Mark Engebretson, Professor Emeritus of Physics, has received a three year grant totaling $512,043 from the National Science Foundation to continue operation of the Magnetometer Array for Cusp and Cleft Studies (MACCS) network as well as analyze and disseminate its data. MACCS is a longitudinal array of high latitude magnetometers, instruments used for measuring the earth’s magnetism, covering the Eastern Canadian Arctic. Each MACCS site transmits data in near-real time, providing critical data for studies of various geospace phenomena, including solar wind-magnetosphere and magnetosphere-ionosphere interactions, the dynamics of the high latitude polar cap regions of the magnetosphere, and geomagnetic storms and substorms.
Engebretson and his team (Jennifer Posch, Laura Simms, Slava Pilipenko, and Erik Steinmetz) will conduct detailed studies of high-latitude ultra-low frequency waves using both ground-based and satellite data during magnetic storms. They will also explore the physical mechanisms involved in the excitation and propagation of ultra-low frequency waves through the magnetosphere-ionosphere system.
Up to six undergraduate students will have the opportunity to conduct research alongside Engebretson.
***This material is based upon work supported by the National Science Foundation under Grant No.1651263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.***
The Augsburg McNair Scholars Program has been awarded five additional years of funding through the US Department of Education’s Ronald E. McNair Postbaccalaureate Achievement Program.
Grant funds totaling $1,161,310 ($232,262 per year) will be used to increase the number of doctoral degrees attained by Augsburg students from underrepresented backgrounds (low-income, first-generation, and/or underrepresented in graduate education) through high impact graduate school preparation activities.
The program will maintain a cohort of 26 Scholars each year. Scholars will complete an intensive 21 months of curriculum and activities designed to prepare for and achieve success in doctoral study. Project components include academic counseling; rigorous research and scholarly activities; graduate school preparation seminars and workshops; high quality summer research internships with mentor guidance; research presentation in at least one conference setting; internship opportunities; and individualized tutoring for academic excellence. Participants will also receive guidance in completing quality applications to graduate programs, finding financial assistance, and choosing programs that best fit their graduate aspirations.
The McNair Scholars Program is one of eight federal TRIO programs. The McNair Scholars Program was created by the U.S. Congress in honor of Dr. Ronald E. McNair, the astronaut and physicist who was among the first African Americans in the U.S. space program.
If you have questions or would like to learn more, please contact the project director, “Tina” Maria Tavera or visit Augsburg’s McNair Program website.
Editor’s Note: This project is funded, in part, by the U.S. Department of Education. Federal dollars support 75.5% ($1,161,310) of total project costs over the five year period; institutional dollars support the remaining 24.5% ($307,538).
The Office of Sponsored Programs is pleased to announce that writing stipends are now available to faculty grant seekers!
What is a writing stipend?
Writing stipends are small awards, available to faculty grant seekers, that are intended to encourage the development and submission of innovative grant proposals that support individual faculty scholarship, enhance student learning, and/or promote the strategic priorities of Augsburg2019.
Upon successful submission of an eligible grant proposal, the faculty writer will receive a writing stipend that will be deposited into their professional development account. Stipend values will be based on the total budget request (see chart below). The annual maximum per person per year is $1,000.
|Up to $10,000
|$10,001 – $50,000
|$50,001 – $100,000
All current faculty are eligible for the writing stipend as long as the following conditions are met:
- The proposal is aligned with the mission of Augsburg and contributes to the scholarly, creative, or research activities of the faculty applicant, enhances student engagement and/or supports the strategic priorities of Augsburg2019.
- The proposal is submitted to an external granting agency as part of a competitive solicitation or announcement. This excludes pre-proposals, letters of intent, individual fellowships and grants, non-competitive renewals, non-competitive contracts or subawards, or re-submissions of proposals qualifying for previous writing stipends.
- The Proposal Clearance Form is submitted at least three weeks prior to the proposal deadline.
- The grant application is submitted on time and is responsive to all elements of the program guidance/solicitation.
- The annual incentive maximum has not been reached.
- The faculty Principal Investigator (PI) will complete and submit the Proposal Clearance Form to Sponsored Programs (per standard procedure) at least three weeks prior to the proposal deadline.
- The PI will work with Sponsored Programs to prepare and submit the grant proposal.
- After submission, the PI will write a brief description of the submitted proposal (3-4 sentences), which will be shared with President Pribbenow, Provost Kaivola, and the PI’s Dean.
- Sponsored Programs will initiate a transfer of the approved stipend to the PI’s professional development account. These funds can then be used to pay for any expenses related to scholarship, which may include supplies for preliminary studies, publication costs, hiring students, professional travel, and other activities that increase the writer’s competitiveness at seeking grant funds. Note: If a team of faculty co-wrote a proposal, the stipend will be split among designated Co-Principal Investigators.
Funding for this program is made possible by a grant from the Augsburg2019 Innovation Fund. Stipends will be issued on a first come first served basis until all grant funds are utilized.
Ready to start writing? Contact Erica Swift at email@example.com.
Dr. David Crowe, Associate Professor of Biology, was featured as the project spotlight speaker at the 2017 Grant Recognition Luncheon. Professor Crowe discussed his latest research in neuroscience, specifically in the mental disorder schizophrenia. Dr.Crowe and his collaborator, Matthew Chafee, recently received an award from the National Institutes of Health to investigate the cause of this disease. They are exploring whether schizophrenia could be caused by disruptions to the normal timing of electrical impulses in the brain.
