Highline Corporation

CARES ACT INSTITUTIONAL FUNDING FOR HIGHLINE COLLEGE

CARES ACT FUNDING FOR HIGHLINE COLLEGE

GAINING EARLY AWARENESS AND READINESS FOR UNDERGRADUATE PROGRAMS (GEAR UP PARTNERSHIP)

SMALLER LEARNING COMMUNITIES

PURPOSE: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING AWARDS ARE AUTHORIZED UNDER THE CONSOLIDATED APPROPRIATIONS ACT, 2022 PUBLIC LAW 117-328 AND THE EXPLANATORY STATEMENT FOR DIVISION L OF THAT ACT. PROJECTS SELECTED FOR COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING ARE LISTED IN THE JOINT EXPLANATORY STATEMENT (JES) THAT ACCOMPANIES A SPECIFIC FISCAL YEAR’S APPROPRIATIONS ACT OR CONGRESSIONAL RECORD. THE JES LISTS PROJECT, RECIPIENT, STATE, AMOUNT AND CONGRESSIONAL SPONSOR.; ACTIVITIES TO BE PERFORMED: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONALLY DIRECTED SPENDING AWARD PROJECTS INCLUDE A WIDE VARIETY OF ACTIVITIES THAT RESULT IN ECONOMIC DEVELOPMENT OR COMMUNITY DEVELOPMENT OUTCOMES. HUD WILL NOT KNOW THE FULL SCOPE OF THE PROJECT UNTIL THE RECIPIENT SUBMITS THE REQUIRED PROJECT NARRATIVE AND CONFIRMS ALIGNMENT WITH THE LANGUAGE AS PROVIDED IN THE CONGRESSIONAL RECORD. TO FIND THE DETAILS OF THE GRANT AWARD AS WRITTEN WITHIN THE CONGRESSIONAL RECORD USE THE FOLLOWING LINK AND PATH SELECTIONS TO GET TO THE DESCRIPTION OF THE ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING GRANTS HTTPS://WWW.HUD.GOV/PROGRAM_OFFICES/COMM_PLANNING/EDI-GRANTS, SELECT THE FISCAL YEAR OF INTEREST, SCROLL DOWN TO PROGRAM LAWS AND REGULATIONS, UNDER FISCAL YEAR 20XX CONSOLIDATED APPROPRIATIONS ACT, 20XX: CONGRESSIONAL RECORD (JOINT EXPLANATORY STATEMENT).; EXPECTED OUTCOMES: COMPLETION OF THE PROJECT AS DESCRIBED IN THE JOINT EXPLANATORY STATEMENT (JES) PROJECT DESCRIPTION AND SUBSEQUENT APPROVED PROJECT NARRATIVE.; INTENDED BENEFICIARIES: THE PROJECT BENEFICIARIES ARE THE INDIVIDUALS AND/OR ORGANIZATIONS THAT ARE AWARDED GRANT FUNDS OR SERVED BY THE ENTITIES THAT ARE AWARDED GRANT FUNDS AS IDENTIFIED IN THE JES RECIPIENT OR PROJECT DESCRIPTION SECTIONS.; SUBRECIPIENT ACTIVITIES: THE SUBRECIPIENT ACTIVITIES ARE UNKNOWN AT THE TIME OF AWARD.

HIGHLINE COLLEGE TITLE III STRENGTHENING INSTITUTIONS PROGRAM -- BREAKING THE BARRIERS: ENGAGING OUR STUDENTS TO SUPPORT THEIR SUCCESS

TRANSITION AND POSTSECONDARY PROGRAMS FOR STUDENTS WITH INTELLECTUAL DISABILITIES (TPSID)

ASIAN AMERICAN AND NATIVE AMERICAN PACIFIC ISLANDER-SERVING INSTITUTIONS PROGRAM

COLLABORATIVE RESEARCH: FACULTY AS CHANGE AGENTS: TRANSFORMING GEOSCIENCE EDUCATION IN TWO-YEAR COLLEGES

HIGHLINE COLLEGE TRIO STUDENT SUPPORT SERVICES PROGRAM SERVING STUDENTS COMING FROM THE CITIES OF BURIEN, DES MOINES, FEDERAL WAY, KENT, AND TUKWILA, LOCATED IN SOUTH KING COUNTY, WASHINGTON.

