Award # | Title | Program(s) | Principal Investigator | PI Email Address | Organization | Start Date | End Date | Awarded Amount | Abstract |
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1600558 | Regional Center for Nuclear Education and Training (RCNET) | GVF - Global Venture Fund, Advanced Tech Education Prog | Kevin Cooper | kcooper@irsc.edu | Indian River State College | 10/01/2016 | 09/30/2024 | $3,293,314.00 | The Regional Center for Nuclear Education and Training (RCNET) provides programs in nuclear energy, nuclear environmental management, and nuclear life and plant science. RCNET brings a history of curriculum solutions and professional development to a growing nuclear community; offering best practices in areas including cross-training, nuclear culture immersion, soft skills development, and the embedding of emerging technologies (including nuclear processes in manufacturing) into the college classroom. Through this award, college nuclear programs will have increased industry involvement and more sustainable programs, which will result in better placement and graduation rates. RCNET addresses critical workforce, environmental, political, and economic concerns. Nuclear technology is embedded into multiple disciplines and is crucial to the present and future of the United States' technical fields. Nuclear energy powers over 19% of the United States, is an integral part of the Navy, and is a critical element in space exploration. Nuclear isotopes are used to diagnose and treat a spectrum of medical conditions, including cancer. One-third of all environmental management sites have a nuclear component. Nuclear technologies are even used in a wide variety of manufacturing applications. These nuclear industries account for more than 2.6 million jobs and $120 billion toward the United States Gross Domestic Product. With an aging population, natural attrition, and expected job growth, there will be over 65,000 high-paying nuclear career opportunities by 2030. By coordinating and supporting a broad network of nuclear training facilities, capable of meeting the United States industry's needs, RCNET eliminates the risk of a serious shortage in highly trained nuclear technicians. RCNET will accelerate the implementation of new nuclear technologies and facilities (ultimately facilitating the United States' quest for energy independence); assist with the development of a domestic supply of medical radioisotopes; provide for a cleaner, safer nation; and strengthen our nation's manufacturing initiatives. The Regional Center for Nuclear Education & Training (RCNET) is focused on the development and sustainability of a highly technical workforce pipeline for the nuclear fields of power generation, environmental management, and life and plant sciences. The six key goals are: 1) Expand and maintain a learning repository with comprehensive standardized curriculum for power generation, environmental management, and life and plant sciences; 2) Increase academic and career pathways for students and technicians across nuclear STEM fields; 3) Develop, promote, and broaden partnerships between industry and academic institutions to increase articulation, college completion and career placement; 4) Develop and provide access to best practices in hands-on training, affective domain instruction, and emerging technologies through professional development; 5) Create and disseminate educational material to increase awareness of nuclear academic programs and careers; and 6) Promote and increase the number of under-represented populations in nuclear STEM fields. |
1650503 | I/UCRC Phase II: I/UCRC for Identification Technology Research | Special Projects - CNS, IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, , , , , , , , , , , , , , , , , , , , | Stephanie Schuckers | sschucke@clarkson.edu | Clarkson University | 03/01/2017 | 02/28/2025 | $2,040,673.00 | The goal of the Center for Identification Technology Research (CITeR) as an Industry/University Cooperative Research Center is to serve an enabling role in the development of identity systems. Having a provable and verifiable identity is necessary for an individual to function in modern society. Your identity is what allows you to have a job, maintain a bank account, and drive a car. Identity is also what allows society to be free and safe, as dangerous individuals can be excluded from the public, for instance through placing suspected terrorists on no-flight lists and by capturing known criminals. In particular, CITeR research, education, and technology transfer is focused on confirming identity as well as development of privacy-enabling technology. The universities that make up CITeR include West Virginia University, University of Arizona, The University at Buffalo and Clarkson University. CITeR affiliates (members) at Clarkson include both government agencies as well as public and private companies. In addition, CITeR's focus on identification technology impacts "improved national security" by meeting the research needs of other government agencies that depend on this technology. CITeR's overall research focus is human analytics, identity science, biometric analysis, and policy/privacy; Clarkson's specific focus is vulnerabilities/countermeasures, novel and behavioral biometrics, and advanced computing. Clarkson University as the lead institution adds complementary Center capabilities for measurements and signal processing to identity humans and human intent. In conducting research, CITeR faculty actively engages undergraduate students in their research, involving them in active roles beginning as early as their freshman year. CITeR is active in outreach to K-12; hosting STEM outreach activities in for elementary and high school students. Clarkson specifically has worked to identify and address educational needs of next-generation professionals in the identification technology arena, and is providing broad-reaching and positive impact to higher education in these areas. |
