Transcript Slide 1

Challenges, Opportunities and
New Directions at NSF
John B. Hunt
Senior Advisor
Office of the Director
Federal Obligations for Basic Research at
Academic Institutions, FY 2002
Total Federal Distribution ($000)
Computer sciences
382,543
169,608
Mathematics
172,245
Social sciences
747,852
Environmental sciences
834,017
Engineering
322,345
1,216,740
4,614,709
84%
59%
48%
44%
42%
Other Sciences
36%
Physical sciences
35%
Biological sciences
Psychology
1,070,146
4, 000, 000
3, 000, 000
2, 000, 000
1 , 000, 000
9%
(non-medical)
486,004
5, 000, 000
NSF Share of Total Federal
1%
Medical sciences
0
0%
0
20
40
60
80
1 00
Source: NSF/E. Myers
•
People - A diverse, internationally competitive and
globally engaged workforce of scientists, engineers
and well-prepared citizens.
•
Ideas - Discovery across the frontier of science and
engineering, connected to learning, innovation, and
service to society.
•
Tools - Broadly accessible, state-of-the-art S&E
facilities, tools, and other infrastructure that enable
discovery, learning and innovation.
•
Organizational Excellence – An agile, innovative
organization that fulfills its mission through leadership
in state-of-the-art business practices.
Source: NSF/E. Myers
Priority Areas
Millions of dollars
FY 2004
Estimate
FY 2005
Request
Percent
Change
Totals may not add due to rounding.
Source: NSF/E. Myers
FY 2003 NSF Directorate Success Rates
(Research Grants)
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
P
F
S
N
O
P
S
P
M
G
E
E
B
O
S
E
R
H
IO
B
E
IS
C
G
N
*
E
*Does not include SBIR/STTR
Total
Increase
Total
Increase
• Science and Technology Centers
$ 72
$30
• Science of Learning Centers
$ 20
----
• Other Centers
$365 $14
Source: NSF/E. Myers
Science of Learning Centers...
will extend the frontiers of knowledge on learning and
create the intellectual, organizational, and physical
infrastructure needed for the long-term advancement of
learning research.
Centers will be built around a unifying research focus
and will incorporate a diverse, multidisciplinary
environment involving appropriate partnerships with
academia, industry, all levels of education, and other
public and private entities.
The goals of • to advance the frontiers
of all the sciences of
the SLC learning through integrated
program research
are: • to connect this research
to specific scientific,
technological, educational,
and workforce challenges
• to enable research
communities
that can capitalize on new
opportunities and
discoveries and respond to
new challenges
Biocomplexity in the Environment
•
Microbial genome sequencing
•
Ecology of infectious diseases
•
Dynamics of coupled natural and
human systems
•
Coupled biogeochemical cycles
•
Genome-Enabled environmental
sciences and engineering
•
Instrumentation development or
environmental activities
•
Materials use: science, engineering and
society
Source: NSF/E. Myers
Human and Social Dynamics
•
Agents of change
•
Dynamics of human behavior
•
Decision making under uncertainty
•
Spatial social science
•
Modeling human and social dynamics
•
Instrumentation and data resource
development0
Source: NSF/E. Myers
Mathematical Sciences
• Fundamental mathematical & statistical
sciences
• Advancing interdisciplinary science and
engineering
• Mathematical and statistical challenges
posed by large data sets
• Managing & modeling uncertainty
• Modeling complex nonlinear systems
• Advancing mathematical sciences
education
Source: NSF/E. Myers
MODELING OF SUBSURFACE AND
SURFACE FLOWS (Wheeler, UT/Austin)
• Development of new scalable parallel algorithms
• Implementation and testing of codes for
simulation of cases driven by energy and
environmental applications
• Example application: Analysis of contamination
and remediation scenarios in subsurface and
surface waters, such as aquifers and coastal
waters;
• Collaborators: UT mathematicians and
geoscientists, Texas Water Development Board,
Chevron Petroleum, researchers in the
Netherlands, Brazil and Australia.
Nanotechnology
• Working at the atomic, molecular and
supramolecular levels (1 to 100nm) in order
to create materials, devices and systems
