Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigators: Maureen A Callanan, Catherine A Haden, Gigliana Melzi

Institutions: University of California-Santa Cruz, Loyola University of Chicago, New York University

This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. It responds to continuing concerns about racial and social inequities in STEM fields that begin to emerge in the early childhood years. The overarching goal of the project is to identify cultural strengths that support early science learning opportunities among...

Effective: 2021-2024

Funding Type: Mid-Career Advancement (MCA)

Principal Investigator: Arash Esmaili Zaghi

Institution: University of Connecticut

This project is funded by the Mid-Career Advancement program that supports opportunities for scientists and engineers to substantively enhance their research program through synergistic and mutually beneficial partnerships. This MCA project embraces a transformative approach to address the critical national need for a creative professional workforce by increasing the participation of neurodiverse students in STEM disciplines. Scientific and technological breakthroughs are crucial to address the...

Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigators: Lester C Loschky, Minh Hoai Nguyen, N. Sanjay Rebello

Institutions: Kansas State University, SUNY at Stony Brook, Purdue University

Online multimedia instruction is expected to grow. Yet, given the tendency for students’ minds to wander and to be distracted especially during online instruction, it is important for researchers and educators to understand how to help students to stay focused on the important information while ignoring the unimportant information. This project addresses two fundamental issues: How does the online Science, Technology, Engineering, and Mathematics (STEM) instructor or educational materials...

Effective: 2021-2024

Funding Type: Mid-Career Advancement (MCA)

Principal Investigator: Karla Eitel

Institution: Regents of the University of Idaho

The goal of the project is to explore Land education pedagogy and its curriculum and pedagogical innovations in the preparation of Native and non-Native educators to engage Native and non-Native students in environmental STEM education on Indigenous lands. The investigator will implement a professional development plan focused on pedagogical innovations within various teacher education and environmental STEM learning programs to (a) understand the tools and technologies that can support these...

Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigator: Kylie A Peppler

Institution: University of California-Irvine

This project aims to serve the national interest by paving the way to creating a technical workforce that is able to function effectively in highly collaborative, diverse environments. Enhanced ability to nurture these skills and abilities will occur through development of measurement instruments, a novel curriculum, and research into the impacts of the curriculum. The project seeks to align with the EHR Core Research (ECR) program's intent by reflecting the interdisciplinarity of computational...

Effective: 2021-2024

Funding Type: Mid-Career Advancement (MCA)

Principal Investigator: Jamaal S Matthews

Institution: Regents of the University of Michigan - Ann Arbor

The project examines how teachers’ culturally supportive mathematics instructional practices engage and shape adolescents’ brain networks in ways that predict their math identity, achievement, and sense of purpose over time. The investigator also will assess the neurophysiology of how critical consciousness develops in mathematics teachers. The project synthesizes neurobiological, developmental, and culturally situated perspectives to explore adolescents’ and teachers’ socio-emotional...

Effective: 2021-2024

Funding Type: Mid-Career Advancement (MCA)

Principal Investigator: Rajashi Ghosh

Institution: Drexel University

The project aims to advance the principal investigator’s research agenda on developmental relationships as mechanisms for career advancement of women and people of color. The investigator will undertake a new area of research by exploring imposter syndrome among women and minoritized students and intersectionality in STEM while also gaining expertise in latent growth curve analysis. The project aims to develop a theory on the relationship between minoritized students’ developmental networks...

Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigator: Jennifer L Wessel

Institution: University of Maryland, College Park

This study aims to increase diversity in STEM academic workplaces by testing “nudge” interventions to help diversity, equity, and inclusion (DEI) work matter in promotion and tenure decision-making. Nudges refer to deliberate changes to the decision-making context aimed at guiding people toward a particular behavior, which in this case is valuing DEI work. Many institutions have tried to reform the tenure process to reward DEI work, but there is little concrete evidence that any of these...

Effective: 2021-2024

Funding Type: BCSER IID

Principal Investigator: Kathryn Leech

Institution: University of North Carolina at Chapel Hill

This STEM education research capacity building project combines a research project that investigates whether parents transmit gender stereotypes about STEM to pre-school children in everyday conversations and a detailed professional development plan that enables the principal investigator to develop competencies in computational research methodologies, skill in mentoring junior colleagues, and knowledge of research on the underrepresentation of women in STEM. The research will examine whether...

Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigators: Brooke C Coley, Kerrie G Wilkins-Yel

Institutions: Arizona State University, University of Massachusetts Boston

To increase the diversity of the PhD-prepared workforce, understanding underlying issues affecting retention and completion of doctoral degrees is essential. Researchers at Arizona State University and University of Massachusetts Boston, propose to study the expressed needs of Black doctoral students in relation to faculty perceptions of what they are providing during advising relationships. Understanding the mental health impacts of cumulative experiences that marginalize Black graduate...