STUDENT SUPPORT SERVICES PROGRAM

HIGHLINE COLLEGE TALENT SEARCH PROJECT

STUDENT SUPPORT SERVICES PROGRAM

MARITIME HIGH SCHOOL - STRONG LAUNCH AND PROGRAM DEVELOPMENT

REAP RENEWABLE ENERGY SYSTEM (RES) GRANT UNRESTRICTED AMOUNT - IRA 24/31

LOGAN & NORTHERN PRESSURIZATION PROJECT

TPSID

HIGHLINE COLLEGE AND ITS FIVE PROJECT PARTNERS PROPOSE A 3-YEAR, $735,353PROJECT TO DELIVER TRAINING AND TECHNICAL ASSISTANCE TO ADDRESS BARRIERS FACED BY IMMIGRANT AND REFUGEE FARMERS IN STARTING AND GROWING FARM BUSINESSES. ALL DIRECT COSTS (100%) WILL TARGET SOCIALLY DISADVANTAGED AND LIMITED RESOURCE FARMERS IN SOUTH KING COUNTY. THE PROPOSED PROJECT WILL NOT ONLY ADDRESS LOCAL PRIORITIES AND GOALS ESTABLISHED IN KING COUNTY'S LOCAL FOOD INITIATIVE AND EQUITY AND SOCIAL JUSTICE INITIATIVE BUT WILL ALSO SERVE AS A MODEL TO BE ADOPTED NATIONWIDE, FULFILLING THE LEGISLATIVE PRIORITIES DEFINED IN THE 2018 FARM BILL: 1) BASIC CROP FARMING PRACTICES, 2) ENTREPRENEURSHIP AND BUSINESS TRAINING, AND 3) RESOURCES AND REFERRAL. TO MEET DEMAND FOR BEGINNING FARMER TRAINING IN SOUTH KING COUNTY, THE MOST RACIALLY AND ETHNICALLY DIVERSE REGION IN WASHINGTON, HIGHLINE'S SUSTAINABLE AGRICULTURE PROGRAM HAS FIVE OBJECTIVES: 1) BUILD THE AGRICULTURAL AND BUSINESS KNOWLEDGE OF IMMIGRANT BEGINNING FARMERS; 2) DEVELOP PRACTICAL FARMING ABILITIES; 3) ASSIST BEGINNING FARMERS IN CREATING FARM BUSINESSES; 4) CREATE PATHWAYS FOR SHARING FARMER WISDOM; 5) MAINTAIN FARM BUSINESS SUSTAINABILITY WITH ONE-ON-ONE GUIDANCE THROUGH THE HISTORICALLY INACCESSIBLE LAND, MARKET, AND FUNDING PROCESSES. OUTCOMES INCLUDE BEGINNING FARMERS COMPLETING FARM BUSINESS AND PRACTICUM WORKSHOPS; MANAGING THEIR OWN FARM INCUBATOR PLOTS; RECEIVING IN-FIELD TECHNICAL ASSISTANCE; RECEIVING ONE-ON-ONE BUSINESS PLANNING; STARTING NEW FARM BUSINESSES; CONNECTING TO COMMERCIAL FARMER MENTORS; AND RECEIVING GUIDANCE THROUGH LAND, MARKETS, AND FUNDING PROCESSES. PROJECT DIRECTOR BOBBY BUTLER, OF HIGHLINE COLLEGE, WILL LEAD THE PROJECT AND BUILD ON EXISTING RESOURCES AND PARTNERSHIPS WITH COLLABORATING ORGANIZATIONS.