with fundamentally new properties and
functions(http://nano.gov)
• novel phenomena, properties and functions at
the nanoscale
• the ability to manipulate matter at the
nanoscale in order to change those
properties and functions
Nanoscale & Science & Engineering
•
Fundamental research & education
•
Grand challenges
•
Centers & Networks of Excellence
•
Infrastructure
•
Societal & educational implications
Source: NSF/E. Myers
Changing Nano R&D focus in 2004
 Growing areas, from discovery to technological innovation
 Materials, including bulk, coating, dispersed systems
 Chemicals, including catalysts
 Pharmaceuticals
 Electronics
 Emerging areas in FY 2004
 Energy conversion and storage
 Nanomedicine
 Agriculture and food systems
 Molecular architectures
 Realistic multiphenomena/multiscale simulations
 Environmental implications
 Converging technologies from the nanoscale MC. Roco, 3/01/03
Workforce for the 21st Century
• Integrated science and engineering
education investment
• K-16 faculty preparation & development
• Focus on broadening participation
• Research on effective learning paths
Source: NSF/E. Myers
Total
Increase
•
Number of fellows increases from 5,000 to 5,500
•
Stipends maintained at $30,000 annually
-
Graduate Research Fellowships (GRF)
-
Graduate Teaching Fellowships in K-12
Education (GK-12)
-
Integrative Graduate Education and Research
Traineeships (IGERT)
People 19%
Source: NSF/E. Myers
Increase in Number of Fellows 130%
6,000
5,000
4,000
3,000
2,000
1,000
1998
1999
2000
2001
2002
2003
2004
2005
Source: NSF/E. Myers
66% Increase in Stipend Levels (1999-2004)
30,000
25,000
20,000
15,000
10,000
5,000
1999
2000 2001
2002
2003
2004
2005
Source: NSF/E. Myers
EHR Budget Comparison: FY 2004 to FY 2005
[dollars
Division
in millions]
FY 2004 Enacted
FY 2005 Hill
Request
DGE
155.95
173.88
DUE
155.50
158.85
ESIE
212.26
172.75
HRD
115.85
107.94
REC
65.81
73.94
EPSCoR
94.44
84.00
139.17
$938.98
0
$771.36
MSP
EHR Total
MPS Budget Request
$$ in Millions
FY2003
Actual
FY 2004
Enacted
AST
$187.07
$196.55
$204.35
$7.80
4.0%
CHE
181.61
185.22
188.91
3.69
2.0%
DMR
241.39
250.89
253.18
2.29
0.9%
DMS
178.79
200.41
202.25
1.84
0.9%
PHY
224.50
227.67
235.76
8.09
3.6%
OMA
27.34
30.77
31.05
0.28
0.9%
$1,040.70
$1,091.51
$1,115.50
$23.99
2.2%
Total: MPS
FY 2005 Change Change
Request $ 05/04 % 05/04
MPS FY 2005 Highlights
*Physics of the Universe ($12M)
*Physical & chemical bases of life processes ($2M)
*Cyberinfrastructure & Cyberscience ($32M)
*NSF Priority Areas:
Nanoscale Science & Engineering ($132.14 M),
 Mathematical Sciences ($70.19 M),
Workforce for the 21st Century ($1.03 M), and
 Human & Social Dynamics ($0.50 M)
Engineering Opportunities
• Nanotechnology
• Bioengineering
• Cyberinfrastructure
• Sensors
• Manufacturing
• Engineering Workforce
BIO Budget Request
by Division
($ in Millions)
FY 2004 FY 2005
Change
Estimate Request Amount Percent
Molecular and Cellular Biosciences
121.77
124.98
3.21
2.6%
Integrative Biology and Neuroscience
107.41
110.63
3.22
3.0%
Environmental Biology
108.26
111.48
3.22
3.0%
Biological Infrastructure
80.22
85.47
5.25
6.5%
Emerging Frontiers
79.76
77.90
-1.86
-2.3%
Plant Genome Research
89.47
89.47
0.00
0.0%
$599.93 $13.04
2.2%
Total, BIO
Note: Totals may not add due to rounding
$586.89
BIO Request Highlights
FY 2005
• National Ecological Observatory Network
(NEON)
• Long-Term Ecological Research (LTER)
• Integrative Graduate Education & Research
Training (IGERT)
• ITR transition to the core
 Cyberinfrastructure
FY 2005 Budget Highlights
CISE
•
•
•
•
President’s Budget Request - $618M
2.2 % increase over FY 2004
Four new CISE Division sub-activities
• Computing and Communication
Foundations
• Computer and Network Systems
• Information and Intelligent Systems
• Shared Cyberinfrastructure
CISE cross-cutting ITR sub-activity
Cross-cutting CISE Budget Emphases
(FY 2005)
• Cyber Trust
Research and education activities aimed at improving
national cyber security
• Science of Design
Research and education projects to enable the
development, evolution and understanding of IT
systems of large scale, scope and complexity.
• Information Integration