Effective: 2021-2024

Funding Type: ECR:Core

Principal Investigator: Sandra Simpkins

Institution: University of California-Irvine

The road to science, technology, engineering, and mathematics (STEM) careers is composed of a series of choices and achievements that begin in childhood and continue throughout life (i.e., the STEM pipeline). To understand the STEM pipeline, the field needs studies that examine educational experiences from grade school to college/occupational choices and that document what processes support or undermine the STEM pipeline during multiple developmental periods. Moreover, historical changes in...

Effective: 2021-2023

Funding Type: BCSER IID

Principal Investigator: John G Kelly

Institution: Tennessee State University

In this capacity building project, the investigator proposes to replicate a research project to investigate dual process reasoning in an undergraduate physics classroom at a Historically Black College and University. Dual process theories state that when faced with a decision, students may use both an autonomous system of cognition (T1S) and a reflective system (T2S) that relies on working memory and mental simulations. The current project builds on prior research that applied the...

Effective: 2021-2022

Funding Type: Conference

Principal Investigator: Tiffany A Wild

Institution: Ohio State University

The conference will convene researchers and other stakeholders to develop a STEM education research plan that will focus on STEM education of students with visual impairments. The goal is to identity and prioritize agenda topics that address the needs of this population, and to build capacity to conduct robust research focused on those needs. The conference agenda will include an analysis of gaps in the research, appropriate methodologies for this type of research, and strategies for...

Effective: 2020-2025

Funding Type: CAREER

Principal Investigator: Daniel L Reinholz

Institution: San Diego State University Foundation

This project will study how data visualizations may help university faculty recognize their implicit biases and promote equitable participation in their classrooms. Participation is a key part of learning, but implicit biases can result in different opportunities for different groups of students to participate in STEM classrooms. Such differences can cause inequities in learning outcomes that may lead to underrepresentation of women, students of color, and other groups in the STEM workforce. By...

Effective: 2020-2025

Funding Type: CAREER

Principal Investigator: Marijel C Melo

Institution: University of North Carolina at Chapel Hill

Makerspaces are places for hands on application of STEM concepts and skills. They are stocked with high-tech tools, supplies, and equipment, such as 3D printers, to support collaborative, creative work to build things. Given their potential to support STEM learning, makerspaces are increasingly integrated into universities across the country. However, if observers watched to see who decides to take advantage of a makerspace, they would see many students stick their heads in the door, look...

Effective: 2020-2025

Funding Type: ECR:Core

Principal Investigators: Andrei Cimpian, Brian Donovan, Catherine Riegle-Crumb

Institutions: New York University, BSCS Science Learning, University of Texas at Austin

Recent research suggests that learning about genetics during high school biology can lead to a belief that inherent differences in the genes and brains of men and women are the main causes of gender differences in behavior and intellectual abilities (a belief known as neurogenetic essentialism). This belief is implicated in lowering girls’ sense of their own STEM abilities, their feelings of belonging in STEM classes, and their interest in pursuing further education in STEM fields. The goal...

Effective: 2020-2025

Funding Type: ECR:Core

Principal Investigators: Lisa Y Flores, Rachel L Navarro

Institutions: University of Missouri-Columbia, University of North Dakota Main Campus

Slow progress has been made over the past several years to broaden the involvement of groups who are underrepresented in engineering disciplines. The number of Latinxs in particular continues to decrease at each transition point along the pathway to becoming a practicing engineer (i.e., declaring a engineering major, graduating with an engineering degree, working in the engineering field). Increased efforts across the engineering ecosystem, but specifically during the college-to-work...

Effective: 2020-2025

Funding Type: CAREER

Principal Investigator: Michael K Scullin

Institution: Baylor University

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This award to a scientist at Baylor University has the goal of improving STEM education at the undergraduate level by bridging the gap between...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Gladis Kersaint

Institution: University of Connecticut

Despite efforts to broaden their participation in STEM, African Americans continue to be underrepresented in the STEM disciplines. Even after enrolling to major in STEM degrees, African Americans are more likely to switch to non-STEM majors or leave college compared to other ethnic groups. The purpose of this project through the University of Connecticut is to examine the lived experiences of African American engineering undergraduates at three predominately white institutions (PWI). The...