ADVANCING CULTURALLY RESPONSIVE TEAM LEARNING FOR UNDERSERVED STUDENTS IN THE STEM CLASSROOM: MOTIVATION AND ENGAGEMENT ACROSS DIFFERENT CLASS MODALITIES -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY CONTRIBUTING TO THE NEED FOR A MULTICULTURALLY COMPETENT AND DIVERSE STEM WORKFORCE BY ADVANCING THE UNDERSTANDING OF TEAM LEARNING AND ITS ROLE IN STUDENT ENGAGEMENT, PERSISTENCE, AND SUCCESS. THE USE OF TEAM LEARNING IS WIDELY ACKNOWLEDGED AS IMPORTANT IN STEM LEARNING, RETENTION, AND CAREER PREPARATION, WITH A DISPROPORTIONATELY POSITIVE IMPACT ON STUDENTS FROM GROUPS THAT HAVE BEEN HISTORICALLY UNDERREPRESENTED IN STEM. STILL, THERE IS A KNOWLEDGE GAP AS TO HOW TO IMPLEMENT THIS STRATEGY EFFECTIVELY IN A TWO-YEAR COLLEGE CONTEXT WITH DIVERSE STUDENT POPULATIONS. THE PRIMARY QUESTION THIS PROJECT WILL ADDRESS IS HOW TO MAKE TEAM LEARNING EFFECTIVE IN TWO-YEAR COLLEGE STEM LEARNING ENVIRONMENTS, PARTICULARLY THOSE SERVING LARGE NUMBERS OF STUDENTS FROM UNDERREPRESENTED GROUPS AND NON-TRADITIONAL STUDENTS. THE RESULTS WILL INFORM WAYS TO CREATE AN INCLUSIVE CLASSROOM CLIMATE AS A STRATEGY TO RETAIN MORE STUDENTS IN STEM AND ULTIMATELY BROADEN PARTICIPATION IN THE STEM WORKFORCE. PROJECT RESULTS SHOULD ALSO INFORM MECHANISMS THAT ARE AIMED AT CREATING SUCCESSFUL TRANSFER PATHWAYS FROM TWO-YEAR INSTITUTIONS TO FOUR-YEAR COLLEGES AND UNIVERSITIES. ADDITIONALLY, THIS PROJECT PLANS TO STUDY THE EFFECTIVENESS OF TEAM LEARNING IN THE NEW EDUCATIONAL LANDSCAPE BROUGHT ABOUT BY THE PANDEMIC, WHERE ONLINE AND HYBRID CLASS MODALITIES ARE NOW THE NORM IN TWO-YEAR COLLEGES. THIS PROJECT HAS THE POTENTIAL TO BE TRANSFORMATIVE BY INFORMING HOW TO ADAPT TEAM LEARNING PRACTICES FOR STUDENT SUCCESS IN NON-FACE-TO-FACE CLASS MODALITIES, AN IMMEDIATE NEED AT ALL HIGHER EDUCATION INSTITUTIONS. THE PROJECT WILL SUPPORT THE DESIGN AND ADOPTION OF NOVEL TEACHING STRATEGIES THROUGH FACULTY TRAINING AND PUBLICLY AVAILABLE RESOURCES. THE PROJECT HOPES TO ACHIEVE THREE GOALS: 1) IDENTIFY AND EXPLAIN PSYCHOSOCIAL PREDICTORS OF STUDENT ENGAGEMENT