Mary Ann Rankin - US grants
Affiliations: | Zoology | University of Texas at Austin, Austin, Texas, U.S.A. |
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The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Mary Ann Rankin is the likely recipient of the following grants.Years | Recipients | Code | Title / Keywords | Matching score |
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1977 — 1979 | Rankin, Mary Ann | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Adult Development and Behavior in Migrant Insects @ University of Texas At Austin |
1.009 |
1979 — 1981 | Rankin, Mary Ann | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Circadian Regulation of Foraging Behavior in the Honeybee @ University of Texas At Austin |
1.009 |
1981 — 1985 | Rankin, Mary Ann | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Hormonal Control of Insect Migratory Behavior @ University of Texas At Austin |
1.009 |
1983 — 1987 | Rankin, Mary Ann | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Physiological Basis of Wing Polymorphism in Waterstriders @ University of Texas At Austin |
1.009 |
1992 — 1994 | Rankin, Mary A | R25Activity Code Description: For support to develop and/or implement a program as it relates to a category in one or more of the areas of education, information, training, technical assistance, coordination, or evaluation. |
Building Articulation Through Undergraduate Research @ University of Texas Austin The College of Natural Sciences at the University of Texas at Austin seeks support for the planning and implementation of a new model of university/community college cooperation aimed at increasing the participation of African Americans, Native Americans, and Hispanics in the critical area of biomedical research. The proposed project, Building Articulation Through Undergraduate Research, will: 1) engage community college and university faculty members in the early identification (approximately one year before transfer) of community college minority students who show potential for advanced work in the biological sciences; 2) provide these students with a rich, immersive summer seminar/lab course developed and taught jointly by community college and university faculty on the University of Texas at Austin campus; 3) involve the summer seminar students in an academic year follow-up readings course on a topic related to biological research and co-supervised by a community college faculty member and a University of Texas at Austin faculty member; 4) upon the students' enrollment at LJT Austin, provide academic and social support that is connected directly to their biology course work; 5) lay the groundwork for on-going dialogues between biological science faculty and advisors at the community colleges and those at LJT that are structured around and sustained by student success. |
0.936 |
1993 — 1997 | Rankin, Mary Ann | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Nutritional Ecology of the Web of Nephila Clavipes @ University of Texas At Austin Just as humans generally have to live within a monetary budget, it is reasonable to assume that other organisms must live within an energy budget. Particularly when resources are limiting, it must be important to utilize resources as efficiently as possible. Those organisms that do so will presumably be at a competitive and evolutionary advantage compared to others who may be less efficient. These ideas seem sensible, but have been difficult to test. It is often not possible to classify behavioral activities. For example, an animal may be simultaneously involved in several activities including thermoregulating, guarding territory boundaries, and seeking a mate as well as food. In addition, it has been difficult to identify the appropriate resources to measure. It is also not clear how investing energy in searching for food affects growth rate, and size and age at maturity. Variation in development rates and pathways can have tremendous impact on the evolution of a species, but few studies have addressed the nutritional causes that contribute to this variation. Orb-weaving spiders provide an excellent model system for the study of resource partitioning and the developmental consequences of shifts in partitioning. Spiders synthesize their web from physiologically important compounds such as proteins. The activity of spinning the orb web and the nutritional investment into the orb can serve no other purpose than prey capture, the resources allocated to the orb web are unavailable for growth or reproduction during that foraging bout, and all prey capture occurs on the orb web; thus, the web must be maintained through periods of reduced prey capture. We will examine the nutritional ecology of foraging in the large, widely distributed, orb-weaving spider Nephila clavipes. Our experiments will involve NMR and gas chromatographic analysis of orb chemistry using spiders from 3 separate populations. The biology of this orb-weaving spider will allow us to clearly distinguish foraging from other activities and to track how different types or resources partitioned between foraging and other activities. We will also be able to identify resources that, when limiting, necessitate trade-offs between foraging and other activities. In addition, we can quantify how the investment of resources into foraging affects growth and development under a variety of environmental conditions, and we can distinguish patterns that are due to genetic differences from those due to environmental differences. This study will address the long-held assumptions of most classical foraging models (that shifts in foraging investment reflect shifts in resource partitioning and that increased foraging efficiency increases relative fitness) and it will finally allow quantification of resource partitioning between foraging and growth, permitting investigation of the precise relationships between variation in foraging investment and variation in developmental programs. |
1.009 |
