recent grants

The University of Maine RiSE Center engages in externally funded research projects that advance STEM education through interdisciplinary collaboration, applied research, and statewide partnerships. The work supported by these grants advances our understanding of effective STEM teaching, learning, and professional development.

Coastal Tracers

Coastal Tracers gets Maine students involved in hands-on science projects focused on their local environment. The program connects classrooms with scientists and community partners to make STEM learning more engaging and relevant.

Title: A Model Program to Engage Students in Authentic, Technology-Infused Coastal Research and Monitoring: Building Student Data Literacy and Career Competency through Partnership

PIs: Sara Lindsay, Franziska Peterson, David Thomas

Award Number: National Science Foundation ITEST-DTI #2148520

Award Amount: $1,350,000.00

Publications/Media: UMaine News, WFVX, WABI, PMNEA 

About: The Coastal Tracers project is designed to strengthen STEM learning by engaging students in meaningful, community-based research. Focused on Maine’s coastal school districts, the project supports students in developing deep STEM knowledge and skills through authentic investigations of their local environment.

At the center of this effort is the development of a research-practice partnership (RPP) that brings together educators, STEM and STEM education faculty, business leaders, and other community stakeholders. This partnership guides the integration of collaborative, interdisciplinary project-based learning into both teacher professional development and classroom instruction at the middle and high school levels.

Students participate in real-world research experiences—such as coastal monitoring and the study of changing ocean water properties—that connect scientific inquiry to issues that matter locally. These experiences are built to increase student engagement, support high-quality STEM instruction, and build stronger connections between schools and their surrounding communities.

Computer Science Landscape Study

By surveying schools and communities across Maine, this project maps out how computer science is taught and uses that insight to help make computer science education more accessible and engaging for all students.

Title: 2024-2025 Computer Science Landscape Study

PI: Mitchell Bruce

Award Number: Funding for this project is provided through the Maine Department of Education (MDOE), cooperative agreement #CT 05A 20240425000000002977

Award Amount: $227,884.00

Publications/Media: N/A

About: The Computer Science Landscape project aims to better understand how computer science (CS) is being taught in PK–12 classrooms. Through surveys of teachers, school staff, administrators, and community members, the study will provide a broad view of what computer science instruction currently looks like in schools across the state.

The data will capture a range of learning opportunities, including dedicated computer science classes, integrated lessons that combine coding with other subjects, and extracurricular programs like robotics clubs. This information will help establish a baseline for tracking future growth and identifying areas for expanded instruction.

In addition to examining where and how CS is being taught, the study also explores general perceptions of computer science. By understanding how different stakeholders view CS and its role in education, the project hopes to support efforts that make computer science more accessible, relevant, and engaging for all students.

Findings from this work will help inform future planning, policy, and program development across the state, supporting broader efforts to strengthen computer science education in Maine’s schools.

INSPIRES

INSPIRES helps students explore the forests around them using real ecological data and advanced technology. The project connects classrooms with scientists to build data skills and deepen understanding of local environmental challenges.

Title: Leveraging Intelligent Informatics and Smart Data for Improved Understanding of Northern Forest Ecosystem Resiliency (INSPIRES)

PIs: Aaron Weiskittel, Mary-Kate Beard-Tisdale, Scott Ollinger, Ali Abedi, Anthony D’Amato 

Award Number: National Science Foundation RII Track 2 FEC #1920908

Award Amount: $6,000,000.00

Publications/Media: Peterson et al., 2024

About: INSPIRES brought advanced technologies and environmental research to better understand the complex challenges facing Northern forest ecosystems. By using Big Data to model stressors—such as land use changes and invasive pests—the project created tools that make ecological data more accessible to both scientists and the public.

The work centers around four themes:

  1. Advanced sensing and computing technologies
  2. Environmental informatics and data analysis
  3. Integrated ecological modeling
  4. Quantitative reasoning in real-world contexts

As part of the project, the Maine Center for Research in STEM Education partnered with K–12 teachers, the University of Vermont, and the University of New Hampshire to support professional learning focused on Northern forest ecosystems and data-driven instruction. Together, educators and researchers developed classroom modules that help students strengthen their quantitative reasoning skills using real ecological data.

These place-based learning experiences allow students to explore the forests in their own backyards, while building skills in analyzing and interpreting data—practices central to both math and science education standards. By connecting classroom learning with real-world issues, the project helps students see the value of data in understanding and addressing environmental challenges.