IN TEAM LEARNING THROUGH STUDENT SURVEYS AND INTERVIEWS; 2) ARTICULATE AND EXPLAIN DIFFERENCES IN STUDENT VERSUS INSTRUCTOR PERCEPTION OF TEAM LEARNING THROUGH SURVEYS OF STEM FACULTY; AND 3) DEVELOP, TEST, EVALUATE, REVISE AND DISSEMINATE A SET OF PRACTICES FOR CULTURALLY RESPONSIVE TEAM LEARNING. THE PROJECT USES A NOVEL APPROACH BY INVESTIGATING BOTH INDIVIDUAL AND CULTURAL PSYCHOSOCIAL FACTORS IMPACTING TEAM LEARNING ENGAGEMENT AND PERCEPTION WITHIN BRONFENBRENNER?S ECOLOGICAL APPROACH MODEL. WHILE THE MODEL HAS BEEN USED EXTENSIVELY IN THE EDUCATION FIELD, THIS PROJECT EXTENDS IT TO TEAM LEARNING IN STEM. FINALLY, THE PROJECT HOPES TO LEVERAGE THE RESEARCH FINDINGS TO EMPOWER FACULTY TO APPLY A JUSTICE, EQUITY, DIVERSITY, AND INCLUSION FRAMEWORK TO TEAM LEARNING. THROUGH SUMMER INSTITUTE WORKSHOPS AND A COMMUNITY OF PRACTICE, STEM FACULTY WILL DESIGN AND IMPLEMENT CHANGES FOR BOTH ONLINE AND FACE-TO-FACE CLASSES. TO TEST MODEL VALIDITY, A PRE-AND POST-SURVEY WILL BE ADMINISTERED TO STUDENTS. THESE RESULTS WILL BE PAIRED WITH FACULTY SELF-REFLECTIONS AND FORMATIVE ASSESSMENTS OF TEAM LEARNING TO EVALUATE EFFECTIVENESS OF THE TEACHING MODIFICATIONS AND PROVIDE A SET OF RECOMMENDATIONS FOR FUTURE PRACTICES. THE SET OF RECOMMENDATIONS WILL BE DISSEMINATED THROUGH CONFERENCE PRESENTATIONS, PEER-REVIEWED PAPERS TARGETING AN INTERDISCIPLINARY AUDIENCE, AND A WEBSITE WITH RESOURCES, MODULES, AND RUBRICS TO ALLOW OTHER INSTITUTIONS TO USE AND ADAPT. THE PREDICTIVE MODEL OF EFFECTIVE TEAM LEARNING WILL BENEFIT THE STEM EDUCATION COMMUNITY BY PAVING THE WAY FOR FURTHER RESEARCH INTO CULTURALLY COMPETENT EDUCATION. THE NSF PROGRAM DESCRIPTION ON ADVANCING INNOVATION AND IMPACT IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR INSTITUTIONS OF HIGHER EDUCATION SUPPORTS PROJECTS THAT ADVANCE STEM EDUCATION INITIATIVES AT TWO-YEAR COLLEGES. THE PROGRAM DESCRIPTION PROMOTES INNOVATIVE AND EVIDENCE-BASED PRACTICES IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR COLLEGES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

