Effective: 2024-2026

Funding Type: BCSER Institute

Principal Investigator: Odis D Johnson Jr

Institution: Johns Hopkins University

This project extends the training and community building activities of the Institute in Critical Quantitative, Computational, and Mixed Methods (ICQCM), a data science training institute established in 2019. The project seeks to increase the number of faculty and postdoctoral researchers who utilize quantitative and computational research methods in research on populations underrepresented in science, technology, engineering, and mathematics (STEM) fields of study. The goals are to enable...

Effective: 2024-2026

Funding Type: BCSER IID

Principal Investigator: Prateek Shekhar

Institution: New Jersey Institute of Technology

This project aims to serve the national interest by advancing the understanding of undergraduate engineering students' participation in entrepreneurship education programs. Entrepreneurship and innovation are important for economic success, and engineers often hold a central role in leading innovation in today's high-technology world. To compete successfully in the global technological innovation economy, graduating engineers need to possess entrepreneurial skills to identify opportunities and...

Effective: 2024-2026

Funding Type: BCSER IID

Principal Investigator: Mariana Castro

Institution: University of Wisconsin-Madison

Multilingual learners are the fastest growing student population in the United States. Therefore, it is concerning that they have shown poor performance on national science assessments. Despite this concern, few teachers report feeling prepared to engage them in science instruction. This project aims to prepare science teachers to increase their knowledge, skill and efficacy in facilitating multilingual learners' engagement in scientific argumentation, which is an essential skill in science...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigators: Kendra S Cheruvelil, Isis H Settles

Institutions: Michigan State University, Regents of the University of Michigan - Ann Arbor

Higher education has struggled to make meaningful progress in broadening the participation in STEM at all levels. Person-Environment Fit (PE Fit) research reveals that education and career outcomes are improved by having an organizational environment that is congruent with one’s needs, skills, and values. Because PE Fit is theorized at multiple organizational levels, this study will examine inclusive climate at the levels of the STEM research group, department, and academic discipline. This...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Andrew Katz

Institution: Virginia Polytechnic Institute and State University

The work engineers do and the designs they create have long-term, often unforeseen, impacts on people, infrastructure, and the environment. To help ensure that the results of engineering work advance human and environmental well-being, we need to first understand how engineers currently connect their technical work to these broader contexts and systems. To achieve this understanding, this project will integrate cognitive and behavioral science, social theory, and advanced computational methods...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Julie R Posselt

Institution: University of Southern California

How universities make the decisions that affect access to higher education are a root cause of racial, gender, and socioeconomic inequalities in science, technology, engineering, and mathematics (STEM). Particularly given changes to the legal landscape for considering race in admissions, it is urgent to develop tools that reduce racial bias in admissions decisions. More higher education institutions are adopting rubrics in admissions, particularly as test-optional and test-free become the new...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Rachael Robnett

Institution: University of Nevada Las Vegas

Efforts to broaden and diversify the STEM workforce include programs that engage undergraduate STEM students in conducting scientific research with faculty mentors. Although there is evidence that these mentoring relationships can be beneficial, there is also evidence of variations in student outcomes from these experiences. Existing research provides limited insight into why some students thrive in these mentored research experiences while others may struggle. The proposed research will...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Rebecca Campbell-Montalvo

Institution: University of Connecticut

This project follows engineering graduate students, professors, and those in industry to learn about their experiences when it comes to the climate they face in engineering and the factors that relate to their persistence. Specially, this research involves multiple explanatory angles to understand persistence, including the knowledge and beliefs engineers have, the people whom they go to for advice and resources, and the climate they experience in engineering. This advances scientific knowledge...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: John Hu

Institution: Oklahoma State University

This project serves the national interest of semiconductor workforce development by understanding how to teach circuit debugging in undergraduate courses. As the transistor count and complexity of today’s chips grow, thanks to Moore’s Law, fewer new chips can work perfectly for the first time. Hence, a high level of engineering effort is put into debugging, a process that identifies and fixes any discrepancies between the expected and measured chip behavior. This project seeks to explore...