Effective: 2020-2024

Funding Type: CAREER

Principal Investigator: Joi-Lynn Mondisa

Institution: Regents of the University of Michigan - Ann Arbor

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project awarded to a CAREER scholar has the goal to discover and understand effective, evidence-based mentoring practices and strategies that...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Sarah L Ferguson

Institution: Rowan University

The project will examine the efficacy of an intervention designed to increase self-efficacy and motivation to pursue STEM careers among rural high school students. Researchers will use a design-based approach to partner with rural school districts tointroduce students to high-need STEM career fields using virtual reality technology and career exploration modules. They will also guide students in assessing their potential fit for these fields. The researchers hypothesize that student career...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Sara Schmitt

Institutions: University of Oregon Eugene, Purdue University

The purpose of this project is to further develop, refine, and evaluate a research-based STEM learning tool (i.e. block play) that tests theories of mathematical learning. Block play is common in preschool settings and is a context in which mathematics skill development may occur. Although a growing body of work has linked block play to mathematical development, there remains little causal evidence to support these relationships. The first objective of the project is to empirically evaluate the...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigators: Nigel Bosch, Jaclyn Ocumpaugh

Institutions: University of Illinois at Urbana-Champaign, University of Pennsylvania

Students in middle school and high school often use adaptive learning software as part of their math education experience. Adaptive learning software works by automatically measuring how much students have learned about the topic, as well as their learning process and experiences, and then adjusting the instruction accordingly. This project will investigate potential ways in which adaptive learning software might be biased against students from certain groups, and how such biases can be...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Edward C Fletcher Jr

Institution: Ohio State University

Research about broadening participation in science, technology, engineering, and mathematics (STEM) is a significant priority for the National Science Foundation (NSF). Compared to their White male counterparts, African American males are commonly underrepresented in STEM. With increasing American workforce needs in STEM, more research is needed that focuses on broadening participation in STEM among historically underrepresented populations, including African American males. Much of the current...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Ravit Golan Duncan

Institution: Rutgers University New Brunswick

Currently, equity remains an elusive goal in science education. Many minority groups continue to be underrepresented in science careers, limiting their opportunities to pursue potential science trajectories and diminishing benefits to society from diverse perspectives. Science learning environments, however, often do not build on or recognize the lives of students resulting in persistent marginalization. This, in turn, can lead minoritized youth to identify negatively with science and decreases...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Liza J Weinstein

Institution: Northeastern University

Northeastern University will implement an NSF EHR Core Research (ECR) project that uses a multi-method social network analysis to better understand the evolution, operation, and outcomes of a network of grantees from the NSF-funded ADVANCE program. The NSF ADVANCE program has made awards since 2001 to promote systemic change that supports gender equity of the academic science, technology, engineering, and math (STEM) workforce. A consequence of the program has been the emergence of a nationwide...

Effective: 2020-2024

Funding Type: BCSER Institute

Principal Investigator: Maria Ong

Institution: TERC Inc

TERC, Inc. will implement an Institute in Research Methods that will build capacity in qualitative meta-synthesis methods, with an emphasis on STEM equity and inclusion literature. The institute responds to the need for greater emphasis on meta-synthesis methods in STEM education research, the lack of preparation among researchers to conduct these studies, and the need to diversify the pool of STEM education researchers broadly. Institute participants are expected to build capacity in...

Effective: 2020-2024

Funding Type: BCSER Institute

Principal Investigators: Ezekiel J Dixon-Roman, Odis D Johnson Jr, Ebony O McGee

Institutions: University of Pennsylvania, Washington University, Johns Hopkins University, Vanderbilt University

The project is a collaborative effort lead by Washington University and involving Vanderbilt University, and the University of Pennsylvania to establish an Institute in Critical Quantitative, Computational, and Mixed Methods Training for Underrepresented Scholars. It is designed to mitigate the disparities in the number of underrepresented scholars that utilize quantitative and computational research methods and techniques. The goals are to enable participants to incorporate quantitative and...

Effective: 2020-2024

Funding Type: BCSER Institute

Principal Investigators: Scott V Franklin, Mary Bridget Kustusch, Eugene Y Vasserman

Institutions: Rochester Institute of Tech, DePaul University, Kansas State University

This Institute in Research Methods project extends the impact of the Professional Development for Emerging Education Researchers (PEER) field school model to emerging education researchers through a multi-faceted approach, building individual and community capacity for high-quality STEM education research. The institute advances understanding of the effectiveness of professional development for research. Evaluation activities will identify characteristics of successful field schools in STEM...