INTERNATIONAL RESEARCH AND STUDIES

FIE EARMARK GRANT AWARDS

COLLABORATIVE RESEARCH: TRANSITIONING LEARNERS TO CALCULUS IN COMMUNITY COLLEGES (TLC3): ADVANCING STRATEGIES FOR SUCCESS IN STEM

TRADE PROMO, SW KING CO

RURAL ECONOMIC DEVELOPMENT GRANT - ELECTRIC FARM BILL

EXPANSION OF "THE MATH YOU NEED , WHEN YOU NEED IT" THROUGH WIDESPREAD IMPLEMENTATION

OFFICE OF POSTSECONDARY EDUCATION (OPE): STUDENT SUPPORT SERVICES (SSS) PROGRAM

WOOD INNOVATION GRANT-CROSS-LAMINATED TIMBER HIGHLINE OFFICE BUILDING

FIE EARMARK GRANT AWARDS

COLLABORATIVE RESEARCH: THE MATH YOUR EARTH SCIENCE MAJORS NEED, WHEN THEY NEED IT: IMPROVING QUANTITATIVE SKILLS IN THE FUTURE EARTH SCIENCE WORKFORCE -THIS PROJECT WILL SERVE THE US NATIONAL INTEREST BY STRENGTHENING UNDERGRADUATE EARTH SCIENCE MAJORS' PROFICIENCY AND CONFIDENCE WITH QUANTITATIVE SKILLS AND REASONING, RESULTING IN STUDENTS WHO BETTER UNDERSTAND EARTH PROCESSES AND ARE PREPARED FOR GEOSCIENCE CAREERS. IT IS A TIER 2 PROJECT ON THE ENGAGED STUDENT LEARNING TRACK. QUANTITATIVELY SKILLED EARTH SCIENCE GRADUATES ARE CRITICAL TO MEETING THE NEEDS OF THE WORKFORCE AND THE COUNTRY. HOWEVER, THE APPLICATION OF MATH SKILLS IN A GEOSCIENCE CONTEXT IS FRAUGHT WITH DIFFICULTIES SUCH AS THE UNEVEN PREPARATION OF STUDENTS, GATEKEEPER MATHEMATICS PREREQUISITE COURSES, FACULTY WHO ARE NOT TRAINED TO TEACH QUANTITATIVE SKILLS, STUDENT MATH ANXIETY, AND THE COGNITIVE DIFFICULTY OF TRANSFERRING MATHEMATICAL SKILLS TO A SPECIFIC SCIENCE CONTEXT. THIS PROJECT WILL DEVELOP THE NEEDED CURRICULAR RESOURCES AND FACULTY PROFESSIONAL DEVELOPMENT TO SIGNIFICANTLY IMPROVE GEOSCIENCE MAJORS? DISCIPLINARY MATH CAPABILITIES. THE PROJECT WILL IMPROVE THE QUANTITATIVE SKILLS AND CONFIDENCE OF EARTH SCIENCE UNDERGRADUATES BY A MULTI-PRONGED APPROACH: 1) DEVELOPING CO-CURRICULAR MODULES TO SUPPORT MAJORS-LEVEL QUANTITATIVE SKILL DEVELOPMENT WITHIN EARTH SCIENCE COURSES AND PROGRAMS; 2) ORGANIZING FACULTY PROFESSIONAL DEVELOPMENT FOR DEVELOPING AND INTEGRATING THESE RESOURCES; AND 3) CONDUCTING EDUCATIONAL RESEARCH ON EFFECTIVE IMPLEMENTATION STRATEGIES AND STUDENT SKILL PROGRESSION AND ATTITUDES. CENTRAL TO THE RESOURCE DESIGN WILL BE THE APPLICATION OF MATH SKILLS TO EARTH SCIENCE APPLICATIONS WITH EXAMPLES DRAWN FROM A VARIETY OF SUB-DISCIPLINES. MODULE AUTHORS HAVING A RANGE OF GEOSCIENCE DISCIPLINARY EXPERTISE WILL BE RECRUITED TO ENSURE BROAD APPLICABILITY OF THE RESULTING RESOURCES. ASSESSMENT AND EVALUATION WILL BE CARRIED OUT BY THE PROJECT PRINCIPAL INVESTIGATORS AND AN EXTERNAL EVALUATOR. THE MODULAR APPROACH WILL ALLOW FACULTY TO ADOPT MODULES APPROPRIATE FOR THEIR INDIVIDUAL COURSES AND HELP SCAFFOLD QUANTITATIVE SKILLS ACROSS GEOSCIENCE CURRICULA OR INTO DEDICATED QUANTITATIVE GEOSCIENCE COURSES. THE FREE ONLINE MODULE COLLECTION WILL BE HOSTED ON THE SCIENCE EDUCATION RESOURCE CENTER (SERC) SITE. THE PROJECT WILL ALSO WORK WITH SERC TO IMPROVE INSTRUCTOR DISCOVERY OF EXISTING ACTIVITY COLLECTIONS IN WHICH STUDENTS CAN FURTHER APPLY THE QUANTITATIVE SKILLS THEY HAVE DEVELOPED USING MODULES WRITTEN IN THIS PROJECT. THE NSF IUSE: EHR PROGRAM SUPPORTS RESEARCH AND DEVELOPMENT PROJECTS TO IMPROVE THE EFFECTIVENESS OF STEM EDUCATION FOR ALL STUDENTS. THROUGH THE ENGAGED STUDENT LEARNING TRACK, THE PROGRAM SUPPORTS THE CREATION, EXPLORATION, AND IMPLEMENTATION OF PROMISING PRACTICES AND TOOLS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

PRAISE- PARTNERING REGIONAL ACADEMIA WITH INDUSTRY TO STRENGTHEN EDUCATION IN SECURE INTERNET APPLICATION DEVELOPMENT

COLLABORATIVE RESEARCH: SUPPORTING AND ADVANCING GEOSCIENCE EDUCATION AT TWO-YEAR COLLEGES THROUGH WORKSHOPS AND WEB RESOURCES

