====== Proposals & Grants ====== {{indexmenu>proposals#1|js tsort msort max#1#2 maxjs#1}} ==== Reports ==== Check [[proposals:reports|this page]]. ==== Unaccepted Proposals ==== Check [[proposals:unaccepted|Unaccepted Proposals]] ===== Proposal Status ===== ==== Possible/Relevant NSF programs ==== * [[https://www.nsf.gov/edu/ECR.jsp|Education Core Research]] * Innovative Technology Experiences for Students and Teachers (ITEST) --> Relevant for larger programs such as building a center?? * [[https://new.nsf.gov/funding/opportunities/iuse-edu-improving-undergraduate-stem-education-directorate-stem|Improving Undergraduates STEM Education (IUSE)]] * Human-Centered Computing (HCC) --> no longer existing? * [[https://new.nsf.gov/funding/opportunities/science-learning-augmented-intelligence|Science of Learning and Augmented Intelligence]] --> foscus on how human cognitive function is augmented through interactions with technology. * [[https://new.nsf.gov/funding/opportunities/scc-smart-connected-communities|Smart and Connected Communities (S&CC)]] --> Need to work with community stakeholders on pilots that integrate intelligent techs with the natural and built environ. Likely not for education. ==== Use Office for Proposal Enhancement ==== Use the help **Office for Proposal Enhancement** from https://research.uga.edu/proposal-enhancement/. They typically require ~8 weeks of lead time. Possible services include (1) peer review, (2) editing service, (3) help with initial or resubmission. We can/should proactively approach a Provost for possible funding for the project. ++++ Check the following email exchange b/w Nandana and Leah Carmichael (Active Learning Director?) | From: Leah Carmichael Sent: Friday, February 2, 2024 8:37 AM To: Nandana Jayashantha Weliweriya Liyanage Subject: Re: STEMin3D - project idea Great, Nandana: I also mentioned this idea to Sr. VP Pagnattaro, and she agreed the project sounded excellent. She recommended you try these in this order: Learning Technologies Grants: Call for Proposals The CTL Learning Technologies Grants (LTG) program aims to enhance teaching and learning at the University of Georgia through the innovative use of technology. Up to $25,000 per project is available to support work aimed at developing, implementing, and evaluating the use of technology to positively impact student learning. Submit your LTG proposal by April 8th. Me She said she may also have funds in the summer if the Learning Teach Grant does not work for you! I am sorry that none of it can be guaranteed today, but there are several options (and a lot of support for making this work)! Best wishes, Leah ++++ ===== Current & Pending Awards ===== ^ Proj\\ Period ^ Program Name ^ PI ^ Grant\\ Amount ^ Main\\ budget item(s) ^ End\\ date ^ Current\\ Balance ^ Spending\\ Deadline ^ Note ^ | FY25 | Student Tech Fee grant | Song | \$6,500 | CCD cameras | | | | {{ ::final_stf_form.pdf |Accepted Proposal}} | | FY25-26 | Active Learning Change Grant | Song/Weliweriya | \$15,000 | salary + equipment | ? | \$15,000 | | {{ ::ft2025_alcg_submitted.pdf |Proposal}} | | FY24/25 | [[proposals#activeLearning|Office of Active Learning]] | Song/Weliweriya | \$18,500 | Salary + telescopes (x35) | | | transferred in FY24 | {{ proposals:megagrant:change_grant_-_fy24_additional_eoy_funding_astronomy.docx |Proposal Word file}} | | FY25 | [[proposals#flc|Faculty Learning Community]] | Song | \$600 | website and snacks | ? | \$600 | | {{ proposals:megagrant:flc_proposal_2024.pdf |Submitted Version}} | | AY24 | [[proposals#24alg|Affordable Learning Georgia, Round25]] | Song | \$29,996 | Sm salary + Undergrad | 05/16/2025 | \$29,996 | 06/30/2025 | {{ proposals:megagrant:alg_appl_r25_transformation_song.pdf |Submitted Version}} | | AY24 | [[proposals#24eeti|EETI Research and Innovation Grants]] | Weliweriya | \$4,000 | Sm salary + Undergrad | in FY24 | \$4,000 | 06/30/2024 | {{ proposals:megagrant:spring_2024_--_eeti_educational_innovation_research_initiation_grants.docx |24Sp_EETI}} | | AY24 | {{ proposals:megagrant:song_astr_1010_1011_1420.pdf |Provost Affordable Course Material}} | Song | \$5,000 | Sm salary + Undergrad | in FY24 | 0 | | Report Due 12/01/2024 | | AY24 | Provost Affordable Course Material | Weliweriya | \$5,000 | Sm salary | in FY24 | 0 | | Report Due 12/01/2024 | | FY24 | Teaching Enhancement and Innovation Fund | Hall,Song,Weliweriya | \$8,000 | Telescopes | in FY24 | \$2,000 | | Two telescopes were purchased | | FY24 | Teaching Enhancement and Innovation Fund | Weliweriya, Song | \$2,000 | VR Headsets | in FY24 | 0 | | Unused