Effective: 2020-2024

Funding Type: BCSER IID

Principal Investigator: Philip A Vieira

Institution: California State University-Dominguez Hills Foundation

In this capacity building project, the investigator proposes to investigate the impact of design thinking training combined with established pedagogical strategies in increasing student recruitment, persistence, and retention in STEM at a Hispanic-Serving Institution (HSI) and a predominantly urban undergraduate institution. In this context, design thinking focuses on the iterative process by which solutions are derived, taking multiple perspectives from various disciplines, and encouraging...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Marjorie Rhodes

Institution: New York University

The roots of gender, racial, and ethnic disparities in science achievement take hold in early childhood, with lifelong implications for educational outcomes. Often, these early roots are in the form of problematic beliefs, including beliefs that science is something in which only a select group of people can succeed. These beliefs are particularly discouraging for children from social groups that are underrepresented in science, including girls and children from certain racial and ethnic...

Effective: 2020-2024

Funding Type: BCSER Institute

Principal Investigator: Roni M Ellington

Institution: Morgan State University

Morgan State University proposes to implement an Institute in Research Methods that will build capacity in mixed-methods, with an emphasis on K-12 STEM education in an urban setting. The institute will be managed by the Maryland Collaborative for Research in Urban STEM Education (MD-CRUSE), a partnership involving the Baltimore Education Research Consortium and Baltimore Public Schools. The goal is to enhance participants’ STEM education research skills and competencies, stimulate research...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Christopher S Hulleman

Institution: University of Virginia Main Campus

This study addresses gaps in the STEM utility-value interventions literature by studying the interventions in gateway community college math courses, which serve as a critical barrier or opportunity to postsecondary success. Researchers at the University of Virginia and the Tennessee Board of Regents will investigate three research questions: (1) Do customized utility-value interventions lead to improved academic outcomes compared to standard utility-value interventions or a control condition?...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Maria Ong

Institution: TERC Inc

Native students and professionals are severely underrepresented in all STEM degree programs and professions in the U.S. This underrepresentation is often overlooked in research and discussions of equity in STEM. This abstract, and this project, uses the word "Native" as an umbrella to refer to American Indians, Alaska Natives, Native Hawaiians, Pacific Islanders, First Nations, and other indigenous peoples of North America. This project will contribute to changing the conversation about Native...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigators: Lorelle A Meadows, Denise J Sekaquaptewa

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

Women have been historically underrepresented in STEM fields, and research evidence suggests that subtle gender bias occurs in many STEM settings, especially those where women continue to be underrepresented. Social psychological research has demonstrated the negative effects of perceived bias or becoming aware that one is the target of stereotyping and discrimination. This project will provide a novel contribution to and extension of the perceived bias research by proposing that simply...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Eli Tucker-Raymond

Institution: Trustees of Boston University

Despite decades-long efforts to broaden STEM participation, the underrepresentation of people from communities of color persists in STEM across many areas, including, for example, laboratory work, engineering, and teaching. Research suggests that more expansive STEM learning opportunities are possible in school and out of school when youth have opportunities to develop and share their experience with others, both in and beyond the classroom. Mentoring is a widely accepted strategy for...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigator: Mala Htun

Institution: University of New Mexico

Researchers from New Mexico State University (NMSU) will implement an EHR Core Research (ECR) program research project. This ECR program supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. The study will assess whether and how bystander intervention training - a successful approach in other contexts such as universities and the U.S. military - can be refined, adapted, and delivered to...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigators: NiCole T Buchanan, Martinque K Jones, Isis H Settles

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

This collaborative research project, involving Michigan State University, the University of North Texas and the University of Michigan, will examine whether epistemic exclusion, a form a scholarly devaluation, may create a barrier to the full inclusion and participation of women and faculty of color in STEM. Epistemic exclusion is the devaluation of certain types of scholarship that occurs when invisible biases in systems of evaluation are coupled with prejudice toward, and negative stereotypes...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigators: Kendra S Cheruvelil, Isis H Settles

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

Researchers from the University of Michigan Ann Arbor will collaborate with researchers from Michigan State University to implement an EHR Core Research (ECR) project. The project will study how an inclusive educational and workplace climate can affect academic STEM career outcomes, particularly for early-career individuals from underrepresented groups. The proposers will develop a novel construct of inclusive authorship climate in which intellectual contributions are fully welcomed and valued...

Effective: 2020-2024

Funding Type: BCSER IID

Principal Investigator: Jeremiah A Henning

Institution: University of South Alabama

This capacity building project includes a study to measure a suite of social identities salient in STEM classrooms to understand how identities shape perceptions of in-class, interpersonal relationships with peers and instructors and perceptions of institutional and disciplinary inclusivity and how these factors impact retention of marginalized identities in STEM majors and careers. The project will simultaneously explore multiple student identities and interactions among identities and explore...