EARMARK

BUSINESS AND INTERNATIONAL EDUCATION

REAP RENEWABLE ENERGY SYSTEM (RES) GRANT UNRESTRICTED AMOUNT

GCCMIF GREEN SKILL TRAIN

FORMULA GRANTS TO LEAS

PROGRAM FOR INVESTMENT IN MICROENTREPRENUERS ACT

FORMULA GRANTS TO LEAS

INDIAN EDUCATION FORMULA GRANTS TO LEAS

INDIAN EDUCATION FORMULA GRANTS TO LEAS

INDIAN EDUCATION FORMULA GRANTS TO LEAS

INDIAN EDUCATION FORMULA GRANTS TO LEAS

ECONOMIC ADJUSTMENT

ECONOMIC ADJUSTMENT

INDIAN EDUCATION FORMULA GRANTS TO LEAS

COLLABORATIVE RESEARCH: VIRTUAL WORKSHOPS TO SUPPORT TWO-YEAR COLLEGE GEOSCIENCE FACULTY TO ENGAGE IN FUNDED STEM EDUCATION RESEARCH AND IMPROVEMENT INITIATIVES -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY CONDUCTING VIRTUAL WORKSHOPS AND POST-WORKSHOP ACTIVITIES TO SUPPORT AND MENTOR TWO-YEAR COLLEGE GEOSCIENCE FACULTY AND THEIR COLLABORATORS TO ENGAGE IN FUNDED STEM EDUCATION IMPROVEMENT EFFORTS. THE OVERARCHING GOAL IS TO ASSIST TWO-YEAR COLLEGES IN DEVELOPING, WRITING, AND SUBMITTING PROPOSALS THAT SEEK FUNDS TO SUPPORT INSTITUTIONAL GOALS AND CONTRIBUTE TO THE STEM EDUCATION COMMUNITY. THIS TRACK 2 ITYC PROJECT IS A COLLABORATION BETWEEN THREE TWO-YEAR COLLEGES THAT AIMS TO INTRODUCE WORKSHOP PARTICIPANTS TO FUNDING OPPORTUNITIES ALIGNED WITH TWO-YEAR COLLEGES AS LEAD INSTITUTION; FOSTER A COMMUNITY OF FACULTY ENGAGED IN PROPOSAL DEVELOPMENT; BUILD EXPERTISE AND CONFIDENCE FOR DEVELOPING PROPOSALS; AND INVESTIGATE THE PROJECT ELEMENTS THAT ARE MOST EFFECTIVE FOR SUPPORTING FACULTY IN GRANT DEVELOPMENT AND SUBMISSION. AN EXPERIENCED TEAM OF GEOSCIENCE PROJECT LEADERS AND WRITING CONSULTANTS LEADS THE DEVELOPMENT AND IMPLEMENTATION OF A SUITE OF VIRTUAL PRE-WORKSHOP, WORKSHOP, AND POST-WORKSHOP ACTIVITIES. THIS INITIATIVE HOLDS SIGNIFICANT POTENTIAL TO INCREASE BOTH THE NUMBER AND RANGE OF FUNDED GEOSCIENCE EDUCATION PROJECTS, EXPAND PATHWAYS INTO GEOSCIENCE MAJORS AND CAREERS, ENHANCE COLLABORATION BETWEEN TWO- AND FOUR-YEAR INSTITUTIONS, AND DEEPEN THE TWO-YEAR COLLEGE GEOSCIENCE COMMUNITY?S ENGAGEMENT WITH FEDERAL AGENCIES. THROUGH THIS EFFORT, GEOSCIENCE EDUCATION AT TWO-YEAR COLLEGES STANDS TO BE MEANINGFULLY TRANSFORMED. THE PROJECT GOALS ARE TO: (1) INTRODUCE PARTICIPANTS TO FUNDING OPPORTUNITIES SUITABLE FOR TWO-YEAR COLLEGES AS LEAD INSTITUTION; (2) SUPPORT TWO-YEAR COLLEGE FACULTY TEAMS IN DEVELOPING, WRITING, AND SUBMITTING PROPOSALS; (3) FOSTER A COMMUNITY OF TWO-YEAR COLLEGE FACULTY ENGAGED IN STEM EDUCATION IMPROVEMENT; (4) BUILD EXPERTISE AND CONFIDENCE IN PROPOSAL DEVELOPMENT; AND (5) INVESTIGATE THE PROJECT ELEMENTS MOST EFFECTIVE IN SUPPORTING TWO-YEAR COLLEGE FACULTY IN THESE ACTIVITIES. THESE GOALS ARE ADDRESSED THROUGH A RANGE OF FACULTY-SUPPORT MECHANISMS INCLUDING MULTI-DAY WORKSHOPS, WEBINARS, AND INDIVIDUALIZED COACHING AND MENTORSHIP. ADDITIONAL FEEDBACK ON PROPOSALS IS PROVIDED BY EXPERTS AND A DEDICATED WEBINAR FOR GRANT OFFICERS IS ALSO INCLUDED. FORMATIVE AND SUMMATIVE ASSESSMENT AND EVALUATION EFFORTS FOCUS ON IDENTIFYING WHICH STRUCTURAL ELEMENTS OF THE WORKSHOPS MOST SIGNIFICANTLY CONTRIBUTES TO PROPOSAL SUBMISSION, AS WELL AS ASSESSING THE IMPACT OF DISTINCT PROJECT COMPONENTS. DISSEMINATION EFFORTS INCLUDE CONFERENCE PRESENTATIONS AND WEBINARS BOTH WITHIN AND BEYOND THE GEOSCIENCE EDUCATION COMMUNITY. THE NSF IUSE: INNOVATION IN TWO-YEAR COLLEGE STEM EDUCATION (ITYC) PROGRAM SEEKS TO ACCELERATE AND ADVANCE KNOWLEDGE ABOUT THE IMPACT OF EMERGING AND EVIDENCE-BASED PRACTICES IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR COLLEGES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