Effective: 2023-2026

Funding Type: BCSER Institute

Principal Investigators: Ryan Baker, Shaun B Kellogg

Institutions: University of Pennsylvania, North Carolina State University

Learning Analytics (LA) has emerged over the past 15 years as an interdisciplinary practice that applies computational methods from data science and artificial intelligence (AI) to better understand and improve student learning. However, professional development and training opportunities -- particularly for scholars from underrepresented groups -- have not kept pace with the growing demand for STEM education researchers prepared to use these methods. To address this issue, the Institute on...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Dayoung Kim

Institution: Virginia Polytechnic Institute and State University

Despite the emphasis on both entrepreneurship and social responsibility for engineering students, education, and research on the two topics have been mostly separate efforts. Technology-based social entrepreneurship education for engineers has ample potential to give engineering students the opportunity to become socially responsible engineering leaders with an entrepreneurial mindset. However, very little research on the topic has been conducted in the field of engineering education. This...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Joya Misra

Institution: University of Massachusetts Amherst

STEM higher education leaders play transformational roles for both faculty and students, yet we know too little about how to recruit and retain effective STEM leaders. What factors encourage STEM faculty to move into leadership? What challenges do STEM leaders face in pursuing leadership opportunities? How do opportunities and challenges differ by higher education context, region and location, or leader demographics? The goal of this project is to identify the structural barriers to, as well as...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Xinyu Zhang

Institution: West Virginia University Research Corporation

Baccalaureate Engineering student Success and Transition (BEST) programs are holistic student success programs at four-year undergraduate universities that provide evidence-based, well-structured activities to enhance engineering students' academic and professional success in the college transition and to increase their retention in the engineering major. These programs often struggle to attract diverse students, including women, students from underrepresented minority groups, first-generation...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Jing Zhang

Institution: University of Nebraska-Lincoln

This project aims to serve the national interest by investigating faculty professional identity in Course-based Undergraduate Research Experience (CURE) community networks. Undergraduate research experiences have been shown to benefit undergraduate students’ success by improving critical thinking skills, retention in STEMs, and graduation rate. CUREs provide effective alternatives to traditional and extensive undergraduate research experiences through incorporating key components of research...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Nicole M James

Institution: Reed College

This project aims to serve the national interest by identifying the concepts and skills necessary for materials chemistry research. Solutions to the Nation’s most challenging problems require materials designed with the right chemical properties. For example, addressing energy needs requires higher-efficiency solar panels; decreasing the prevalence of microplastics requires robust plastic alternatives. Consequently, materials chemistry is a rapidly growing field of research and area of the...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Charlie Blake

Institution: Southern Illinois University at Edwardsville

The project from Southern Illinois University at Edwardsville will work to update instructional bioscience content in high-school curricula to increase accuracy and decrease sociocultural biases. The proposed project will increase our understanding of how biology instructional content can impact student bioessentialist beliefs and has the potential to contribute foundational knowledge about the epistemology of bioessentialist bias and the process by which these attitudes develop. There has been...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Megan R Brown

Institution: Northern Illinois University

To address the Nation’s need for solutions to the complex problems that face American citizens, expert STEM workers from many sectors and communities are needed. Education must engage young people from diverse cultures to train in science and problem-solving so they can pursue the many challenges of the world around us. Geoscience is the disciplinary home from which to study the many resources we depend on, from air, water, and minerals, to safeguarding communities from natural hazards such...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Hamid Karimi

Institution: Utah State University

To develop student skills in computer programming, it is essential to understand how students approach computer programming assignments. This knowledge can improve teaching techniques, foster a diverse and inclusive student body, and enhance our Nation's digital proficiency. This project at Utah State University seeks to investigate students' keystroke patterns as they work on Python programming assignments in introductory computer programming courses. This innovative approach provides...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: N. Sanjay Rebello