1700496 | Geospatial Technology Center of Excellence: Growing the Workforce | Advanced Tech Education Prog | Vincent DiNoto | Vince.DiNoto@kctcs.edu | Kentucky Community & Technical College System | 07/01/2017 | 06/30/2025 | $4,535,517.00 | The National Geospatial Technology Center of Excellence (GeoTech Center) is a collaborative effort of two-year colleges, universities, and industry to accomplish the vision of increasing the number and diversity of learners and workers who possess industry-defined geospatial technology (GST) skills and competencies. The need for a GST workforce that possesses current industry-defined skills and competencies is expanding at a rapid rate. Today, GST is becoming an essential tool in fields including (but not limited to) emergency response, sustainability, agro-science, energy, and a variety of STEM disciplines. These occupations require a skillset in the analysis of spatial data and geo-visualization. One impact of this project will be the national expansion and diversification of a GST workforce that possesses relevant and current industry-defined GST skills and competencies. GeoTech Center research has identified a lack of educational materials to meet the needs of the broad geospatial community of users. Curricula that are standardized and contextual, and that can be used in traditional college learning environments, as well as by individuals for self-improvement, is desperately needed. The GeoTech Center will design and develop industry-aligned educational materials that can be used in a modularized format and portable to different learning environments. The GeoTech Center has four integrated Goals: 1) Research emerging trends and uses of GST; 2) Develop industry-aligned curriculum for new and incumbent users of GST; 3) Investigate best practices to increase (and retain) the number of underserved and underrepresented populations (including veterans, women, minority groups, and persons with disabilities) into GST and STEM fields; and 4) Develop and implement professional development opportunities and resources for secondary and post-secondary faculty. In order to successfully accomplish its Goals, the Center will build on strong, documented relationships with professional GST organizations and provide new and current workers access to educational resources to assist them in filling any gaps in their GST skillset (and for them to receive recognition of those skills through micro-credentials and professional certifications). The Center will expand its Community of Practice and address specific educational needs of targeted audiences, including underserved and underrepresented students, veterans, and faculty in STEM disciplines. The efforts of the Center to accomplish its Goals will provide the optimum framework and resources to increase the number and diversity of learners and workers who possess industry-defined GST skills and competencies. |
1700606 | ATE Regional Center for Semiconductor & Nanotechnology Education | Advanced Tech Education Prog, , , | Robert Geer | rgeer@albany.edu | SUNY Polytechnic Institute | 09/01/2017 | 09/30/2024 | $2,585,877.00 | Semiconductor-derivative manufacturing in the northeast U.S is expanding, and this expansion is increasing the demand for a highly qualified technical workforce. The Northeast Advanced Technological Education Center (NEATEC) proposes to support the education and training of technicians for the semiconductor and semiconductor-derivative industries (i.e., those industries based on, or incorporating, substantial Si wafer processing, compound semiconductor wafer processing or Si polycrystalline film processing) as well as the broader nanotech-based manufacturing industries in New York State and Western New England. NEATEC will expand opportunities in support of academic programs as well as targeted outreach to recruit and engage underserved and underrepresented populations. All programs will leverage online compatible learning management systems (e.g., Blackboard) to combine online delivery with hands-on laboratory and/or experiential learning components at NEATEC training and lab facilities. This includes a newly proposed ATE user facility at SUNY Polytechnic Institute which will help promote and sustain NEATEC's education/training content and the 'institutionalization' of that content at 2-year and 4-year colleges. This Center will 1) develop multiple academic certificate programs for technological education for a wide range of semiconductor-derivative industries (e.g., Photovoltaic Manufacturing (PVM), LED Lighting Manufacturing (LEDLM), Power Electronics Manufacturing (PEM), and Integrated Photonics Manufacturing (IPM)); 2) expand commitments from industrial collaborators for skill-standard analyses and experiential learning; 3) expand community college and technical high-school partners, including a new NEATEC/Technical High School partnership for at-risk students to adapt curricula to technical high school programs in Central New York with expansion to technical high schools in MA and CT; and 4) develop new technological education programs for underserved and underrepresented groups- specifically newly separated veterans and international refugee communities (permanent U.S. residents) in central New York State. NEATEC's core academic development team includes Hudson Valley Community College, Erie Community College, Jefferson Community College, Mohawk Valley Community College, Onondaga Community College, and Fulton Montgomery Community College in New York State, and Fairfield University in Connecticut. Industry collaborators include GlobalFoundries, Tokyo Electron, General Electric, SolarCity, Soraa, AIM Photonics, United Technologies Research Center, and the Interstate Renewable Energy Council (IREC). |