The purpose of the Grant Recognition Luncheon, hosted by the Office of Sponsored Programs, is to celebrate and recognize the efforts of Augsburg faculty and staff in grant seeking. Grants at Augsburg provide direct financial support for individual scholarship and inquiry, enable students to engage in research and access specialized programs that support learning and retention, and provide opportunities for deeper engagement and collaboration, both on our campus and within our community.
To see how faculty and staff at Augsburg have been engaged in grant-seeking over the past year, please view the program.
***Research reported in this post was supported by the National Institutes of Health under award number 5R01MH107491-02. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Dr. Matthew Haines, associate professor of mathematics at Augsburg College, is working alongside Nora Helf (teacher at Sanford Middle School) and Lewis Istok (Augsburg undergraduate) in order to develop an interdisciplinary unit in a middle school STEM support course utilizing 3D printing. This module’s objective is to enhance middle school student’s learning in mathematics by exploring the implementation of 3D printing into the classroom. The investigators received funding from the Minnesota Council of Teachers of Mathematics in 2016, providing the project with a 3D printer and 3D printing supplies. Lewis Istok, a mathematics major, is working toward his teaching license to teach high school math and served as the TinkerCAD expert on this project. The module was implemented in Nora Helf’s classroom at Sanford Middle School in February 2017. Augsburg undergraduates Lewis Istok and Lexander Boukal volunteered their time to help facilitate the implementation of the module in Helf’s STEM class.
Augsburg College has been awarded $237,851 over 5 years as part of a $2.6 million National Science Foundation grant to fund the project Collaborative Research: A National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships (SUMMIT-P) led by Dr. Susan Ganter at Virginia Polytechnic Institute and State University. Eleven colleges and universities, including Augsburg, will form a consortium to renew the lower division undergraduate mathematics curriculum based on research about the needs of partner disciplines. The project studies the role of interdisciplinary and inter-institutional faculty learning communities in building collaborations for meaningful curricular change. At each institution, mathematics and partner discipline faculty will collaborate to understand recommendations from the (prior) Curriculum Foundations (CF) project, determine how these recommendations can be used to effectively improve the content of affected courses, introduce modifications in pilot sections, work with a central evaluation team to measure the effectiveness of new approaches especially as pertains to students from underrepresented groups, offer workshops and support for instructors using these new curricula (locally, regionally, and nationally), and scale-up these new offerings within the consortium and through dissemination to additional campuses.
The CF recommendations rest on two pillars: contextualizing problem solving and active learning, both of which align with Augsburg’s curriculum and commitment to student learning. The Augsburg team, headed by Dr. Suzanne Dorée, will work with science and economics/business faculty to renew the 3-semester calculus sequence. They will increase the relevance and frequency of applications in the courses; adapt and develop materials to make the quantitative labs the primary focus of the courses; and examine the ordering of topics to better mesh with the timing needed by the partner disciplines. The team will also support mathematics review when needed in introductory courses in the partner disciplines and the existing calculus workshop that has successfully supported students from underrepresented groups in STEM, and will bolster the transition from pre-calculus to calculus. The Augsburg team includes Dr. Jody Sorensen and Dr. Pavel Bělík, also from Mathematics & Statistics; Dr. Joan Kunz from Chemistry; and Dr. Stella Hofrenning from Economics. Drs. Dorée and Hofrenning also serve on the national leadership team for the project where Dr. Hofrenning will lead multiple institutional collaborations with Business, Economics, and Social Science.
Editor’s Note: This material is based upon work supported by the National Science Foundation under Grant No. 1625142. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Augsburg College’s Department of Education was recently awarded a $150,000 grant from the Bush Foundation as part of their Teacher Effectiveness Initiative (TEI) to support diversity in teaching. Augsburg was one of five schools selected to receive this one time award. Dr. Peg (Margaret) Finders, Chair and Associate Professor of Education, will lead the project in partnership with Minneapolis Public Schools (MPS), Minneapolis Community and Technical College (MCTC), and St. Paul Public Schools.
The goal of the project is to build capacity to recruit and support students of color moving through multiple educational institutions towards a degree in teaching. The team will create a coordinated, sustainable infrastructure that will reduce attrition and recruit high quality teacher candidates. The new infrastructure will help the partner institutions foster smooth transitions into teaching, engage in proactive recruitment of teacher candidates of color from multiple entry points, and improve experiences for teacher candidates of color.
This project builds on strengths of the Education departments’ East African Student to Teacher program and Special Education program.
Discovery starts with a small investment in a great idea. Support the Augsburg College Discovery Research Fund and you will provide our faculty with the opportunity to:
- explore complex questions that may lead to new discoveries
- lay the groundwork to compete and earn prestigious grant awards
- engage students in the emerging scientific questions and exploration
- collaborate with other faculty and research facilities around the world, fostering innovation and providing opportunities for our students to learn from other bright minds
- infuse our classrooms with rich and relevant learning content
Give on November 13th, 2014 by visiting the Augsburg College Discovery Research Fund giving page!
Check out this short video on NSF’s merit review process.
Dr. Nancy Steblay, Professor of Psychology, has been awarded funding from the National Science Foundation for the project, “Collaborative Research. RUI: Understanding and Predicting Eyewitness Identification Errors: Studies Using a Unique Set of Materials from Actual Lineups.” (NSF ID: SES -1420135). Total funding for the project is $397,600. The research will be conducted over the next three years in collaboration with Dr. Gary Wells at Iowa State University. Augsburg College will receive $134,219 in support of faculty-student research.
To better understand eyewitness identification errors, the research team will conduct a series of laboratory experiments using eyewitness data sets and lineup audio files from 855 real police investigations. Continue reading “Psychology professor receives NSF award to research eyewitness identification errors”