We are testing a new system for linking grants to scientists.
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, Sarah Woodley is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 2000 — 2002 |
Woodley, Sarah K |
F32Activity Code Description:
To provide postdoctoral research training to individuals to broaden their scientific background and extend their potential for research in specified health-related areas. |
Steroids, Pheromones, and the Main Olfactory System
odors; sex partner; gender difference; sex hormones; hormone regulation /control mechanism; limbic system; pheromone; estradiol; preference; respiratory epithelium; biological signal transduction; species difference; preoptic areas; thalamus; medial olfactory area; animal communication behavior; neural information processing; cues; amygdala; neurons; zinc; behavioral /social science research tag; ferrets;
|
0.919 |
| 2012 — 2016 |
Trun, Nancy [⬀]
Woodley, Sarah |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Expanding and Refining the Application-Based Service-Learning Pedagogy
This project expands the pedagogy of Application-Based Service-Learning (ABSL) from its focus in western Pennsylvania to eight institutions in Pennsylvania, Ohio, and New York. This pedagogy uses five practices documented as having a high impact on student learning: learning communities, writing-intensive courses, collaborative projects, undergraduate research, and service learning. Through ABSL all these practices are incorporated into courses in which students address a community-based problem, such as the possibility that feral cats carry pathogenic microbes, or that areas impacted by mining or manufacturing practices might have altered water quality or issues associated with their redevelopment for other uses. As part of their course work, students collect samples to bring back to their classes for study, and their findings are shared not only within the class but with other ABSL classes and the community at large. In addition to honing their scientific expertise, students learn important skills in written and oral communication and leadership. This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward Vision and Change in Undergraduate Biology Education.
|
1 |