1700678 | SCME: Scaling Microsystems Support | Advanced Tech Education Prog | Matthias Pleil | mpleil@unm.edu | University of New Mexico | 07/01/2017 | 12/31/2024 | $2,072,345.00 | Microsystems, also known as Micro Electro Mechanical systems (MEMS), are becoming prevalent in daily life (e.g., wearable sensors, gaming consoles, sporting gear, smart phones, medical devices, and autonomous vehicles). This trend is driven by increasing functionality, decreasing device costs, and the Internet of Things (IoT) that need billions of sensors, actuators and communications devices. Given this increasing demand for microsystems, which has been growing at double-digits annually, there is both a jobs gap and a skills gap for such technologies, as well as STEM at large. The Southwest Center for Microsystems Education (SCME) will transition to a Support Center to work with community colleges and professional organizations to infuse microsystems educational materials into standardized job training and educational systems across several STEM disciplines. The STEM students benefit by being presented with alternative high technology microsystems career paths and having the knowledge to pursue them. SCME has built a large portfolio of microsystems-based STEM educational materials and the supporting delivery infrastructure that have benefited hundreds of educators and thousands of their students. As a support center, SCME seeks to increase this impact several fold by providing asynchronous online and hands-on adaptable resources and the technical mentoring support needed for educational organizations to adopt and adapt SCME materials into their traditional STEM curricula. The SCME support center will provide a vehicle for partners to share their integration experiences and curricular modifications through conferences and online sharing opportunities. UNM will partner with the Lone Star College (LSC) system initially to pilot the introduction of microsystems into STEM courses. Historically, SCME has provided targeted professional development and microsystems courses to both Hispanic and Native American serving secondary and post-secondary institutions. SCME, with LSC and its Office of Diversity Initiatives, and student and industry professional associations, will provide scaled MEMS education, mentoring and career advisement targeted at underrepresented groups. This effort will inform SCME as it extends its reach using the standard of "Scaling Educational Innovations", and illustrates possible career pathways for technician students in the expanding microsystems arena. |
1738689 | Phase II IUCRC Virginia Tech: Center for Energy Harvesting Materials and Systems (CEHMS) | IUCRC-Indust-Univ Coop Res Ctr, Advanced Tech Education Prog, , , , , , | Jinsuo Zhang | zjinsuo5@vt.edu | Virginia Polytechnic Institute and State University | 08/01/2017 | 12/31/2024 | $847,619.00 | Transforming ambient energy, available freely from many sources (mostly as wasted energy), to electric power has attracted the interest of different industries because of growth potential and breadth of applications. The ability to generate power locally could eliminate the need to deliver power through a wire, and recharge or replace batteries. Through industry-directed research and collaborative efforts between the center sites, industry members of the Center for Energy Harvesting Materials and Systems (CEHMS) and others will be able to embed self-powered sensors within structures (buildings, aircraft, bridges, nuclear plants, etc.) to relay information about their structural integrity, power sensors for natural hazards monitoring, replenish power of portable and wearable electronic devices, and support the Internet of Things and operation of autonomous systems. The multidisciplinary research team will perform research on industry-driven projects with the objective of translating laboratory prototypes into commercial products; build on interdisciplinary strengths in science and technology, and; develop strong collaborations with industry. We will use a holistic approach to design and develop multifunctional building envelopes and infrastructure surfaces, through which the interactions and potential synergies between the various material and structural behaviors, energy harvesting and efficiency performance, and human behaviors are properly understood, modeled, and exploited, while eliminating or minimizing any potentially detrimental consequences or interactions. In addition, we will also develop effective sensing and monitoring systems and accelerated testing methods for maximized energy harvesting efficiency and life cycle cost performance. As the first step to make a transformative change for energy harvesting through civil engineering infrastructure through the following five research thrusts: 1) Multifunctional advanced materials and structures for energy harvesting and efficiency; 2) Energy converting devices for solar, geothermal, and mechanics energy harvesting and storage, such as battery and fuel cells; 3) Roadway energy harvesting systems with infrastructure protection; 4) Energy efficient buildings with energy harvesting and wireless sensing; and 5) Life cycle analysis and testing of energy harvesting materials and systems. |