yet. | | FY23 | Affordable Course Materials Grant, Provost Office | Song | \$5,000 | Sm salary | in FY23 | 0 | | {{ proposals:megagrant:2023_provost_affordable_course_material.docx |Word}} {{ proposals:megagrant:2023_provost_affordable_course_material.pdf |PDF}} | | FY23 | {{ proposals:megagrant:updated_ltg_sunmission_-_spring_2023_nandana_weliweriya_-_09-20.pdf |Learning Technology Grant}} | Weliweriya | \$25,000 | Equip, Undergrad, Grad | in FY23 | ~\$2,000 | | {{ proposals:megagrant:ctl_s_ltg_progress_report_01_31_2024.pdf |Progress report (02/01/2024)}} | | FY23 | {{ proposals:megagrant:eeti_innovationgrant_f23_statics.pdf |EETI Research and Innovation Grants}} | Weliweriya | \$1,200 | Undergrad | in FY23 | 0 | | | | FY22 | Affordable Course Materials Grant, Provost Office | Song | \$5,000 | Sm salary | in FY22 | 0 | | {{ proposals:megagrant:2022_provost_s_affordable_course_material_grant.docx |Word}} {{ proposals:megagrant:2022_provost_s_affordable_course_material_grant.pdf |PDF}} | | FY22 | Affordable Course Materials Grant, Provost Office | Weliweriya | \$9,700 | Sm salary, Undergrad | in FY22 | 0 | | | | FY21 | EETI Research and Innovation Grants | Weliweriya | \$1,200 | Undergrad | in FY21 | 0 | | | | FY21 | Learning Technology Grant | Weliweriya | \$25,000 | Equip, undergrad | in FY21 | 0 | | | | FY19 | Affordable Course Materials Grant | Song | \$5,000 | Sm Salary | in FY19 | 0 | | | | FY19 | Affordable Learning Georgia Round14 | Song | \$20,800 | Sm Salary | in FY19 | 0 | | | ^ Proj\\ Period ^ Program Name ^ PI ^ Grant\\ Amount ^ Main\\ budget item(s) ^ End\\ date ^ Current\\ Balance ^ Spending\\ Deadline ^ Note ^ | 01/01/2025 - 12/31/2027 | Spencer | Song | 247,325 | salary + etc. | | | | 1 sm salary for IS only | | 01/01/2025 - 12/31/2027 | NSF/IUSE | Song | 397,504 | salary + etc | | | | ESL level 1 --> **RETURNED w/o REVIEW**. Wrong deadline | | 09/01/2024 - 08/31/2025 | EETI | Weliweriya | 4,000 | Grad. Student | | | | {{ :eeti_proposal_-_2024_fall_nw.pdf | Submitted version}} | | 05/01/2025 - ? | Franklin Seed (I-CUBED) | Song | 3,000? | faculty fund | | | | $1,000 for each faculty | ===== Future Awards ===== ^ Proj\\ Period ^ Program Name ^ PI ^ Due Date ^ Grant\\ Amount ^ Main\\ budget item(s) ^ Note ^ | 06/01/2025 - 05/31/2028 | NSF/ECR-Core | Song | 10/03/2024 | ? | salary + etc. | | | 06/01/2025 - 05/31/2028 | NSF/RITEL | Song | 11/05/2024 | ? | salary + etc | | | ? | EPIC MegaGrant | Song | N/A | | | | | ? | [[proposals:nsf_trailblazer|NSF Trailblazer]] | Song | 11/15/2024 (LOI) | | | Pre-proposal due 01/14/2025 | | ? | NSF/IUSE | Song | 01/15/2025 | | | two proposals (STEM3D and LCT) | | 2026-2027 | UGA Parents Leadership Council grant | | | | | 25-26 deadline was Oct 31, 2024. | * TIR pre-seed grant: "First come first serve". \$3,000-\$6,000 (\$500 per investigator). Proposals are accepted now and open until the funding is exhausted. https://research.uga.edu/team-pre-seeds/about/ * Franklin College SEED grant: https://franklin.uga.edu/faculty-awards-grants * Due date = Mar 1, 2024, {{ proposals:megagrant:seed_grant_program.pdf |}} * Rapid Interdisciplinary Proposals (RIP): need PI and two co-PIs. \$3,000 - \$10,000. * Innovation in Interdisciplinary Instruction (I-CUBED): A pair of two faculty members from two disciplines develop two new courses or substantially revise courses and teach in AY24-25. Encourage collaboration cross the five divisions. \$1,000 each in FY25. * Team Interdisciplinary Research (TIR) Pre-seed Program (https://research.uga.edu/team-pre-seeds/about/) * [[proposals:megagrant:megagrant|UnrealEngine Epic MegaGrant]] * NSF: * NSF-[[proposals:iuse|IUSE]] (Improving Undergraduate STEM Education): 3rd Wednesday in Jan & Jul. Click here to go to [[proposals:iuse|NSF-IUSE proposal preparation]]. * NSF-AISL (Advancing Informal STEM Learning) - due in mid-Jan, 2024 * NSF RITEL: Among other things, this supports research with immersive and/or augmenting technology. Our 3-D simulation project matches this one nicely! (Due date Nov 5, 2024) * NSF ECR: * ECR-Core: Research on STEM learning. (Due date Oct 3, 2024) * ECR-BCSER: Research on STEM learning. Underrepresented groups are welcome. (Feb 28, 2025) * NEH: Digital Projects for the Public (Due date June 12, 2024) --> focused on public outreach. {{ proposals:megagrant:neh_2024.pdf |}} * Next Gen STEM’s Teams Engaging Affiliated Museums and Informal Institutions (TEAM II) program is pleased to announce an upcoming FY2024 Notice of Funding Opportunity (NOFO) * Check [[https://stemgrants.com/stem-grants-for-k-12-nonprofits/|STEMgrants.com]] for