This work builds on previous efforts to promote quantitative literacy through local, meaningful contexts and responds to a growing national emphasis on the importance of data-driven thinking in STEM education.

climate grant

This project brings together Indigenous and Western knowledge to create more meaningful climate education. Maine teachers are working together to develop lessons that reflect the values and experiences of their local communities.

Title: From Knowledge to Action: Supporting Teachers to Offer Interdisciplinary Place-Based, Project-Based, Climate-Related Learning in their Schools

PIs: Sara Lindsay

Award Number: The work is funded by the Maine Department of Education, Contract #20240626000000003798.

Award Amount: $241,569.75

Publications/Media: DOE Narratives, [Google Site]

About: This project supports the development of culturally-relevant climate education by weaving together Indigenous and Western ways of knowing. The goal is to deepen student engagement with our earth and climate through educational materials that honor multiple knowledge systems and reflect many perspectives.

Two cohorts of middle and high school teachers from across Maine are participating in professional learning designed to explore and apply this braided approach. Through this work, the project aims to support educators in developing place-based climate education resources that reflect the histories, values, and lived experiences of the communities they serve.

STem+c

STEM+C supported Maine science teachers in bringing computing into the classroom through hands-on projects and co-designed lessons that connect science topics with real-world problem solving.

Title: Integrating Computation into Science Teaching and Learning in Grades 6-8

PIs: Susan McKay, Mitchell Bruce, Sara Lindsay, Harlan Onsrud, James (Jim) Fratini

Award Number: National Science Foundation STEM+C #1842359

Award Amount: $1,250,000.00

Publications/Media:

About: STEM+C explored a new model for preparing and supporting science teachers in grades 6–8 to meaningfully integrate computing into science instruction. By applying computing as a problem-solving tool within science education, the initiative aimed to strengthen both teacher practice and student learning in STEM.

The model emphasized hands-on, interdisciplinary, and collaborative project-based learning (PBL), where teachers—and eventually students—engage in designing solutions to real-world STEM challenges. Educators were supported through professional learning opportunities that included developing and piloting instructional strategies, observing classroom implementation, and reflecting on outcomes alongside peers.

As part of the project, three grade-specific modules (one each for grades 6, 7, and 8) were co-designed with teachers to integrate computing into life, Earth, and physical science topics. These modules were implemented, evaluated, and refined based on classroom experiences and teacher feedback.

The project builds on the strong community of middle school science educators established through the MainePSP/Maine STEM Partnership, leveraging their expertise and collaborative spirit to advance computing in science education.

Usda food science

This project made food processing and engineering courses more engaging and approachable for food science students. By using hands-on, collaborative projects, it helped boost student success and support a stronger future workforce.


Title: Enhancing Learning Outcomes in Food Engineering and Processing Courses for Non-Engineers Using Student-Centered Approaches

PIs: Susan McKay, Buddhi Lamsal, Girish Ganjyal, Haibo Huang, Akinbode Adedeji, Denise Skonberg, Da Chen

Award Number: USDA-HEC #1018341

Award Amount: $747,328.00

Publications/Media: Eventually Content Paper

About: This collaborative initiative brought together six universities to reimagine how undergraduate students engage with Food Processing and food engineering content. Led by the University of Maine, the project included the University of Idaho, Washington State University, Iowa State University, Virginia Tech, and the University of Kentucky. Horizon Research, Inc. served as the external evaluator.

Courses in Food Processing and food engineering had long been identified as particularly challenging for students pursuing degrees in Food Science and were often a deterrent for those considering careers in processing or engineering. At the same time, there was a growing national need for a workforce with strong knowledge and innovative capacity in these areas.

To address these challenges, the project focused on four key objectives:

  1. Identifying key factors contributing to student learning difficulties in Food Processing and food engineering courses.
  2. Developing a multi-institutional project-based learning (PBL) model designed to support conceptual understanding and collaboration.
  3. Providing in-person training workshops to prepare faculty to implement the new instructional approach.
  4. Evaluating the effectiveness of the learning model in improving student outcomes.

By designing engaging, relevant, and collaborative learning experiences, the project strengthened student success and enthusiasm in Food Processing and engineering pathways, ultimately contributing to national workforce development efforts in the food science sector.