1744627 | Strengthening Impact, Supporting Collaboration, and Sustaining Access in the ATE Community | Advanced Tech Education Prog | Rachael Bower | bower@scout.wisc.edu | University of Wisconsin-Madison | 10/01/2018 | 09/30/2025 | $6,165,806.00 | Born out of a need recognized by the Advanced Technological Education (ATE) program community for a centralized resource portal, ATE Central initially grew out of a collaboration between a group of ATE centers and the University of Wisconsin-Madison's Internet Scout Research Group. ATE Central provides a browseable and searchable portal and a suite of tools and services that support grantee work, along with a digital archive that preserves and sustains NSF's valuable investment in ATE. ATE Central will continue to support the successful efforts already under way, including the archiving service, resource collection, and PI meeting app, but will also respond with new and innovative solutions to meet evolving ATE community needs. ATE Central will support community-responsive tools, services, and solutions. Community-building technology will help bring grantees together with a chat service and monthly online "office hours" to help support collaboration and communication amongst grantees. Annual Spotlight Focus workshops and webinars will provide expertise from within and beyond ATE on topics indicated by grantees as critical to their work. The new Curriculum Dissemination Service will develop and deploy documentation and mechanisms to help ATE projects and centers ensure the content they develop is Learning Management System (LMS)-friendly, and to provide access to those ATE-authored materials and curriculum to faculty within their local LMS. These and a host of other tools and services will create neoteric approaches to supporting grantee work and take advantage of diverse pathways for disseminating the deliverables and results of the community. ATE Central will continue to broaden the impact of the work of ATE grantees by showcasing data and deliverables, and disseminating metadata about the projects and centers and the resources they develop and collect. The collective work of the ATE program and ATE Central impacts a diverse set of stakeholders including students, faculty, industry partners and evaluators. By utilizing a variety of pathways, from conferences to social media to webinars, and with a deep commitment to Universal Design, the project will ensure access to all stakeholders, including those with disabilities. 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. |
1800909 | Skills for Biomedical Emerging Technology Applications | Advanced Tech Education Prog | Russ Read | rread@forsythtech.edu | Forsyth Technical Community College | 07/01/2018 | 07/31/2025 | $991,744.00 | Advances at the intersection of biomedical devices and tissue engineering are creating new workforce demands for advanced technological education. With the development of combination devices, sensors, photonics, and implantable systems, employers need technician-specialists who understand more than classical biological and chemical sciences and traditional engineering. The emerging technician-specialist will also need to understand fundamental principles of electronics engineering, mechanical engineering, nanotechnology, optics, photonics, and process-control/quality assurance. Through its National Center for the Biotechnology Workforce, Forsyth Technical Community College will lead the effort to define the skills and knowledge needed by these technician-specialists, and develop educational strategies that can help students learn those skills. This project includes a collaboration between Forsythe Technical Community College (NC), Ivy Tech Community College (IN); Anoka-Ramsey Community College (MN); and College of the Canyons (CA). These four states account for 25% of the employment nationwide across all biosciences industry subsectors and 32% of jobs in medical devices and equipment. The project goal is to initiate, support, and nurture a national effort for advanced technological education that reflects the convergence of science and technology at the interface between biomedical devices and tissue engineering. Skills for Biomedical Emerging Technology Applications (BETA Skills) will be defined in collaboration with multiple employers, industry groups, educators, workforce agencies, researchers, innovators, and other stakeholders, radiating outward from the four institutions. The project has two objectives: (1) Define BETA core skills for national use by educators, industry, researchers, and employers, and (2) Connect BETA core skills to educational and career pathways with multiple on- and off-ramps. The Biotech-Careers.org website will provide an online platform to curate national information about jobs and opportunities related to BETA core skills. 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. |
