NSF 21-066
April 6, 2021
BACKGROUND
NSF seeks to lessen the impacts of the COVID-19 pandemic on science, technology, engineering, and mathematics (STEM) research and STEM education research and development. Known impacts include decreased faculty research productivity and difficulty in initiating and/or maintaining a career trajectory in either STEM or STEM education research and development. The goal of this funding opportunity is to support sustained research productivity and career progression of early career researchers who have been disproportionately impacted by the pandemic. Such support could sustain the research careers of new or current postdoctoral researchers, as well as help mitigate pandemic-related reductions in research productivity of early career faculty.
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Digital technology has become increasingly important in the lives of all Americans, particularly during the coronavirus pandemic, which has made many of us even more reliant on computing devices to execute our daily responsibilities.
Yet, many social, political and ethical concerns have emerged as the application of technology has grown in daily life.
For example, in 2020, the first known wrongful arrest through misidentification via facial recognition software occurred when police mistakenly accused a Black man of committing a crime. To address concerns about this kind of excessive citizen surveillance, city governments in some locales have restricted the use of facial recognition software, and a bill has been proposed to ban federal law enforcement agencies from using it. Meanwhile, in the political arena, evidence has emerged that data analytics were applied to deter Black voters from voting in the 2016 election and that similar technology has been applied to affect other count
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Friday the 13th turned out to hold more than the usual amount of superstitious bad luck in March 2020. On that day, millions of teachers and families across the U.S. learned that they would not be going back to school the following Monday. As leaders grappled with emerging COVID-19 information, one week off became two weeks, then a month, then a shift to remote learning and working for most people for an extended period, some of which continues to this day.
COVID-19 has brought tremendous shifts in learningânot just in the school system, but for everyone who supports childrenâs wellbeing and development. This includes parents and other family members, as well as the private sector, nonprofits, associations and concerned individuals.