Research and education projects focused on the
development of domain-specific and general-purpose
tools for integrating information from disparate sources.
• Education and Workforce
Cyberinfrastructure education, outreach and training
Activities designed to prepare the IT professionals of
the future
Geosciences Themes for FY05
and beyond
• People
– Enhancing diversity
– Providing new tools to assist educators
• Ideas
– Earth cycles
– Natural hazards
– Biogeosciences
• Tools
– New tools for geoscience exploration
– Cyberinfrastructure
Geosciences Ideas :
Challenges for the future
• Earth system problems that cross
physical and discipline boundaries:
– Carbon cycle, water cycle
• The role of biota in geoscience
processes
• Natural hazards:
– Non-linear processes challenge our ability to
develop a predictive capability
• Cyberinfrastructure to advance
geoscience
• The observations revolution
GEO: People for FY05
and Beyond
Providing new tools to assist educators
• Geoscience Education
• Digital Library for Earth System Education
(DLESE)
• Centers for Ocean Science Education
Excellence (COSEE)
Enhancing diversity
• Opportunities to Enhance Diversity in the
Geosciences
• Significant Opportunities in Atmospheric
Research and Science (SOARS)
Resources and Collaborations Are
Enabled by Cyberinfrastructure
• Vision is encapsulated in “the
Atkins report.”
• Calls for a national, reliable and
dynamic, interoperable and
integrated system of hardware,
software, and data resources
and services.
• This new infrastructure would
open the door to new types of
scientific/engineering research
and education.
ENG Working Definition for
Cyberinfrastructure
Cyberinfrastructure is a national network of resources that:
• provides broad and easy access to shared repositories
for data, models, and tools.
• includes connectivity with shared facilities for
experimentation and computation.
• enables acquisition, analysis, visualization and
information extraction from multimedia data resources
and libraries.
• supports real-time data flows and distributed
collaboration.
• ensures that multi-scale, multidisciplinary simulation–
based science and engineering communities can form
and grow.
Remote Users
(Researchers,
Students,
Practitioners)
NEES Shared Use
Resources
Instrumented
Structures
and Sites
Simulation
Tools Archive
NEESgrid
Laboratory Equipment
HighPerformance
Network(s)
Mobile Field
Equipment
Curated Data Repository
National
(ANSS, IRIS,
EarthScope,…)
and Global
Connections
Access to
Leading Edge
Computation
(FY 2005 – FY 2014)
Remote Users
Laboratory Equipment
(K-12 Faculty and Students,
General Public)
Major Research Instrumentation (MRI )
Program Purpose
• The MRI program is designed to increase access to
scientific and engineering equipment for research
and research training in U.S. academic institutions.
• The MRI program seeks to improve the quality and
expand the scope of research and research training in
science and engineering, and to foster the integration
of research and education by providing
instrumentation for research-intensive learning
environments.
• The MRI program encourages the development and
acquisition of research instrumentation for shared
use across academic departments, among research
institutions, and in concert with private sector
partners.
MRI OVERVIEW
• Instrumentation Acquisition or Development
• Two proposals for acquisition or
development; a third for development. An
institution may be part of a consortium
• Award size--$100,000 to $2 Million
– (exceptions for non-Ph.D. granting
institutions and for mathematical and
social, behavioral and economic sciences)
• Cost sharing--30% required
– (exceptions for development proposals and
for non Ph.D. granting institutions)
CAREER
•
Purpose
–
•
Develop faculty who are both highly
productive researchers and dedicated,
effective educators through integrated career
planning.
Proposal Guidelines
–
Submitted to relevant program
–
Includes both research and education plan
–
Review process varies by Directorate, and
may be by mail, panel, or combination
–
Minimum Award: $400K over 5 years
CAREER Development Plan
Should include:

The objectives and significance of the proposed integrated research
and education activities;

The relation of the research to the current state of knowledge in the
field and of the education activities to the current state of knowledge
on effective teaching and learning in one’s field of study;

An outline of the plan of work, describing the methods and procedures
to be used, including evaluation of the education activities;


The relation of the plan to the PI’s career goals and job responsibilities
and the goals of his/her institution; and
A summary of prior research and education accomplishments
ADVANCE
•
Goal
–
•
Increase the representation and advancement of women in
academic S&E careers, thereby contributing to the
development of a more diverse S&E workforce
Types of awards
–
–
–
Institutional Transformation: Improve institutional
climate
Leadership: Recognize contributions by individuals
and institutions, and enable further progress
Fellows:Enable promising individuals to establish or
re-establish full-time independent academic careers
Grant Opportunities for Academic Liaison
with Industry
•
Goals:
–
–
–
–
Catalyze industry-university partnerships
Encourage innovative application of academe’s
intellectual capabilities
Bring industry’s perspective and integrative skills
to academe
Promote high quality research and broaden
educational experiences in industrial settings
GOALI Guidelines
•
Proposal Requirements:
–
–
–
•
Matching Funds:
–
•
Co-PI from Industry
Statement describing the industrial R&D Contribution
Specific Plan for industry/university interaction
Required for faculty internships and postdoctoral visits
Eligibility Restrictions:
–
–
U.S. institutions of higher education that confer degrees in
research areas normally supported by NSF may submit
proposals on behalf of faculty members with full-time
appointments
Only U.S. citizens or permanent residents eligible for
fellowships
EXAMPLE CHE GOALI
AWARDS
• Industry – University Collaborative
Projects
Examples from CHE:
• San Jose State – IBM Almaden
SJS Students and faculty
collaborate with IBM scientists.
• Hamline C. – 3M
A curriculum initiative to train
students in the softer skills,
business culture; faculty research
with 3M scientists.
Research in Undergraduate Institutions
(RUI) (NSF-00-144)
• Goals:
–
Support high quality research
with active involvement of
undergraduates
–
Strengthen the research
environment in undergraduate
institutions
–
Promote integration of
research and education in
undergraduate institutions
• Eligibility:
– 20 or fewer
Science and
Engineering Ph.D.
in 2 years
• Proposal Types:
–
Regular research
–
Multi-user
instrumentation
–
Research
Opportunity
Awards
C-RUI
• Goal
– Support collaborative, multidisciplinary
research efforts involving students and
faculty at predominantly
undergraduate institutions (PUIs).
• Features:
– 3 or more faculty; up to 10 students
– Possible partnership across
institutions
– Multidisciplinary
• BIO Directorate mostly
Research in Undergraduate
Institutions: CHE FY01-03
Awards
• RUI research awards
94 awards $12.5M
• ROA supplements
19 awards $0.25M
• RUI equipment awards(Mostly
MRI program, 44% success)
Research Opportunity Awards
• Supplements to existing NSF
awards.
• Provide funding for faculty from
predominantly undergraduate
institutions to join the project.
• May be awarded without
external review.
HOW TO ARRANGE AN ROA
Excellent instructions for locating an
investigator who is doing NSF-supported
research in your area of interest are found on
the RUI/ROA webpage at:
http://www.nsf.gov.crssprgm/rui/start.shtm
Research Experiences for
Undergraduates (REU) - Sites
•
Goals:
–
–
•
Recruitment:
–
•
Initiate and conduct undergraduate researchparticipation projects
Create research environment with strong facultystudent interaction
Significant percentage of students from outside
host institution
Deadline:
–
September 15 of each year
REU - Supplements
•
Goal:
–
•
attract undergraduates into science by providing
an active research experience
Guidelines:
–
–
–
–
–
Add one or two students to an active ongoing
project
must be U.S. citizen or permanent resident
No indirect costs (administrative allowance of
25% of student stipend)
Awards 6K
Ask Program Officer about due dates
CHE REU AWARDS
Proposals
FY01
total
awards
funding rate
51
26
51 %
FY02
total
awards
funding rate
63
16
25 %
FY03
total
awards
funding rate
64
21
33 %
FY04
total
awards
funding rate
74
23
31%
REU Student
Diversity
2001
2002
2003
Total Students
650
658
663
Women
59 %
60 %
61 %
African Amer.
11 %
11 %
12 %
6%
6%
6%
Hispanic
Nat. Amer.
1%
1%
2%
Pac. Is.
1%
1%
1%
Chemistry REU Program FY01-04

International
– France (University of Florida)
– Thailand (Santa Clara University)

Multi-Institutional
– U. Idaho and Washington State
– Le Moyne College and SUNY-College of
Environmental Science and Forestry
– Juniata College, Macalester College, Trinity
University, Trinity College, St. Michael’s University,
and Northern Kentucky University
– Connecticut and Central Connecticut
Chemistry REU Program FY01-04

International
– France (University of Florida)
– Thailand (Santa Clara University)

Multi-Institutional
– U. Idaho and Washington State
– Le Moyne College and SUNY-College of
Environmental Science and Forestry
– Juniata College, Macalester College, Trinity
University, Trinity College, St. Michael’s University,
and Northern Kentucky University
– Connecticut and Central Connecticut
Chemistry Undergraduate
Research Centers
• Collaboration: new models and
partnerships to expand UG
research experiences
• Broadening UG research
opportunities: Reach large
numbers of 1st , 2nd yr students
• Enhance research capacity,
infrastructure and excellence in
UG education