Institution: Purdue University

Problem solving is an essential 21st century STEM workforce skill, but in most undergraduate introductory STEM courses students use ineffective problem-solving strategies. The pedagogical challenge is that these courses typically have very large enrollments which prohibits instructors' providing of real-time feedback to students on their unproductive strategies, given how labor intensive providing such individualized feedback is. The investigators propose to use natural language processing...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Gili Ad-Marbach, Grant E Gardner, Kristen R Miller, Elisabeth E Schussler

Institutions: University of Maryland, College Park, Middle Tennessee State University, University of Georgia Research Foundation Inc, University of Tennessee Knoxville

The United States needs a strong scientific workforce, yet only about 50% of undergraduate students seeking a degree in Biology complete that major. One of the main reasons students leave the Biology major is their perception that instruction in introductory courses is of poor quality. In many cases, graduate students are the instructors of record, especially for discussion and laboratory sections. Despite the significant instructional role that graduate students play, there is a documented...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Juan M Cruz, Matilde L Sanchez-Pena

Institutions: Rowan University, SUNY at Buffalo

During the last decades, there have been significant investments in Broadening Participation Initiatives (BPIs) aimed to increase the participation of marginalized groups in engineering. Yet the plethora of factors that influence the success of BPIs and persistent challenges faced by BPIs complicate a strong grasp of their impact. Not understanding the aspects that make BPIs effective, limits their potential for institutional change. BPIs are often implemented within higher education...

Effective: 2023-2026

Funding Type: BCSER IID

Principal Investigator: Roghayeh L Barmaki

Institution: University of Delaware

Emerging technology poses potential benefit to all Americans. Technologies support innovations in many fields, including agriculture, electronics, transportation, data science and computing. The workforce that forms the engine for this growth must first receive education and training to understand and master the advanced STEM methods that form the foundation of technological growth. That workforce includes educators with knowledge in STEM and in learning sciences to engage and prepare students,...

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigator: Zeyu Xu

Institution: American Institutes for Research in the Behavioral Sciences

America’s community colleges play a vital role in strengthening the country’s science, technology, engineering, and mathematics (STEM) workforce. More than one-quarter of all STEM jobs are held by workers with either an associate’s degree or some other sub-baccalaureate training. Community colleges also play a central role in increasing the diversity of the STEM workforce, as they often serve students from populations underrepresented in their participation in STEM fields of study....

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigators: Abiola Akanmu, Andrea N Ofori-Boadu

Institutions: Virginia Polytechnic Institute and State University, North Carolina Agricultural & Technical State University

While universities equip students with theoretical knowledge for STEM, there can be challenges in employing those theories to solve real-life problems. This challenge has resulted in an imbalance between the preparation of graduates entering the workforce and the demands of the industry. This disconnection is persistent in the construction industry as construction practitioners continue to highlight skill shortages that have resulted in low performance and low productivity. This research...

Effective: 2022-2027

Funding Type: Other

Principal Investigator: David I Miller

Institution: American Institutes for Research in the Behavioral Sciences

As a 5-year resource center, the EHR Core Research – Resource Coordination Hub (ECR Hub) is designed to advance the ways in which NSF’s ECR Core (ECR) and ECR Building Capacity in STEM Education Research (ECR:BCSER) programs can better use and support fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. ECR-funded research has the potential to address pressing national problems by developing foundational knowledge...