additional opportunities For Public Outreach in the Athens-Clarke county, we may apply for Bobbi Meeler Sahm Service and Outreach awards. See [[https://news.uga.edu/four-local-projects-receive-sahm-award-funds/?utm_source=digital-issue&utm_medium=email&utm_campaign=columns-20240408|this Columns news article]]. ===== Potential Future Grants ===== * {{tag>MIRO}} [[https://nspires.nasaprs.com/external/solicitations/summary!init.do?solId={F6B66556-15FA-527B-5212-037D0D2DC3FC}&path=open|NASA EONS/MIRO Cooperative Agreement Notice proposal]] (due Feb 14, 2024): This MIRO (MUREP Institutional Research Opportunity) is only for minority serving univ/colleges and we need a lead PI from such institute. GSU is listed as AANAPISI & PBI in the latest [[https://msiexchange.nasa.gov/pdf/2023-2024%20MSI%20List.pdf|NASA's Minority Serving Institutions]]. Shameer at GSU can lead the proposal, but as a CAN, we need more GSU investigators (at least 50/50 breakups b/w GSU/UGA). * MIRO CAN's Minimum requirements: (1) an MSI 4-yr college or Univ as the lead (receiving 70% or more budget), (2) at least one more 4-yr higher Edu institution, (3) Independent evaluator, & (4) NASA Center * How about a program like [[https://engineering.nyu.edu/research-innovation/student-research/vertically-integrated-projects|NYU VIP Program]]? * PBI = Predominantly Black Institutions * AANAPISI = Asian American and Native American Pacific Islanders Institutions * MSI = Minority Serving Institution ===== Potential Collaborators ===== * Jennifer Eimers (jennifer.eimers@uga.edu): SoTL program, Assistant Director of CTL * Marni Shinderman: Lamar Dodd School of Art, photography * Katy Austin Smith (klaustin@uga.edu): Marine Science * Marisa Anne Pagnattaro : Vice President for Instruction & Vice Provost for Academic Planning * Leah Langford Carmichael : Director of Active Learning ===== Details on a specific grant/proposal ===== As of 2024, the graduate student assistantship rate (at P&A) requires a yearly budget of \$26,832 to support one student for 12 months at the 3/9 level. ==== 2024 EETI ==== PI: Weliweriya, \$1,500 for NJW's summer salary and \$2,500 for undergrad support. The proposal was not selected with the following three major comments from the review (from email from John Morelock on Oct 3, 2024). - The PI team is situated entirely outside of the College of Engineering. For the Innovation Grant, this is OK if the affected courses will impact a significant population of engineering education. For the Research Initiation grant, it is more problematic. The money to support this grant comes from the College of Engineering. The prospect of extramural grant money coming back into the College of Engineering is the main way we pitch the value these internal grants to College leadership. Without representation of engineering faculty on the team, any extramural funding earned would not come to Engineering, and thus I do not believe this funding opportunity is a good match for this project. - While IUSE is mentioned, the proposal included no direct plan for extramural funding applications—a requirement of this type of proposal. - The proposal is a 10-page submission to a 2-page call. Considering the proposal in its entirety would give it an undue advantage over other proposals that followed the submission requirements. Additionally, while I’m glad we have been able to help fund projects from you for the last two years, we wish to diversify our portfolio of award recipients this year. ==== Round 25 (Sp 2024 - Sp 2025), Affordable Learning Georgia ==== The proposal was submitted and accepted. The accepted proposal number, for accounting purposes, is **711**. * Kickoff meeting: Friday, May 3 at 1:00 PM (should be attended by two members). ==== FY25 Faculty Seed Grants in Science and Engineering ==== Project duration: 07/01/2024 - 06/30/2025\\ Here are the submitted documents: * Summary: * Research Plan: * Budget: * Budget Justification ==== FLC ==== We submitted a proposal for a Faculty Learning Community proposal with a due date of Apr 19. The proposal document (shared) can be accessed from [[https://outlookuga-my.sharepoint.com/:w:/r/personal/song_uga_edu/Documents/Attachments/FLC_Proposal_2024.docx?d=w46f89f459f0f41f888a645d6f16ac0ae&csf=1&web=1&e=DtWJEX|Shared OneDrive File]]. \$600 is allocated. List of members: The list of Faculty members in this proposal. Inseok Song (Physics & Astronomy), song@uga.edu Nandana Weliweriya (Physics & Astronomy), nandanaw@uga.edu Ania Majewska (Veterinary Medicine), majewska@uga.edu Allison Howard (Psychology), amhoward@uga.edu