The NSF Inclusive Graduate Programs: An AGEP Pilot in Physics aims to advance inclusive climate and culture of R1 graduate physics departments to create and sustain welcoming and inclusive graduate environments that lead to the successful matriculation and graduation of historically excluded groups. Success would lead to a greater diversity in physics. 

The NSF IUSE Inclusive STEM Teaching Project is designed to advance the awareness, self-efficacy, and ability of STEM faculty, postdocs, graduate students, and staff to cultivate inclusive learning environments for all their students and to develop themselves as reflective, inclusive practitioners.

The NSF INCLUDES Aspire Alliance works towards increasing the diversity of STEM faculty across the nation.  The Alliance engages a growing network of partners to support systemic change in the STEM higher education system. 

The NSF Partner for Computer Science (Partner4CS) project at the University of Delaware was launched in 2012 with four main goals: (1) provide effective PD to teachers in Grades 6-12 that will improve content and pedagogical content knowledge (PCK) in teaching CS; (2) develop a Field Experience university course that partners undergraduates with practicing teachers in the field for on-going support; (3) establish strong partnerships with school districts, teachers, policy makers and STEM leaders at the state level; and (4) influence policy changes at the state level in the area of CS.

The NSF INCLUDES We Compute for Our Communities (WeC4Communities) project addresses the challenge of broadening participation in STEM by providing underrepresented youth with opportunities to acquire computer science knowledge, while simultaneously strengthening mathematical skills fundamental to computer science. Through partnerships with local community organizations (public libraries and Boys & Girls Clubs), we established a scalable model for providing minoritized youth with recurrent opportunities to create computational artifacts culturally responsive to their community contexts.