Effective: 2020-2024

Funding Type: ECR:Core

Principal Investigators: Laura W Burrus, John D Coley

Institutions: San Francisco State University, Northeastern University

This project aims to serve the national interest by improving undergraduate biology education. It will do so by conducting basic research on how the intuitive thinking of biology students helps and/or hinders their learning of biological concepts in STEM learning environments. The project focuses on anthropocentric thinking, a particular kind of intuitive thinking that anchors understanding of the biological world in human terms. Anthropocentric thinking results in a tendency to see humans as...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Ramon Barthelemy

Institution: University of Utah

This project is a ten-year follow up to a pilot study that examined the educational experiences and career goals of 21 women graduate students in physics and astronomy. The previous study results revealed a complex tapestry of experiences with mentoring, gender discrimination, and the development of career goals that influenced the students’ ultimate outcomes. The study showed that many were considering non-academic careers because of their perceptions of work-life balance and the academic...

Effective: 2020-2023

Funding Type: ECR:Core

Principal Investigator: Zeyu Xu

Institution: American Institutes for Research in the Behavioral Sciences

Socioeconomic and racial gaps in STEM (science, technology, engineering, and mathematics) participation can sometimes be traced back to discrepancies in mathematics skills that emerge at kindergarten entry. Importantly, children who exhibit early lags in mathematics development may also demonstrate lower growth rates in mathematics skills later. Consequently, early gaps in mathematics skills may widen over the course of schooling. How to diagnose and correct mathematics shortcomings early is a...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Jamie Gurganus

Institution: University of Maryland Baltimore County

In this capacity building project, the investigator proposes to develop a model for inquiry in engineering education research that accommodates a range of complementary data types, data sources, points of time, and conceptual lenses while concurrently acquiring skills in explanatory sequential mixed-methods STEM education research. The research project aims to model patterns of major behavior data among undergraduate women entering and exiting an engineering program prior to graduation,...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Simi T Hoque

Institution: Drexel University

This two-year project will analyze how adolescent girls develop as sustainable citizens as they take part in a college-based STEM summer program that offers hands-on workshops in sustainability science. As a Building Capacity in STEM Educational Research (BCSER) project, a key goal is to build the principal investigator's knowledge base and analytical expertise in STEM education research. This project aims to position the investigator to conduct longer-term research on broadening participation...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Yolanda Rankin

Institution: Florida State University

The project aims to create a digital archive of the "networked ecosystem" that documents the social capital of Black women in computing to provide resources, information, and access to potential mentors to increase the representation of Black women in this field. The research study will help develop strategies to leverage the social capital of successful Black women in computing to encourage aspiring Black women to pursue and thrive in this profession. The digital archive entitled: Building a...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Cheryl Gomillion

Institution: University of Georgia Research Foundation Inc

The proposal focuses on fundamental STEM education research that examines broadening participation and STEM workforce training in engineering graduate programs. The research will contribute to expanding the current understanding of the characteristics and functioning of STEM research labs (microcultures) that may impact the success of underrepresented graduate students. The Principal Investigator has designed a professional development plan that will support individual capacity building in the...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Mark Dugo

Institutions: Mississippi Valley State University, Johnson C. Smith University

This project explores approaches to increase the participation of African Americans in environmental and ecological sciences. The project aims to achieve this goal by designing and testing an intervention designed to improve the recruitment of African Americans into environmental and ecological sciences programs and careers. The project will support a combination of exploratory research and professional development activities. The professional development plan centers on helping the...

Effective: 2020-2023

Funding Type: ECR:Core

Principal Investigator: Gena Nelson

Institutions: Boise State University, University of Oregon Eugene

This project is designed to explore how adults, including parents and childcare providers, can help children better learn mathematics in informal settings. To do so, this research study will conduct a meta-analysis of mathematics teaching strategies used in informal learning environments, such as museums, libraries, and the home. A meta-analysis examines published research data, paying close attention to differences in findings, and uses statistics to analyze the findings across different...

Effective: 2020-2023

Funding Type: BCSER IID

Principal Investigator: Golnaz Arastoopour Irgens

Institution: Clemson University

Society’s reliance on digital technologies has resulted in enormous amounts of data being recorded, sorted, and analyzed. While improving human efficiency and life quality, data analytics can also reproduce inequities and further marginalize those from non-dominant populations, including women, people of color, and those who live in poverty. This two-year Building Capacity in STEM Education Research Individual Investigator Development project addresses this issue by developing a data science...