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2025 SSG Awards: SEIRI Seed Grants is a grant from the STEM Education Innovation and Research Institute at Indiana University Indianapolis that funds faculty pilot projects integrating emerging technologies and innovative pedagogical methods into STEM education.
In 2025, three projects received a combined $88,466, supporting research on generative AI in psychology curricula, GeoEthics modules, and cross-disciplinary EMR innovation for health AI education. Eligible applicants are faculty members at Indiana University Indianapolis.
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In 2025, three projects were funded through the SEIRI Seed Grants program to the total amount of $88,466 . These projects represent innovative approaches to integrating emerging technologies and pedagogical methods into STEM education at Indiana University Indianapolis. Integrating Education about Generative AI into the Psychology Curriculum Amy Pearce Tina Chen $28,725.
00 GeoEthics Modules (GEMs) Catherine Macris Samuel Kahn $29,823. 00 Training Tomorrow's Health AI Leaders: Cross-Disciplinary EMR Innovation for Experiential Learning Saptarshi Purkayastha $29,918.
00 Intergrating Education About Generative AI into the Psychology Curriculum Deborah Herold - Teaching Professor and Director of Graduate Studies, Department of Psychology Amy Pearce - Teaching Professor, Neuroscience, Department of Psychology Tina Chen - Lecturer, Department of Psychology The use of generative AI (genAI) tools like ChatGPT is growing exponentially. These tools are impressive.
They can increase efficiency and automate certain tasks. Students are increasingly turning to genAI to search for information, improve grammar and phrasing in written assignments, and generate ideas for projects. Some are relying on genAI tools to summarize required readings, search for answers on exams, and write papers for them.
Dependence on genAI is a growing concern, and most students have likely not considered the potential long-term consequences of relying on genAI tools or how their use relates to their career readiness. While there are a plethora of workshops, articles, and books available on genAI and education, most are focused on how instructors can use genAI tools to streamline tasks or create assignments that require students to use genAI.
There is less information on the cognitive, social, or ethical costs of relying on genAI. The discipline of psychology offers a unique perspective on this topic. Our curriculum offers courses on ethics, neuroscience, cognition, research methods, and lifespan development.
Each course contains content that can be linked to both the risks and benefits of genAI use in school, at work, and at home. This project aims to develop and evaluate the effectiveness of discipline-based, educational materials that incorporate generative AI literacy into the Psychology Department curriculum.
The goal is to encourage students to think critically about the costs and benefits of using generative AI tools, relying on relevant concepts from each course.
Catherine Macris – Associate Professor, Department of Earth and Environmental Sciences Kathy Licht – Professor and Department Chair, Department of Earth and Environmental Sciences Gabe Filipelli – Chancellor's Professor, Department of Earth and Environmental Sciences Samuel Nyarko – Assistant Professor, Department of Earth and Environmental Sciences Andrea Jain – Professor, Department of Religious Studies Samuel Kahn – Professor, Department of Philosophy This project aims to design, implement, and evaluate a set of interdisciplinary instructional modules.
GeoEthics Modules (GEMs) will integrate ethical reasoning into Earth and Environmental Sciences (EES) courses. Led by a team of faculty from EES and the School of Liberal Arts (SLA) at Indiana University Indianapolis, the project builds on the success of prior GeoEquity Modules to focus more explicitly on ethical frameworks for decision-making in scientific contexts.
The GEMs will use real-world, place-based environmental issues, such as aging water infrastructure in Indianapolis and the Colorado River Compact's impact on Indigenous communities, to guide students through structured ethical reasoning using Kidder’s model of ends-based, rule-based, and care-based thinking.
The project has two main objectives: (1) to revise and expand GEMs and implement them in a range of EES courses, and (2) to assess their impact using a Design-Based Implementation Research (DBIR) approach. The modules will follow a flipped-classroom format that includes pre-class preparation, in-class ethical discussions, and post-class reflections.
While each module is delivered in a single class period, the format is intentionally modular, allowing for scalable implementation across the curriculum. Collaboration is a cornerstone of the project. Liberal Arts faculty will co-design and co-facilitate the modules alongside EES instructors, supported by a faculty Community of Practice.
An interdisciplinary team will conduct both qualitative and quantitative analysis to assess student outcomes such as ethical reasoning, empathy, and disciplinary identity. These assessment tools will be refined in partnership with SEIRI experts, with consideration given to integrating validated instruments for ethical reasoning.
GEMs are expected to engage 300–400 undergraduate students over the two-year grant period and will remain embedded in the curriculum beyond the duration of the grant. By promoting cross-disciplinary faculty collaboration and values-based STEM instruction, this project aligns with IU Indianapolis’s strategic goals and national calls for integrating ethics into undergraduate science education.
It also lays a strong foundation for external funding proposals aimed at scaling this work to other disciplines and institutions.
Training Tomorrow's Health AI Leaders: Cross-Disciplinary EMR Innovation for Experiential Learning Saptarshi Purkayastha – Professor and Program Director of Health Informatics, Department of Biomedical Engineering and Informatics Our project, Training Tomorrow’s Health AI Leaders: Cross-Disciplinary EMR Innovation for Experiential Learning, advances discipline-based education research (DBER) by systematically integrating artificial intelligence (AI) technologies into health informatics pedagogy through AI-enhanced educational electronic medical record (EMR) systems.
Building upon a previously funded SEIRI grant, the initiative aims to strengthen competency-based learning across undergraduate and graduate programs in the Biomedical Engineering and Informatics (BMEI) Department at Indiana University Indianapolis and four partner institutions.
The project’s core objective is to design, implement, and evaluate AI-augmented EMR platforms that provide authentic, hands-on learning experiences aligned with contemporary healthcare practice. A longitudinal, mixed-methods evaluation framework based on Kirkpatrick’s model will measure student learning outcomes, behavioral application, and institutional impact. Approximately 700 students will benefit from the intervention.
The open-source nature of the AI-enhanced EMR promotes accessibility and scalability, positioning the platform as a replicable model for national curricular reform. Broader impacts include contributions to educational research methodology, health informatics policy, and preparation of an AI-literate healthcare workforce leaders.
Findings and materials will be widely disseminated through Creative Commons licensing, a dedicated project website, national conference presentations, and publications. STEM Education Innovation and Research Institute Office of the Provost 755 W. Michigan Street University Library, UL 1123 Indianapolis, IN 46202-2800 Vice President for Research
Based on current listing details, eligibility includes: Faculty members at Indiana University Indianapolis. Applicants should confirm final requirements in the official notice before submission.
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Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The NASNTI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Native Americans and low-income individuals. Institutions may use the grants to plan, develop, undertake, and carry out activities to improve and expand their capacity to serve Native American and low-income students. Assistance Listing Number (ALN) 84.031X. Funding Opportunity Number: ED-GRANTS-051022-001. Assistance Listing: 84.031. Funding Instrument: CA,G. Category: ED. Award Amount: Up to $550K per award.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.