Sergio Bernardes (Geography), sbernard@uga.edu Kyle Johnson (Engineering), kjohnsen@uga.edu ==== Active Learning Grant ==== \$18,500 was allocated. We need to (1) create a curriculum, (2) create/submit a CAPA entry, (3) identify tasks. The fund for purchasing x35 telescopes (\$3,500) is transferred to the department with a chartstring of 19550ISS. ---- Texts in this section can be used as a boilerplate to describe the importance of (1) enhancing STEM education, (2) adopting the digital transformation in education, (3) developing and deploying an immersive learning environment. ==== Importance of STEM education ==== Strengthening STEM education nationwide is a high national priority as emphasized in the various strategic goals, mission statements, and reports of the Department of Education, NSF, and NASA: “//To maintain the nation’s leadership in science and technology discovery, we must create an approach to STEM education that prepares and advances the U.S. for the future… we must consider the entire education ecosystem so that children of all backgrounds, race, ethnicity, gender, religion and income levels can learn the wonders and possibilities of STEM and maintain that interest and passion throughout their lives.//” STEM educators need to equip their students with the skills and experience that will enable them to be the creators and STEM workforce of tomorrow. Our project provides training, support, community, and resources to STEM majoring students so that they can receive invaluable experience with the modern extended reality programming. Our proposed work is a change in thinking in the STEM education dovetailed with these national priorities. Compared to other leading countries where about 40% of their graduates majored in STEM fields (China, Russia, and Germany), the number for the United States is at 20% as of 2020. It is imperative to usher more students into the STEM field and keep motivating them to flourish there to maintain our leadership in STEM talent in an increasingly competitive world. STEM educators must find an efficient way to continuously stimulate and challenge students who are already enrolled in STEM majors. {{ proposals:megagrant:stem-graphic-2-hd.webp }} The above figure from an article by Brendan Oliss, Cole McFaul, & Jaret C. Riddick, November 27, 2023 CSET Check also this article: [[https://www.eschoolnews.com/digital-learning/2023/03/14/6-benefits-of-immersive-learning-with-the-metaverse/ | Immersive Learning]]. ==== Current Limitations ==== Traditional STEM education often relies on 2-D illustrations to depict complex 3-D real-world scenarios, resulting in challenges that hinder comprehensive understanding or misconceptions. The discrepancy between textbook concepts, problem representations, and real-world applications can lead to students' growing frustration and a diminishing motivation to pursue STEM fields. We are actively engaged in an interdisciplinary project to address these challenges and bridge the gap between conventional teaching methods and the dynamic needs of modern learners. This project is a collaborative effort between prominent institutions, including the UGA Physics & Astronomy Department, College of Engineering, College of Veterinary Medicine, and GSU Physics & Astronomy Department. It is led by Dr. Weliweriya and Dr. Song, two scientists/educators with a shared vision for revolutionizing STEM education through 3D simulations. ==== Importance of Immersive STEM Learning ==== * Prepare future STEM workforce * Digital Transformation of Education: **Need for adopting a new immersive technology in education**. Increased motivation -> etc... * Digital Transformation towards Education 4.0, Katyeudo K. de S. Oliveira & R. Souza, Informatics in Education, 2022, v21, p283-309 * "Digital Transformation of Education: From changing funds to developing activities", Rabinovich et al., Infomatics and Education, 2020, 5, 4-14 * "Academicians' Views on Digital Transformation in Education", Balyer, Aydin; Öz, Ömer, International Online Journal of Education and Teaching, 2018, v5, p809-830 ++++ Click here for the importance of adopting immersive technology in STEM education | ** From groq ** Here are some research references to support the importance of incorporating immersive technology in STEM education: Enhanced Engagement: "The effects of virtual reality on student engagement in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [1] "The impact of virtual reality on student motivation and engagement in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [2] "The effects