Transcript Writing a More Effective Proposal for the New CCLI

National Science Foundation
Update:
What’s New at DUE?
The 19th Biennial Conference on Chemical Education
Monday, July 31, 2006
Kathleen Parson (Chemistry)
Susan Hixson
Hal Richtol
Harry Ungar
Program Director
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Division of Undergraduate Education
NATIONAL SCIENCE FOUNDATION
2
DIVISION OF UNDERGRADUATE EDUCATION (DUE)
Selected Programs
CCLI
Course, Curriculum, and Laboratory
Improvement
S-STEM Scholarships in Science,
Technology,Engineering, and
Mathematics (formerly CSEMS)
STEP
STEM Talent Expansion Program
ATE
Advanced Technological Education
Robert Noyce Scholarship Program:
Scholarships for STEM Teacher Preparation
Stipends for STEM career changers
CCLI
Vision
Excellent STEM education for all undergraduate
students.
Goal
Stimulate, disseminate, and institutionalize
innovative developments in STEM education
through the production of knowledge and the
improvement of practice.
Our broadest, most innovative program
Increased Emphases in
New Solicitation
• Build on and contribute to the STEM
education knowledge base
• Build a community of scholars in STEM
education reform
• Identify project-specific measurable
outcomes
– Project management and evaluation
Deadlines
Phase 1 : May (?), 2007
Phase 2 & 3 : January 10, 2007
Send it in early!
Cyclic Model for Creating Knowledge and
Improving Practices in STEM Education
New Materials
and Strategies
Research on Teaching
and Learning
Assess
And
Evaluate
Increase
Faculty
Expertise
Implement
Innovations
Materials
Expertise
Research
Assess
Implement
Five Components
from the
Cyclic Model
Include one or more of these components
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Create learning materials and teaching strategies
Develop faculty expertise
Implement educational innovations
Assess learning and evaluate innovation
Conduct research on STEM teaching and
learning
Materials
Research
Assess
Expertise
Component 1
Implement
Create Learning Materials and
Teaching Strategies
New materials and tools
New methods and strategies
Revised materials and strategies
Materials
Expertise
Research
Assess
Component 2
Implement
Develop Faculty Expertise
• New Methods (e.g. web based)
• From short-term workshops to sustained
activities
• Foster new communities of practicing
educators
• Diverse group of faculty
• Cost-effective professional development
Materials
Expertise
Research
Assess
Component 3
Implement
Implement Educational Innovations
– Disseminate proven learning materials,
teaching strategies, or faculty-development
methods
• From CCLI projects or other sources
– Local adaptation and implementation projects
acceptable
• Include instrumentation to support such projects
• No cost sharing
Materials
Research
Assess
Expertise
Component 4
Implement
Assess Learning and
Evaluate Innovations
– Design and test new assessment and
evaluation tools and processes.
– Apply new and existing tools to conduct
broad-based assessments
• Must span multiple projects and be of
general interest
Materials
Research
Assess
Expertise
Component 5
Implement
Conduct Research on STEM Teaching and
Learning
• Synthesize previous results and theories
• Practical focus
• Testable new ideas
• Impact on STEM educational practices
• Publication: contribute to the knowledge
base
Three Sizes of Projects
• Phase 1
$150,000
+ $50,000
1 to 3 years
with community college partner
• Phase 2
$500,000
2 to 4 years
• Phase 3
$2,000,000
3 to 5 years
Phases Reflect
• Scope of the Project
– Number of components in the cyclic model
• Scale of the Project
– Number of institutions, students and faculty
• Maturity of the Project
– Phase 1 may lead to Phase 2, etc.
– Not required
Cyclic Model
New
Materials
and
Strategies
Research on
Teaching and
Learning
Assess
And
Evaluate
Increase
Faculty
Expertise
Implement
Innovation
Phase 1
• Scope and Scale:
– One program component
– Limited number of students & faculty at one
institution
• Expected Results:
– Contribute to the STEM education knowledge
base
– Can serve as basis for Phase 2 project
Phase 2
• Scope and Scale:
– Build on smaller-scale proven ideas
– Two or more components of the cyclic model
– Diverse users in several settings
• Expected Results:
– Conclusive results
• Successful products and processes ready for
wide distribution and commercialization
– Can serve as basis for Phase 3 project
Phase 3
Scope and Scale
– Combine proven results and mature products
– Several components of the cyclic model
– Involve several diverse institutions
Expected Results:
– Evaluation activities deep and broad
Demonstrate the impact -- many students and
faculty -- wide range of institutions.
