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1. Cyberinfrastructure for Sustained Scientific Innovation: Analysis of Community Response to NSF CSSI Program and Solicitation NSF 19-548

   Brindle, Ross; Hansen, Fred; Foy, Robert; Lanspa, Rachel; Suh, Changwon (July 2020, NSF CSSI PI Meeting 2020)

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2. BASIL, RCSB Protein Data Bank, and the NSF

   Craig, Paul A; Hall, Bonnie L (March 2025, RCSB Protein Data Bank; https://pdb101.rcsb.org/train/education-corner)

   This year, the National Science Foundation (NSF) is celebratingits 75th anniversary. NSF support was essential in the originaldevelopment of BASIL (Biochemistry Authentic Scientific InquiryLab). Ongoing NSF support over the past ten years has enabled the BASILcommunity to grow in numbers and in collaboration with other teacher/scholar teamswho are seeking to change undergraduate biochemistry education. At the same time,NSF support has also provided support for our most critical online resource, theRCSB Protein Data Bank, which has always provided us with the structures that westudy and, increasingly, is providing us with the tools that our students use to explorethese structures and predict their function. 

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3. The NSF ADVANCE Network of Organizations

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   Gold, Jessica R.; Gates, Alexander J.; Haque, Syed A.; Melson, Miranda C.; Nelson, Laura K.; Zippel, Kathrin (January 2022, ADVANCE Journal)
4. NSF S-STEM EPIC Scholarship Program

   Atwood, Sara A; DeGoede, Kurt (January 2020, ASEE Annual Conference proceedings)

   Results will be presented from a 5-year NSF S-STEM scholarship program for academically talented women in engineering with financial need. Elizabethtown College’s Engineering Practices with Impact Cohort (EPIC) Scholarship program was launched with an NSF S-STEM grant awarded in 2013. The program developed a pathway for academically talented and financially needy women interested in engineering to successfully enter the STEM workforce. The program targeted three critical stages: 1) recruiting talented women into the ABET-accredited engineering program and forming a cohort of scholars,  2) leveraging and expanding existing high impact practices (including an established matriculation program, living-learning community, collaborative learning model, focused mentoring, and undergraduate research) to support women scholars during their college experience, and 3) mentoring scholars as they transitioned to the STEM workforce or graduate programs. The goals of the scholarship program were to increase the number and percent of women entering engineering at our institution and to increase the graduation/employment rate of EPIC scholars beyond that of current engineering students and beyond that of national levels for women engineers.   At the end of this grant, we have roughly doubled the number of women (22.7%) and underrepresented minority students (14%) in the engineering program. This is comparable to the 2016 national average of 20.9% women and 20.6% underrepresented minority bachelor's graduates in engineering. We have also remained at a consistently high level of enrollment and retention of low-income (18.6% Pell-eligible) and first-generation college students (61%). 83% of the scholars have been retained in the engineering program or have graduated with an engineering degree, which is above the institutional and national average. The remaining scholars transferred to another major but have been retained at the institution. All of the scholars participated in a living-learning community, tutoring, focused mentoring, and a women engineers club. Almost all participated in a pre-matriculation program. 17% of the scholars additionally had an undergraduate research experience and 28% studied abroad. 100% of the scholars had engineering workforce jobs or graduate school acceptances at the time of graduation. This program successfully increased the population of underrepresented minority, low-income, and first-generation women entering the engineering workforce.  

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5. NSF-funded Fairness, Ethics, Accountability, and Transparency (FEAT) Workshop Report

   Howard, Ayanna; Borenstein, Jason; Gosha, Kinnis (October 2019, NSF Workshop Reports)

   Modern societies rely extensively on computing technologies. As such, there is a need to identify and develop strategies for addressing fairness, ethics, accountability, and transparency (FEAT) in computing-based research, practice, and educational efforts. To achieve this aim, a workshop, funded by the National Science Foundation, convened a working group of experts to document best practices and integrate disparate approaches to FEAT. The working group included different disciplines, demographics, and institutional types, including large research-intensive universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, teaching institutions, and liberal arts colleges. The workshop brought academics and members of industry together along with government representatives, which is vitally important given the role and impact that each sector can have on the future of computing. Relevant insights were gained by drawing on the experience of policy scholars, lawyers, statisticians, sociologists, and philosophers along with the more traditional sources of expertise in the computing realm (such as computer scientists and engineers). The working group examined best practices and sought to articulate strategies for addressing FEAT in computing-based research and education. This included identifying methodological approaches that researchers could employ to facilitate FEAT, instituting guidelines on what problem definition practices work best, and highlighting best practices for data access and data inclusion. The resulting report is the culmination of the working group activities in identifying systematic methods and effective approaches to incorporate FEAT considerations into the design and implementation of computing artifacts. 

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