1997 — 2003 | Rankin, Mary Ann Forgione, Pascal Treisman, Philip Uri (co-PI) [⬀] Fox, James Psencik, Kay Hill, David Gonzalez, A.c. Gustafson, Paula Jost, Norma Barrera, Carmen |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Austin Collaborative For Mathematics Education @ Austin Independent School District 9619033 Fox The Austin Collaborative for Mathematics Education is a 54-month NSF Local Systemic Change project at $5,059,324. Austin Independent School District collaborates with the College of Education and the College of Letters and Sciences at the University of Texas at Austin and with the Charles A. Dana Center at the University of Texas. Estimated cost-sharing from partners is $ 2,906,011. The project targets all approximately 2400 K-8 teachers of mathematics. Each teacher will participate in at least 126 hours of formal professional development in summer workshops, institutes with students, and academic year sessions along with at least 120 hours of campus level support and classroom coaching, linked with the implementation of comprehensive, standards-based instructional materials in mathematics - Investigations in Number, Data, and Space in grades K-5 and the Connected Mathematics Project in grades 6-8. The Austin Collaborative seeks to 1) build on sound and proven practice in mathematics education, 2) implement consistent and proven mathematics curricula by providing a common learning experience for every teacher in every school, and 3) create a professional development strategy that is intensive, on-going and a part of every teacher's day, every day. Intensive staff development will be conducted by grade level, beginning with grades 5 and 6 in the first year and moving outward each year so that once a student starts, there will be no gaps in the delivery of the new standards-based mathematics program. In year 2, grades 4 and 7 are targeted. The summer institute will coincide with a lab school experience in which teachers and principals try out some of the new materials and strategies with summer school students. Release days during the following school year will give teachers the opportunity to share experiences, reflect and ask questions. Cohort teachers will come together in the second summer and the following school year. The third component will be campus based and will include work of designated campus mathematics specialists who conduct training and coach or team teach with teachers in the building. District level mathematics specialists are attached to implementing schools for regular classroom visits and coaching. Campus mathematics specialists and principals will have a minimum of 102 hours of leadership training above the content and pedagogy and materials training that all teachers will have. Evaluation of the Austin Collaborative for Mathematics Education will focus on student achievement of all student groups, including scores on the state mandated assessment, TAAS; percentage of students passing pre-algebra and algebra; end-of-course exam results for Algebra 1; and enrollment in advanced AISD mathematics courses. Other indicators of the Collaborative impact will be the administrative support on each campus for teacher collaboration time, community support, coordinated districtwide professional development, the retention of new teachers, and electronic communication among teachers and their presentations at professional meetings. |
0.92 |
1998 — 2000 | Rankin, Mary Ann Higgins, Linden |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Sger: Resource Allocation in Spiders: Possible Gene X Environment Effects? @ University of Texas At Austin Rankin 9800767 Previous research into how environment influences resource allocation to foraging rely on the ability of the researcher to correctly classify an organism's behavior. These studies also rely on the assumption that rough measures of resources provided by caloric output and time allocation are accurate measures of allocation of limiting nutrients. By utilizing a trap-synthesizing organism, the PI can unambiguously classify the investment into foraging. Furthermore, based upon recent advances in my understanding of the nutritional ecology of the web, the PI now knows that some components of the web are limiting essential nutrients requiring budgeting by the individual organism in response to its environment. It is tantilizing that preliminary results indicate that such a vital function as allocation of a limiting resource might vary among the offpring of different individual females from a single population. Only by a more extensive test, using the offspring of many more females, can the possibility of a family x treatment interaction be proven or disproven. |
1.009 |
2003 — 2007 | Rankin, Mary Ann | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Understanding the Basis of Flight-Enhanced Reproduction in Melanoplus Sanguinipes @ University of Texas At Austin This study will examine the relationship between migration and reproduction in an economically significant migratory grasshopper, Melanoplus sanguinipes. Previous work has shown that migratory behavior has a genetic basis in this species and that the performance of migratory flight significantly accelerates onset of reproduction and enhances fecundity over the entire life of the insect. This observation challenges the conventional assumption that migration necessarily involves a reproductive cost. |
1.009 |
2006 — 2011 | Rankin, Mary Ann Laude, David Simmons, Sarah (co-PI) [⬀] Stevens, Scott (co-PI) [⬀] Shear, Ruth |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Ut-Urc: a New Model For Teaching Through Research @ University of Texas At Austin The Division of Chemistry, the Biological Sciences Directorate and the Office of Multidisciplinary Affairs jointly fund this award to the University of Texas at Austin to establish an Undergraduate Research Collaborative within the University of Texas at Austin College of Natural Sciences. The PI for this project is Mary Ann Rankin, who will be assisted by Co-PIs Ruth Shear, Sarah Simmons and Scott Stevens. One hundred twenty students from the CNS entering freshman class will be recruited to participate in an Undergraduate Research Collaborative experience that will introduce the student to critical thinking, data interpretation, hands-on experimentation, and also increase interaction with research faculty and includes peer mentoring. After their training, students will be experienced in a broad range of techniques in the areas of chemistry, biochemistry, molecular biology, or nanotechnology and will be either matched with individual faculty laboratories or placed in research internships in industry to further their research training. The UT-URC model incorporates research as a means of teaching