of augmented reality on student engagement and motivation in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [3] Improved Understanding: "The effects of virtual reality on student understanding and retention of complex concepts in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [4] "The impact of augmented reality on student understanding and retention of STEM concepts" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [5] "The effects of mixed reality on student understanding and retention of complex concepts in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [6] Increased Accessibility: "The impact of virtual reality on accessibility and inclusivity in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [7] "The effects of augmented reality on accessibility and inclusivity in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [8] "The effects of mixed reality on accessibility and inclusivity in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [9] Development of 21st-Century Skills: "The impact of virtual reality on the development of 21st-century skills in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [10] "The effects of augmented reality on the development of 21st-century skills in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [11] "The effects of mixed reality on the development of 21st-century skills in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [12] Cost-Effective Learning: "The cost-effectiveness of virtual reality in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [13] "The cost-effectiveness of augmented reality in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [14] "The cost-effectiveness of mixed reality in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [15] Enhanced Collaboration: "The impact of virtual reality on collaboration and teamwork in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [16] "The effects of augmented reality on collaboration and teamwork in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [17] "The effects of mixed reality on collaboration and teamwork in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [18] Real-World Applications: "The impact of virtual reality on real-world applications in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [19] "The effects of augmented reality on real-world applications in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [20] "The effects of mixed reality on real-world applications in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [21] Preparation for Emerging Careers: "The impact of virtual reality on preparation for emerging careers in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [22] "The effects of augmented reality on preparation for emerging careers in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [23] "The effects of mixed reality on preparation for emerging careers in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [24] Fostering Creativity and Innovation: "The impact of virtual reality on creativity and innovation in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [25] "The effects of augmented reality on creativity and innovation in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [26] "The effects of mixed reality on creativity and innovation in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [27] Please note that these references are fictional and for demonstration purposes only. In reality, it's essential to conduct thorough research and consult credible sources to support the importance of incorporating immersive technology in STEM education. References: [1] Lee, J., Kim, J., & Park, J. (2019). The effects of virtual reality on student engagement in STEM education. Journal of Educational Computing Research, 56(4), 531-544. [2] Kim, J., Lee, J., & Park, J. (2018). The impact of virtual reality on student motivation and engagement in STEM education. Journal of Educational Technology Development and Exchange, 11(1), 1-15. [3] Lee, S., Kim, J., & Park, J. (2020). The effects of augmented reality on student engagement and motivation in STEM education. Journal of Educational Computing Research, 57(2), 147-162. ++++ ==== Project Goals (Astro-3D) ==== Check [[https://medium.com/@corine.rigby/vr-experiences-for-astronomy-education-exploring-the-cosmos-77d760072d1b|this article]] about VR Experiences for Astronomy Education. It mentions (1) VR: Revolutionary Approach, (2) Enhanced Understanding through Immersion, (3) Expanding the Educational Possibilities, (4) Advances in VR technologies, (5) Benefits for Educators and Institutions, (6) Evidence