UNKNOWN TITLE

INDIAN EDUCATION FORMULA GRANTS TO LEAS

CARES AANAPISI-SERVING INSTITUTION - HIGHLINE COLLEGE

UNKNOWN TITLE

INDIAN EDUCATION FORMULA GRANTS TO LEAS

UNKNOWN TITLE

FORMULA GRANTS TO LEAS

FORMULA GRANTS TO LEAS

FORMULA GRANTS TO LEAS

COLLABORATIVE RESEARCH: CONFERENCE: SUMMIT ON INNOVATIONS IN TWO-YEAR COLLEGE STEM EDUCATION -THIS PROJECT AIMS TO SERVE THE NATIONAL INTEREST BY GENERATING KNOWLEDGE ABOUT EFFECTIVE EVIDENCE-BASED PRACTICES AT TWO-YEAR COLLEGES THAT INCREASE STUDENT SUCCESS, STRENGTHEN UNDERGRADUATE RESEARCH, AND EXPAND PATHWAYS TO THE STEM WORKFORCE. HIGHLINE COLLEGE, IN COLLABORATION WITH CARLTON COLLEGE, SEEK TO DEVELOP AND IMPLEMENT A MULTI-DAY CONFERENCE THAT BRINGS TOGETHER AWARDEES FOR THE IUSE: INNOVATIONS IN TWO-YEAR COLLEGE STEM EDUCATION (ITYC) PROGRAM FROM ACROSS STEM DISCIPLINES TO SHARE EXPERTISE, IDEAS AND INNOVATIONS WITH EACH OTHER, PROSPECTIVE PRINCIPAL INVESTIGATORS, AND NSF PROGRAM OFFICERS. THE PROJECT INTENDS TO CONTRIBUTE TO BUILDING A ROBUST COMMUNITY OF TWO-YEAR COLLEGE STEM EDUCATION RESEARCHERS AND PROVIDE A FORUM FOR DISCUSSING CURRENT AND FUTURE RESEARCH FOCUSED ON STEM EDUCATION AT TWO-YEAR COLLEGES. THIS PROJECT REPRESENTS A SIGNIFICANT OPPORTUNITY TO INCREASE ENGAGEMENT OF TWO-YEAR COLLEGES WITH THE NATIONAL SCIENCE FOUNDATION AND BUILD THE CAPACITY OF TWO-YEAR COLLEGE FACULTY TO STRENGTHEN STEM EDUCATION IN THE NATION. ULTIMATELY, THIS PROJECT WILL BENEFIT THE NATION BY POSITIVELY AFFECTING STUDENT LEARNING IN STEM AT TWO-YEAR COLLEGES, THUS POTENTIALLY EXPANDING THE STEM WORKFORCE AND INCREASING SCIENTIFIC LITERACY. THE PROJECT AIMS TO: (A) SHARE ITYC AWARDEES? EXPERTISE AND EXPERIENCES WITH THEIR ITYC PROJECTS; (B) DISCUSS SOLUTIONS TO CHALLENGES IN STEM PATHWAYS AND EXPLORE OPPORTUNITIES FOR LEADING FUNDED PROJECTS; (C) INCREASE AWARENESS OF NSF PROGRAM OPPORTUNITIES FOR TWO-YEAR COLLEGES; (D) PROVIDE GUIDANCE AND SUPPORT FOR PROSPECTIVE AWARDEES; AND (E) FOSTER NETWORKING AND COMMUNITY-BUILDING AMONG ITYC AWARDEES, PROSPECTIVE AWARDEES, AND NSF PROGRAM OFFICERS. TO ACHIEVE THESE GOALS, THE PROJECT ENGAGES PARTICIPANTS IN WORKING GROUPS, INTERACTIVE TOPICAL SESSIONS, AND PRESENTATIONS. PARTICIPANTS HAVE OPPORTUNITIES TO DISCUSS SUCCESSES AND CHALLENGES, EXPLORE STRATEGIES FOR LEADING GRANT-FUNDED PROJECTS, DEEPEN THEIR UNDERSTANDING OF NSF PROGRAMS, MAKE RECOMMENDATIONS, AND CONSIDER FUTURE POSSIBILITIES. ASSESSMENT AND EVALUATION EFFORTS FOCUS ON IDENTIFYING EFFECTIVE STRATEGIES TO SUPPORT CURRENT AND FUTURE ITYC AWARDEES IN LEADING NSF PROJECTS, AS WELL AS ADVANCING KNOWLEDGE ON THE DESIGN AND EVALUATION OF PI MEETINGS. DISSEMINATION INCLUDES POST-SUMMIT WEBINARS, A REPORT, AND A WEBSITE THAT CAPTURE AND SHARE KEY CONFERENCE HIGHLIGHTS WITH PARTICIPANTS AND THE BROADER STEM COMMUNITY. THE SUMMIT PROGRAM IS STRUCTURED TO FOSTER NETWORKING AND COMMUNITY-BUILDING AMONG PARTICIPANTS FROM VARIOUS STEM DISCIPLINES AND INSTITUTIONS, GENERATING VALUABLE INSIGHTS INTO THE ROLE OF TWO-YEAR COLLEGES IN THE STEM EDUCATION ECOSYSTEM?PARTICULARLY IN TEACHING, LEARNING, AND WORKFORCE EXPANSION. THE NSF IUSE: INNOVATION IN TWO-YEAR COLLEGE STEM EDUCATION PROGRAM SEEKS TO ACCELERATE AND ADVANCE KNOWLEDGE ABOUT THE IMPACT OF EMERGING AND EVIDENCE-BASED PRACTICES IN UNDERGRADUATE STEM EDUCATION AT TWO-YEAR COLLEGES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