large numbers of students with the goals of (1) recruiting and retaining students in chemistry and allied sciences, (2) engaging large numbers of students in publishable research, (3) improving the success of undergraduates in their education goals and engendering lasting interest in science and research, (4) training students in research early in their undergraduate experience by incorporating authentic research experiences into a teaching setting, (5) cultivating an expanded research culture on the UT campus, (6) driving curriculum reform at the College and University levels and (7) enhancing collaboration to promote education through undergraduate research. Assessment and evaluation of the UT-URC will provide quantitative and qualitative data from both students and faculty, using control groups from within CNS. Longitudinal success of student performance will be followed using student centered survey tools and assessment rubrics that have already been developed. Special efforts will be made to reach student populations that are currently underrepresented in science and mathematics through close cooperation with the UTeach and TIP programs. When fully implemented in five years, the UT-URC will impact 2,000 students annually. |
1.009 |
2007 — 2011 | Nichols, Steven Rankin, Mary Ann Streetman, Ben (co-PI) [⬀] Iscoe, Neil |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Texas At Austin This Partnerships for Innovation (PFI) project proposes to develop an Integrated Technology Innovation and Commercialization (InTICo) program. The proposed work involves two basic areas of concentration. The Idea to Product (I2P) pilot program introduced entrepreneurial ideas into the technological curriculum; and the Technology Innovation Mapping (TIM) tool will explore potential markets and commercialization opportunities through reverse function mapping of new technologies and intellectual properties to find these potential markets. Function maps have been used with product design methodologies to create solutions for known problems. The TIM tool, which will be further developed and refined, inverts this process to explore functional capabilities and potential applications for technologies. The program features collaboration among faculty and students within the University of Texas at Austin in the College of Natural Science, College of Engineering, McCombs School of Business, UT Center for Nano & Molecular Science & Technology, and Department of Computer Sciences. University Commercialization Program Partners include the UT Austin Office of Technology Commercialization, Austin Technology Incubator, IC2 Institute, and MootCorp Competition. |
1.009 |
2010 — 2016 | Beise, Elizabeth (co-PI) [⬀] Wylie, Ann Pines, Darryll (co-PI) [⬀] Farvardin, Nariman (co-PI) [⬀] Cohen, Avis (co-PI) [⬀] Rankin, Mary Ann O'meara, Kerry Ann |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
University of Maryland: Towards An Institution For Inclusive Excellence (Um=Ti^2e) @ University of Maryland College Park The UMCP ADVANCE IT project has four primary goals that are aimed at creating an academic environment that supports professional growth and values the contributions of women STEM faculty. These goals include: enhancing faculty development opportunities that provide opportunities for national visibility and recognition; creating a sense of agency for women STEM faculty; promoting faculty relationships and networks; and encouragement of achievement of professional goals and contributions of women STEM faculty. To this end, the UMCP ADVANCE project proposes several activities that are expected to transform the academic environment at the institution. The project also proposes an emphasis on the underrepresentation of women of color at the institution. |
0.952 |
2013 — 2017 | Franke, Jeffrey Caramello, Charles (co-PI) [⬀] Rankin, Mary Ann |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Research: Agep-T: Promise Agep Maryland Transformation @ University of Maryland College Park The University of Maryland Baltimore County (UMBC) is the lead institution for PROMISE AGEP, a university system-wide effort for the state of Maryland to facilitate underrepresented STEM graduate student and postdoctoral professional development and pathways to careers. UMBC leads the alliance that consists of all 14 colleges, universities, and regional education centers in the University System of Maryland, four community colleges, and a former NSF Model Institution of Excellence Hispanic Serving Institution in Puerto Rico. PROMISE has been a critical catalyst for increasing enrollment, retention, and graduation rates of underrepresented minorities. The program also will contribute to the higher education literature on retention and professional development for graduate students and postdocs. The Rotating Postdoctoral Fellowship and the Professors-in-Training program for Maryland's institutions (including Master's serving institutions, HBCUs, community colleges, and an HSI) are among the innovations that respond to AGEP?s call to support the national goal of increasing the number of underrepresented minorities who will enter academic STEM careers. |
0.952 |
2018 — 2023 | Ball, Gregory (co-PI) [⬀] Bertot, John Smela, Elisabeth (co-PI) [⬀] Smela, Elisabeth (co-PI) [⬀] Wilkinson, Gerald (co-PI) [⬀] Rankin, Mary Ann [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Maryland College Park This collaborative research brings together five public universities with the goal of developing, implementing, studying, evaluating and disseminating a state level AGEP Alliance model to increase the number of historically underrepresented minority (URM) tenure-track faculty in the biomedical sciences. This AGEP Alliance model represents a state system approach to recruiting and training URM postdoctoral fellows and transitioning them into tenure-track faculty positions. In addition to providing professional development and mentoring for a group of 16 URM postdoctoral fellows and early career faculty, this AGEP Alliance also addresses institutional URM faculty hiring and advancement policies and practices. This AGEP Alliance model work is through partnerships between the University of Maryland Baltimore County, Salisbury University, Towson University, the University of Maryland College Park (UMCP), and the University of Maryland at Baltimore. |
0.952 |