Effective: 2022-2027

Funding Type: CAREER

Principal Investigator: Homero Murzi

Institution: Virginia Polytechnic Institute and State University

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that supports early-career faculty who have the potential to serve as academic role models in research and education, to lead advances in the mission of their department or organization, and to build a foundation for a lifetime of leadership in integrating education and research. This CAREER...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigator: Ross J Benbow

Institution: University of Wisconsin-Madison

The project expands a prior study by examining the links between social support networks and persistence along STEM career pathways among “student service members/veterans,” defined as undergraduate students who are retired/discharged military veterans. Building on current surveys in the State of Wisconsin, the study extends the data collection along three dimensions. First is longitudinally along the population’s academic trajectories encompassing several data collection points over five...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigator: Heather L Thiry

Institution: University of Colorado at Boulder

This project focuses on a critical juncture in the STEM education and workforce pipeline, the transition of community college students into baccalaureate degree programs and potentially to graduate school. This transition period is especially important for students from groups that are underrepresented in their overall participation in STEM fields of study. The goal of the investigators is to understand how STEM transfer students use assets, such as disciplinary co-curricular opportunities...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigators: Julie Aldridge, Nicole Else-Quest, Joseph Roy, So Yoon Yoon

Institutions: Ohio State University, University of North Carolina at Chapel Hill, American Society For Engineering Education, University of Cincinnati Main Campus

The ongoing lack of diversity in the engineering doctoral workforce remains a significant problem with far-reaching implications for the US economy. The long-term vitality of the US workforce relies on the full range of engineering career pathways being available to all Americans. A diverse STEM workforce is more creative and innovative. While the number of women completing STEM doctorates has risen, the proportion of women earning engineering doctorates remains low. And, in 2019, while 24.1%...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigators: Aramati A Casper, Sarah L Eddy, Amanda K Lane

Institutions: Colorado State University, Florida International University, University of Minnesota-Twin Cities

This project examines how a more accurate curriculum about the diversity of sexes found across species, the role of the environment in sex determination, and the complex relationship between sex and gender can create a more inclusive environment for transgender, non-binary, and gender non-conforming (TNG) students in undergraduate biology courses. Research indicates that rather than emphasizing the diversity of strategies and experiences that organisms have around sex, gender, and orientation,...

Effective: 2022-2025

Funding Type: BCSER IID

Principal Investigator: Kimberly C Rogers

Institution: Bowling Green State University

Undergraduate mathematics courses are required foundational courses for almost all STEM majors, since science, technology, and engineering are all built on mathematical underpinnings. Therefore, effective mathematics instruction at the undergraduate level opens the door to these fields, making it possible for students to pursue studies in scientific and technical areas. Unfortunately, students typically cite ineffective or uninspiring classroom instruction in foundational mathematics courses as...

Effective: 2022-2025

Funding Type: BCSER IID

Principal Investigator: Lizandra C Godwin

Institution: University of New Mexico

Advancing participation in engineering is significant for meeting NSF’s goals and benefits national priorities. The University of New Mexico aims to improve understanding of the impacts of Latinas’ undergraduate experiences on their graduate school and career aspirations in engineering. As a designated Hispanic-serving Institution, the University of New Mexico is an ideal site for this study. Through advancing knowledge of the impact of intersectional identities on interest in graduate...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigator: Catherine Mobley

Institution: Clemson University

The project examines STEM social and behavioral scientists’ identity formation to produce results that can be used in designing programs to attract a larger and more diverse pool of students to these disciplines. The study investigates factors that influence the development of STEM social scientists who will engage in transdisciplinary scholarship, whether some programs do so more extensively and more effectively than others, and in what ways and why. It provides a qualitative focus on...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigator: Wendy M DuBow

Institution: University of Colorado at Boulder

This study addresses the longstanding problem of the lack of diversity among persons studying and working in the field of computer science (CS). The statistics describing the gender and race/ethnicity of those who earn CS degrees tell a story of a discipline that has been slow to change. The percentage of CS undergraduate degrees that have been earned by women has barely risen in nearly two decades. The lack of representation of Hispanic, African American, and Native American students in...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigators: Ryan Baker, Nicole Else-Quest, Bruce M McLaren, Timothy J Nokes-Malach, Jon R Star

Institutions: University of Pennsylvania, University of North Carolina at Chapel Hill, Carnegie-Mellon University, University of Pittsburgh, Harvard University