1801010 | Expanding Educational Opportunities for Nondestructive Testing Technicians | Advanced Tech Education Prog | Duncan Estep | destep@lorainccc.edu | Lorain County Community College | 07/01/2018 | 09/30/2024 | $586,948.00 | The demand among companies in the United States for skilled technicians in nondestructive testing (NDT) is growing at a steady rate. These technicians ensure the quality and safety of manufactured products in industries such as aerospace, construction, manufacturing, and transportation. Companies typically create their own internal training programs. The technician employees earn certifications that may only be recognized at a specific company or include only a few types of testing methods. A limited number of educational institutions offer courses or programs in NDT technology. To keep up with the increasing workforce demand for NDT technicians, the nation needs more educational programs that provide complete professional preparation. To meet this need, Lorain County Community College will collaborate with two national industry associations and leading employers of technicians to identify the required skills, student learning outcomes, and best practices for NDT programs. The project has the potential to enhance the preparation of future NDT technicians to meet the need in the nation's workforce. This project main goal is to develop the capacity of community colleges to educate students for jobs in the NDT technician workforce. The project will involve collaboration between Lorain County Community College, the American Society for Nondestructive Testing, the American Welding Society Foundation, and industry partners. It will build upon results from two prior NSF-funded projects at Chattanooga State Community College and Iowa State University that focused in this technology area. Both institutions will also collaborate to accomplish project activities. The collaborators will perform a job task analysis for one technician job level. The results will then be combined with existing job task analyses for the other job levels. This synthesis aims to create comprehensive competency models for NDT technicians. These competency models will be used to define the desirable student learning outcomes for an associate degree that includes stackable credentials. Educators, along with subject matter experts in industry, will review and validate these learning outcomes. A framework for implementing NDT courses and programs will be developed, documented, and disseminated. The existing professional development program, Weld-Ed Module 7, for high school, community college, and university faculty will also be refined and tested at Lorain County Community College. Approaches to promote awareness of NDT technology and career pathways will be developed and implemented. These strategies will emphasize the inclusion of underrepresented groups and veterans to enhance the diversity of the workforce. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria. |
1801062 | Engaging Students From Classrooms and Camps to College and Advanced Technological Careers | GVF - Global Venture Fund, Advanced Tech Education Prog | Sharon Gusky | sgusky@nwcc.commnet.edu | Northwestern Connecticut Community College | 09/01/2018 | 08/31/2025 | $835,140.00 | The forty manufacturers in the Torrington area of Northwestern Connecticut include smaller, local companies, as well as national and global companies such as Wittmann Battenfeld and Altek Electronics. In addition, Jackson Laboratory, the leading bioscience company in the area, is located twenty miles away. These companies need employees at all levels of skills and knowledge, from technicians to engineers and research scientists. They rely on an educational infrastructure to provide a capable, industry-ready workforce. However, there is a gap between the industry demand and availability of skilled workers, and neither the technical high school nor the college is currently meeting these needs. For example, in the robotics and automation areas, industry need exceeds the trained workforce by almost 68%. According to the 2016 Chamber of Commerce Survey of Northwest Connecticut, maintaining and growing manufacturing was one of the highest priorities in the region and the lack of skilled applicants was cited as being the biggest barrier. This project, Engaging Students from Classrooms and Camps to College and Careers, brings 7th-12th grade teachers, community college faculty, students, and industry members together to develop a strong technical workforce. This project aims to increase the STEM interest and skills attainment of underrepresented and socioeconomically disadvantaged students in the Torrington School District. It will engage forty-four middle and high school STEM teachers and their students, using innovative activities to introduce students to careers as technicians. Teachers will participate in industry-based externships and professional development workshops. These activities are designed to help teachers better understand the roles of technicians. Students will participate in college visits and summer camps, designed to help them understand career opportunities for technicians. Community college students will learn about careers as technicians by participating in externships in industry, and will refine their knowledge and skills by serving as teaching assistants in camps and classrooms, and as mentors for the middle and high school students. Through this program, the community college plans to increase the number of dual enrollment college courses for high school students. The program will establish a support system for teachers through the formation of a STEM Community of Practice that includes teachers, college faculty, and industry members. The project activities are expected to support pathways for students to careers in the advanced technological industries in the region. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria. |
Award # | Title | Program(s) | Organization | Start Date | End Date |