← LeaderboardsInvestigatorsiAttributed = a PI's even-split share of each grant — a $1M grant with 2 PIs counts $500K each.
Ties - Teaching Institute For Essential Science, Llc
$1,141,099
Total funding
3
Grants
Funding over time
peak $498.6K · FY2016–23$500K$375K$250K$125K$0
'16
'17
'18
'19
'20
'21
'22
'23
Funding mix
By agency
DOD$996,146 · 2
USDA$144,953 · 1
By mechanism
—$1,141,099 · 3
Investigators at Ties - Teaching Institute For Essential Science, Llc
InvestigatorsiAttributed = a PI's even-split share of each grant — a $1M grant with 2 PIs counts $500K each.
Exposure= the full size of every grant they're on ($1M each).
Rising Stars
First grant in the last 5 yrs
Not enough data
Emerging Leaders
6–10 yrs in
Not enough data
All-Time
Most funded here, all years
Not enough data
Largest grants
EXPANDING TITLE I SCHOOL ACCESS TO DON CAREERS: A SCALABLE PROJECT ENGAGING UNDERSERVED HIGH SCHOOL STUDENTS AND THEIR GUIDANCE COUNSELORS/CAREER COUNSELORS$498,633
· FY2023 · Department of the Navy
A PARTNERSHIP BETWEEN MARITIME HIGH SCHOOL STUDENTS AND NAVAL RESERVISTS DESIGNED AROUND DIGITAL FABRICATION$497,513
· FY2016 · Department of the Navy
STEM EDUCATION IS A CRITICAL AND NECESSARY COMPONENT IN TODAY'S EDUCATION SYSTEM. GOOD STEM EDUCATION PRACTICES CAN PROMOTE EQUALITY IN THE WORKFORCE AND CAN ENSURE THAT TODAY'S STUDENTS ARE EQUIPPED TO EFFECTIVELY FACE TOMORROW'S TECHNOLOGICAL, ECONOMIC, AND EVEN AGRICULTURAL CHALLENGES. STEM EDUCATION INITIATIVES AND CURRICULA ARE REGULARLY INFORMED BY LARGER-SCOPE ISSUES SUCH AS THE NATIONAL ACADEMY OF ENGINEER'S 21ST CENTURY GRAND CHALLENGES, SEVERAL OF WHICH--INCLUDING "PROVIDE ACCESS TO CLEAN WATER" "MANAGE THE NITROGEN CYCLE" AND "DEVELOP CARBON SEQUESTRATION METHODS"--CAN DIRECTLY TIE TO ADVANCEMENTS IN AGRICULTURE AND RELATED FIELDS (NATIONAL ACADEMY OF ENGINEERING, 2018). AQUAPONICS IS AN ENVIRONMENTALLY SUSTAINABLE FARMING PRACTICE THAT HAS THE POTENTIAL TO SPARK POSITIVE COMMUNITY DEVELOPMENT IN URBAN AREAS WHERE HEALTH, ECONOMIC, AND ENVIRONMENTAL ISSUES ARE COMMON (BARTELME ET AL., 2018).TEACHER EFFICACY IN STEM THROUGH AQUAPONICS (TESTA) WILL INTEGRATE AQUAPONICS TRAINING AND LEARNING INTO 5TH GRADE SCIENCE COURSES IN TWO URBAN SCHOOL DISTRICTS, TULSA PUBLIC SCHOOLS IN TULSA, OK (YEAR 1) AND BALTIMORE CITY PUBLIC SCHOOLS IN BALTIMORE, MD (YEAR 2), THROUGH PROFESSIONAL DEVELOPMENT TRAINING AT LOCAL AQUAPONICS AND OUTDOOR LEARNING CENTERS. TEACHING INSTITUTE FOR EXCELLENCE IN STEM (TIES) AND SYMBIOTIC AQUAPONIC, TOGETHER WITH GREAT KIDS FARM IN BALTIMORE AND LOCAL STEM LEARNING ECOSYSTEM COMMUNITIES, WILL CONDUCT TEACHER TRAINING IN AQUAPONICS AND GUIDE TEACHERS IN THE BUILDING OF THEIR OWN CLASSROOM AQUAPONICS SYSTEMS. KEY PROJECT OUTPUTS WILL INCLUDE EXPANSION OF AN EXISTING AQUAPONICS CURRICULUM CREATED BY TIES, INDIVIDUAL, PORTABLE AQUAPONICS UNITS FOR ALL TEACHERS PARTICIPATING IN THE PD EXPERIENCE, AND HARVARD PEAR DIMENSIONS OF SUCCESS MEASUREMENT WITH PRE/POST SURVEYS.THIS PROGRAM WILL INTEGRATE KEY AGRICULTURAL PLAYERS WITHIN AND ACROSS THE TWO HOST COMMUNITIES TO ADDRESS AFRI FARM BILL PRIORITIES AGRICULTURAL SYSTEMS AND TECHNOLOGY, BIOENERGY, NATURAL RESOURCES, AND ENVIRONMENT, AND NUTRITION AND HEALTH, PREDOMINANTLY. AGRICULTURAL LEARNING TOPICS CAN PROVIDE AN AVENUE FOR TEACHERS TO CREATIVELY ADDRESS NGSS STANDARDS, PARTICULARLY TAKING INTO CONSIDERATION TEACHERS FOR WHOM NGSS INTEGRATION IS DIFFICULT (YERGEN, 2015). OUR PROPOSED ALIGNMENT OF OUTDOOR EDUCATION, STEM LEARNING ECOSYSTEMS, AND AQUAPONICS WILL DELIVER A SUSTAINABLE PATHWAY TO INTEGRATE AQUAPONICS AND SIMILAR AGRICULTURAL PRACTICES INTO URBAN CLASSROOMS. WE HAVE ALREADY ENGAGED BOTH COMMUNITIES AND SCHOOL DISTRICTS TO SUPPORT QUALITY STEM IN THE REGIONS AND HAVE POSITIONED COMMUNITY LEADERS TO DIRECT STEM PROGRAMMING. ADDITIONALLY, THE PROGRAM WILL TAKE ADVANTAGE OF THE STEM LEARNING ECOSYSTEMS COMMUNITY OF PRACTICE (SLECOP), A NETWORK OF 66 COMMUNITIES COMMITTED TO ADVANCING CROSS-SECTOR STEM EDUCATION. LOCAL STEM LEARNING ECOSYSTEMS WILL BE ENGAGED TO SUPPORT LONG-TERM SUSTAINABILITY AND EVALUATION.$144,953
· FY2019 · National Institute of Food and Agriculture