Despite evidence that gender differences in math achievement have narrowed or disappeared in recent decades, stereotypes about men being better than women at math emerge early in childhood and persist through adulthood. These perceptions appear to influence female students’ interest and performance in math, as well as their pursuit of STEM careers. Given the potential motivational benefits of digital learning games, games might provide a pathway for reducing math anxiety for female students...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigator: Jacob Kirksey

Institution: Texas Tech University

The project aims to serve the national need to develop a diverse workforce in STEM careers. To address this need, institutions have developed course-based undergraduate research experiences in STEM to attract students to STEM careers. These research activities will produce evidence and insights about how course-based undergraduate research experiences in STEM are related to post-graduate workforce outcomes. Additionally, the research will identify pre-college student characteristics that...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigators: Lauren Barth-Cohen, Sarah Braden

Institutions: University of Utah, Utah State University

Scientific observation is a ubiquitous discipline-specific skill that has been overlooked in contemporary science instruction. Instructional materials often treat scientific observation as a simple skill or a minor pedagogical challenge to be overcome. For secondary science teachers, challenges compound as they themselves are often emergent learners of this skill. Furthermore, the field has yet to develop explanatory frameworks for the development of expertise in observation. Existing research...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigators: James C Anglum, Tuan D Nguyen

Institutions: Saint Louis University, Kansas State University

This project aims to identify trends in the demographics and turnover behavior of the STEM teacher workforce. It focuses on specific remedies and investments needed to retain prospective teachers in high-need schools, especially rural communities, and to improve outcomes for their students. The project includes two complementary studies, one using the National Teacher and Principal Survey (an update from the earlier Schools and Staffing Survey) and a second, using longitudinal administrative...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigators: Bailey Brown, Rebecca Zarch

Institutions: Spelman College, SageFox Consulting Group, LLC

This research project seeks to examine longstanding inequities in access to and participation in computer science (CS) education. Decades of research have shown that certain subgroups (e.g., women, students with disabilities, underrepresented minority students) tend to face substantial barriers to participating in CS courses and programs. As computing education continues to expand in K-12 education systems, it is important to understand how early experiences in computing education relate to...

Effective: 2022-2025

Funding Type: ECR:Core

Principal Investigator: Adrianna Kezar

Institution: University of Southern California

This project addresses the fundamentally important question of who the faculty in the United States are, and how they advance knowledge and prepare the future workforce in STEM. Faculty are central to the success of higher education, and through teaching, research, and service, faculty contribute to the education of the future workforce in STEM, the advancement of knowledge, and the success of the higher education enterprise. Since 2004, when data was last collected for the National Study of...

Effective: 2022-2024

Funding Type: ECR:Core

Principal Investigator: James R Neumeister

Institution: National Opinion Research Center

This research project focuses on understanding the experiences and perspectives of marginalized groups in STEM fields. Three aims frame the project team's research plan. First is to examine factors that influence and predict career trajectories of subgroups of STEM doctoral students and graduates based on their career motivations and aspirations. Second is to develop and integrate culturally responsive student and context-level measures to investigate the career pathways of STEM PhD students....

Effective: 2022-2024

Funding Type: Conference

Principal Investigator: Erin M Lynch

Institutions: Winston-Salem State University, QUALITY EDUCATION FOR MINORITIES NETWORK

Pipelines to Pathways: Humanizing Diversity in STEM, is proposed to improve mentorship and training in emerging research designed to improve STEM student outcomes, particularly for those students coming from underserved and underrepresented populations in STEM. This two-day workshop is designed to attract STEM faculty, both K-12 and post-secondary, and research scholars in STEM teaching and student learning to present and learn about evidence-based practices and methodology design to implement...