– Dissemination and outreach have national impact
NSF’s outline
READ THE SOLICITATION!
• Goals, Objectives, and Outcomes
• Rationale: Reasons for doing it
• Project Plan: Clear description of what you want to do
• Evaluation: formative & summative
– How will you know whether you have accomplished your
goals & objectives?
• Dissemination
Examples of Phase I Awards:
•
•
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Otterbein College: DUE#0546710 Visual-Spatial Learning:
Development of an Interactive Web-Based Symmetry Tutorial
U of Alabama at Birmingham: DUE #0536039 POGIL in Preparatory
Chemistry
U MN Morris: DUE#0535763 Integration of Conducting Polymers
Across the UG Chemistry Curriculum
U of Detroit Mercy: DUE #0535943 AA Spectroscopy for
Interdisciplinary Environmental Studies
Loyola U – New Orleans: DUE#0535957 Greening the Chemistry
Laboratory Curriculum at LU/NO
Texas A&M: DUE#0536673 Anchoring Organic Chemistry in Broad
Context
Everett CC: DUE#0535624 Addition of Low-Field FT-NMR and FT-IR
Spectroscopy for the Enhancement of the Chemistry Laboratory
Curriculum
Award Abstracts are available on the DUE web site.
S-STEM
Scholarships
Science, Technology,
Engineering, and Mathematics
An enlarged version of CSEMS
• Awards to colleges and universities to
provide scholarships to their students
• Scholarships are part of a project to
attract, retain, and place students. The
goal is to increase the number and
quality of graduates in the sciences
• Promotes learning communities
Student requirements
• US Citizen or permanent resident
• Eligible for need-based Federal financial aid
• Enrolled in a program leading to a degree in
one of the STEM disciplines
• Degree may be Associate, Bachelors, or
Graduate
• Full-time enrollment
• Demonstrate academic ability or potential
• Scholarship may be for up to $10,000 per
year, depending on financial need
Proposal
• PI is faculty member in one of the STEM
disciplines
• Others involved include faculty, financial aid,
and student support staff
• Plan for selecting students and managing
project
• Plan for using existing support student
structures or creating new ones
• Plan for evaluating success of project
Budget
• $125,000 per year for up to 4 years =
$500,000 maximum award
• No indirect costs
– Allowance of 8% for student support costs
– 7% for administrative costs
• About 110 grants each year
• Due Date – April (?), 2007
STEM Talent
Expansion Program
STEP:
•
Types of Proposals:
– Type 1 (10 to 20 awards) –
• strategies to increase student numbers
• New numbers cannot come from other disciplines
– Type 2 (1 to 3 awards) – research on degree attainment
in STEM
•
Program Deadline:
– Letter of Intent:
– Proposal Due Date:
August 15, 2006
September 26, 2006
STEM Talent
Expansion Program
STEP:
• Outcomes expected:
Description of activities institutionalized
from project
Plan for continuing efforts to increase
number of STEM students
Evaluation of progress
Dissemination of project results to
broader community
STEM Talent
Expansion Program
STEP:
• Budgetary Limitations:
• Type 1 (Implementation)
– $500 K for 5 years for up to 5,000 undergrad students
– $1.0 M for 5 years for 5,000-15,000 undergrad students
– $2.0 M for 5 years for >15,000 undergrad students
• Type 2 (Educational Research)
– $500 K per year for 1-3 years
• One proposal per institution
(can be a partner on only one proposal)
• $25 million available in 2005
Award Supplement Opportunities
 Research Experiences for Teachers (RET)
 Research Experiences for Undergraduates (REU)
 Research Opportunity Awards (ROA)
 Research Assistantships for Minority High School

Students (RAMHSS)
 Informal Science Education Supplements
 International Research and Education Supplements
 Facilitation Award for Scientists and Engineers with
Disabilities
Information and Inquiries
• DUE Information System
Email
Phone
Fax
•
[email protected]
703-292-8670
703-292-9015
DUE Web Site
• http://www.nsf.gov/div/index.jsp?div=DUE
• Create a “MyNSF” – personalized alert service
• DUE Mailing Address
•
NSF, Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230
VOLUNTEER TO REVIEW PROPOSALS!
CONTACT A PROGRAM OFFICER – SEE DUE WEB SITE!