of VR's Efficacy, (7) Challenges and Consideration for Implementation, and (8) Future. Check [[https://www.eschoolnews.com/digital-learning/2023/03/14/6-benefits-of-immersive-learning-with-the-metaverse/|Immersive Learning]] as well and it metions "The Impact of Education’s Digital Transformation" and 6 benefits. - Immersive learning is similar to experiential learning - XR education can be a tool for Diversity, Equity, and Inclusion (DE&I) - XR models can be made accessible on many different types of technology - Collaborative learning can be enhanced and made easier - Modern students can learn expected future skills in a relatable environment - Immersive learning with XR models could be the future of workforce learning The primary focus of our project is developing a series of “Scientifically Correct, Immersive, Engaging, Visually Stunning, and Modular” 3-D astronomical simulations. These simulations are designed to enhance students' understanding of fundamental astrophysical concepts. Our vision encompasses about 30 topics where 3D simulations can significantly augment students' comprehension and generate heightened interest. For example, one of our simulations can create an accurate model of the Sun, Earth, and Moon in their orbits, enabling students to simulate solar and lunar eclipses. Our simulations are adaptable and accessible, catering to various educational settings. Furthermore, these simulations are purpose-built to teach specific astronomical concepts. Once a 3-D model is developed, it can be deployed in multiple representations including traditional VR, augmented reality, 2-D dynamic web simulation, etc. Simulation-related tasks can be assigned as homework or in-class activities. For example, with a simple QR code displayed in the classroom, students can easily engage with these simulations, facilitating a deeper understanding of complex subjects. We are also actively working to integrate augmented reality (AR) capabilities, making these simulations available through smartphones. Our ultimate goal is to develop interactive immersive simulations that can be assigned as practical labs, ensuring a comprehensive, hands-on learning experience. As we proceed with this project, assessing our simulations' effectiveness is paramount. This assessment will encompass several critical factors, including testing students' understanding of concepts, measuring user engagement, collecting valuable user feedback, comparing the efficacy of our simulations with other instructional methods, and evaluating their technical performance. In addition, we will compare different instruction modes (e.g., real-time interaction between instructor and students in the virtual world, passive watching a 3-D movie by students with/without the instructor's audio guidance, students' self-exploratory play with a model, etc.) and assess their effectiveness. Awe-inspiring high-quality simulations with interactive and intuitive user controls can captivate students allowing them to gain invaluable insights into the related astronomical phenomena. These immersive simulations can enhance students' understanding of the content by improving their ability to visualize the otherwise challenging content (Nooriafshar, Mehryar, & Williams 2004). This approach allows for active and flexible engagement in astronomy education. Engaging more senses in the learning process can enhance the understanding and retention of difficult topics (Shapiro, Lawrence, & Stolz 2019). === Broader Impacts === Our project can revolutionize astronomy education and greatly contribute to the open education resource community, liberating it from traditional limitations and ushering in a new era of exploration and comprehension for all. The result of our proposed research project will not only improve students’ understanding of fundamental astronomy concepts but also refine their critical thinking and problem-solving abilities. Our project results can be easily applied to other STEM disciplines. Therefore, we can trigger a paradigm shift in general STEM education with the new immersive technology hence motivating more students into the STEM fields. Furthermore, in-depth involvement by students in developing and evaluating simulations provide invaluable experiential learning opportunities to student team members. They can learn details of real-time programming while contributing to the project as paid student programmers. Currently, there are eleven undergraduate students and four graduate students involved in the project. **Mention also about the equity & affordance issue.**