Effective: 2021-2026

Funding Type: CAREER

Principal Investigator: Fatma Baytar

Institution: Cornell University

The loss of U.S. apparel production jobs overseas and a subsequent decline in manufacturing infrastructure after the 1980s was highlighted during the COVID-19 pandemic, when demand for domestically produced personal protective equipment could not be met. In order to address this deficit, the U.S. textile industry requires the physical and human resources to update, upskill, and accelerate manufacturing. At the core of this transformation are 2D/3D digital technologies, which enable instant...

Effective: 2021-2026

Funding Type: CAREER

Principal Investigator: Shetay Ashford-Hanserd

Institution: Texas State University - San Marcos

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of early-career faculty who have the potential to serve as academic role models in research and education, to lead advances in the mission of their department or organization, and to build a foundation for a lifetime of leadership in integrating education and research. This project will examine the effects of community cultural wealth on the persistence of Black and...

Effective: 2021-2026

Funding Type: ECR:Core

Principal Investigators: Kevin M Kniffin, Stasa Milojevic, Bruce A Weinberg

Institutions: Cornell University, Indiana University, Ohio State University

This collaborative project with Ohio State University as the lead institution and Indiana University and Cornell University as partners examines the career outcomes across employment sectors of interdisciplinary graduate students, the environments in which they are trained, and how those environments relate to career outcomes. The investigators will use and expand an emerging infrastructure of data and measures to conduct a rich, multilevel analysis of individual career paths in the transition...

Effective: 2021-2026

Funding Type: ECR:Core

Principal Investigator: Preeti Gupta

Institution: American Museum Natural History

The American Museum of Natural History plans to investigate the relationship between mentored research and youths’ STEM trajectory from high school to early college. The study builds on a previously funded project that examined the experiences of 733 high school youth who participated in an out-of-school, in-depth science research and mentoring program through the New York City Science Research Mentoring Consortium. The current study will examine how 380 of the initial participants navigate...

Effective: 2021-2025

Funding Type: ECR:Core

Principal Investigator: Sandra L Laursen

Institution: University of Colorado at Boulder

ADVANCE and Beyond: Understanding Processes of Institutional Change to Promote STEM Equity and EducationThis research has significance in seeking to provide evidence-based support to scholars and practitioners who are working to promote systemic institutional change in STEM higher education. To solve stubborn problems that lead to inequitable outcomes, such as biased faculty tenure and promotion processes, uneven leadership opportunities, and hostile departmental climates, requires more than a...

Effective: 2021-2025

Funding Type: ECR:Core

Principal Investigators: Sara E Grineski, Danielle Morales

Institutions: University of Utah, Worcester State University, University of Texas at El Paso

Understanding mentoring relationships is critical to increasing diversity in STEM fields. Researchers at the University of Texas at El Paso and the University of Utah propose to study the effects of mentor relationship mismatch on student outcomes during NSF Research Experiences for Undergraduates (REU) programs. This project aims to employ a novel approach to studying mentoring by examining multilevel mentoring and demographics of students and the mentor team. The project aims to collect data...

Effective: 2021-2025

Funding Type: ECR:Core

Principal Investigators: Ramon Barthelemy, Charles R Henderson, Adrienne Traxler

Institutions: University of Utah, Western Michigan University, Wright State University

This project is a collaboration among the University of Utah as the lead institution and Western Michigan University and Wright State University as partners to investigate how women and gender and sexual minorities (GSM) construct and navigate their professional networks to support their post PhD physics careers. The goal is to use social network analysis with qualitative methods to characterize the professional support networks of women and GSM physicists to test the central hypothesis:...

Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigators: Jonathan T Eckhardt, Brent D Goldfarb

Institutions: University of Wisconsin-Madison, University of Maryland, College Park

This is a collaborative project, with the University of Wisconsin-Madison as the lead institution and the University of Maryland as the partnering institution, to explore the entrepreneurial proclivity of undergraduate women majoring in STEM fields. The researchers propose a multi-method approach led by an interdisciplinary team to (1) identify factors that influence entrepreneurial proclivity and (2) develop and test interventions related to closing gender disparities in STEM entrepreneurship....