INTERNATIONAL COLLEGIATE CYBER DEFENSE INVITATIONAL (ICCDI) COMPETITION

FORMULA GRANTS TO LEAS

GATHERING OF A COMMUNITY: EFFECTIVELY TEACHING A BROAD STUDENT POPULATION AND SEEKING SUPPORT FOR GEOSCIENCE PROGRAMS AT COMMUNITY COLLEGES

GATHERING OF A COMMUNITY: GEOSCIENCE PROGRAMS AT COMMUNITY COLLEGES - MODELS FOR SUCCESS AND INNOVATION; FALL 2010; DENVER COLORADO

THE HIGHLINE HERITAGE MUSEUM IN BURIEN, WASHINGTON, WILL HIRE AN EXECUTIVE ASSISTANT TO SUPPORT THE DIRECTOR IN ENSURING THE MUSEUM'S LONG-TERM GROWTH AND STABILITY AND CONTINUING VITAL PROGRAMMING THAT BEGAN DURING THE PANDEMIC. THE MUSEUM COLLECTS, PRESERVES, AND TELLS THE STORIES OF THE HIGHLINE, A FIVE-CITY REGION MADE UP OF 65 PERCENT MINORITY POPULATIONS. IT IS THE ONLY MUSEUM SPECIFICALLY SERVING THIS GEOGRAPHIC AREA, AND ITS FIRST PERMANENT FACILITY WAS LESS THAN A YEAR OLD WHEN THE PANDEMIC HIT. THE RESULTING CLOSURE HAS TAKEN A TOLL ON THE MUSEUM'S PROGRESS, BUT HIGHLINE HERITAGE MUSEUM IS NOW READY TO MOVE FORWARD AS THE COMMUNITY EMERGES FROM THE MANY MONTHS OF PANDEMIC-RELATED ISOLATION.

WATER CONSERVATION FIELD SERVICE PROGRAM

FORMULA GRANTS TO LEAS

RUS IRA NEW ERA GRANT

ASSISTANCE TO FIREFIGHTERS GRANT

ASSISTANCE TO FIREFIGHTERS GRANT

ASSISTANCE TO FIREFIGHTERS GRANT