engineering program that provides skills which are more likely to be transferred to engineering practice.

In response, the goal of this project is to assess “Anchored Instruction” as a pedagogical approach for modifying the course of study within an existing undergraduate civil engineering curriculum such that fundamental engineering knowledge is better transferred between theory and practice. The Anchor is a highly contextualized scenario or case that would realistically be solved in practice by a bridge designer. Students use the details from the case or Anchor to apply theoretical concepts. This project will anchor Statics, Mechanics of Materials, and Structural Analysis to a bridge analysis Anchor, and Reinforced Concrete and Structural Steel to a bridge design Anchor. An additional Bridge Design elective course will be provided as a means of measuring students’ ability to ‘transfer’ the theoretical knowledge attained in their foundational courses.

PI: Sean Ryan

FEWSION for Community Resilience is a data driven project that leverages the power of citizen science, big data, and community engagement to map supply chains and identify meaningful community actions that improve the resilience and sustainability of food, energy, and water systems. This project was selected for the Keynote Speaker panel for the 2019 National Association of Broader Impacts Symposium.

PI: Robin Tuchscherer, Ph.D.

Awarded $85,000 from the NAU Elevating Excellence program to provide a cohort of 10 underrepresented civil and environmental engineering students with an “apprenticeship” learning experience beginning as freshmen and extending into their senior year. In this proposal, “underrepresented” refers to students’ who have historically not been retained or who have not graduated from engineering programs at the same rate as others. Including but not limited to students’ who identify as an ethnic minority, who have parents who did not attend college (i.e., “first generation”), or a gender minority. Aligned with the “NAU 2025 – Elevating Excellence” strategic plan, Native American students are strongly encouraged to apply.

PI: Kenric Kesler

The STEM Focus Schools for the Future is a K-8 professional learning program designed for schools who are beginning or are currently focused on integrating STEM learning school-wide. The program’s purpose is to assist Arizona schools to develop a more STEM literate workforce by building school capacity to design and implement effective STEM education. See here for more information.

CSTL provides online Professional Development and support to 1st and 2nd year middle and high school STEM teachers to support their growth and help them overcome the challenges that lead to 50% of teachers leaving the classroom within the first 5 years of their career. This program improves teacher retention, provides a peer group and expert support, and encourages leadership and sustainability in STEM. Contact joelle.lemer@nau.edu to learn more. See here for more information.