Leveraging Authentic Teaching and Research Practices for Successful NSF and NIH Proposals Session begins at 1PM ET/12PM CT/11AM MT/10AM PT. Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. What experience do you have writing proposals? Respond below with the textbox tool (4 th icon on the vertical toolbar to the left) Featuring: Wendi Heinzelman Dean of Graduate Studies Professor of Electrical and Computer Engineering University of Rochester Beth Olivares Dean for Diversity Initiatives University of Rochester

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Successful NIH and NSF Proposals: Broadening Participation Wendi Heinzelman Beth Olivares Arts, Sciences & Engineering Wendi Heinzelman Beth Olivares Arts, Sciences & Engineering

NSF: Broadening Participation “Among the core values enunciated in the strategic plan of the NSF is being broadly inclusive: seeking and accommodating contributions from all sources while reaching out especially to groups that have been underrepresented.” (Framework for Evaluating Impacts for Broadening Participation, 2009) “Among the core values enunciated in the strategic plan of the NSF is being broadly inclusive: seeking and accommodating contributions from all sources while reaching out especially to groups that have been underrepresented.” (Framework for Evaluating Impacts for Broadening Participation, 2009)

“NSF programs are available to increase the participation of individuals from underrepresented groups in all levels of the STEM educational system and workforce. Researchers and educators seeking NSF funding may propose nondiscriminatory, nonexclusive strategies to broaden the participation of individuals who belong to underrepresented groups, e.g., Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians and other Pacific Islanders, and Persons with Disabilities. It should be noted that, among the many fields of STEM, identification of a particular group as underrepresented may vary by discipline (e.g., women are underrepresented in some fields). PIs and NSF staff are encouraged to familiarize themselves with the available data when developing and justifying strategies for broadening participation.” (Integrating Diversity into NSF Programs, Projects and Activities, 1999) “NSF programs are available to increase the participation of individuals from underrepresented groups in all levels of the STEM educational system and workforce. Researchers and educators seeking NSF funding may propose nondiscriminatory, nonexclusive strategies to broaden the participation of individuals who belong to underrepresented groups, e.g., Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians and other Pacific Islanders, and Persons with Disabilities. It should be noted that, among the many fields of STEM, identification of a particular group as underrepresented may vary by discipline (e.g., women are underrepresented in some fields). PIs and NSF staff are encouraged to familiarize themselves with the available data when developing and justifying strategies for broadening participation.” (Integrating Diversity into NSF Programs, Projects and Activities, 1999)

NIH and Diversity “The NIH recognizes a unique and compelling need to promote diversity in the biomedical, behavioral, clinical and social sciences workforce. The NIH expects efforts to diversify the workforce to lead to the recruitment of the most talented researchers from all groups; to improve the quality of the educational and training environment; to balance and broaden the perspective in setting research priorities; to improve the ability to recruit subjects from diverse backgrounds into clinical research protocols, and to improve the Nation’s capacity to address and eliminate health disparities.”

NIH “NRSA training programs require all applicants to submit a recruitment and retention plan to enhance diversity. New applications must include such a plan and may wish to include data in support of past accomplishments. Renewal applications also must include a detailed account of experiences in recruiting individuals from underrepresented groups during the previous funding period.” (NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards-SubPart B, October 2013) “NRSA training programs require all applicants to submit a recruitment and retention plan to enhance diversity. New applications must include such a plan and may wish to include data in support of past accomplishments. Renewal applications also must include a detailed account of experiences in recruiting individuals from underrepresented groups during the previous funding period.” (NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards-SubPart B, October 2013)

National Need Economic projections point to a need for approximately 1 million more STEM degree recipients than the U.S. will produce at the current rate over the next decade if the country is to retain its historical preeminence in science and technology. The U.S. will need to increase the number of students who earn STEM degrees by about 34% annually over current rates (~300,000 STEM bachelor and associate degrees annually). Fewer than 40% of students who enter college intending to major in a STEM field complete a STEM degree. Many of those who abandon STEM perform well in their introductory courses and would make valuable additions to the workforce. Economic projections point to a need for approximately 1 million more STEM degree recipients than the U.S. will produce at the current rate over the next decade if the country is to retain its historical preeminence in science and technology. The U.S. will need to increase the number of students who earn STEM degrees by about 34% annually over current rates (~300,000 STEM bachelor and associate degrees annually). Fewer than 40% of students who enter college intending to major in a STEM field complete a STEM degree. Many of those who abandon STEM perform well in their introductory courses and would make valuable additions to the workforce.

National Need Many students, and particularly members of groups underrepresented in STEM fields, cite an unwelcoming atmosphere from faculty as a reason for their departure. A large body of research indicates that STEM retention can be substantially improved through a diversification of teaching methods. These data show that evidence based and hands-on teaching methods are especially effective in reaching women and members of minority groups. (Engage to Excel, 2012) Many students, and particularly members of groups underrepresented in STEM fields, cite an unwelcoming atmosphere from faculty as a reason for their departure. A large body of research indicates that STEM retention can be substantially improved through a diversification of teaching methods. These data show that evidence based and hands-on teaching methods are especially effective in reaching women and members of minority groups. (Engage to Excel, 2012)

Why does it matter? You as a scientist can have an impact on the diversity and participation of marginalized students! Connecting your work to on-going programs provides with infrastructure and resources to ensure the success of your project (student selection, tracking, evaluation, etc.). Locating your plan within appropriate national and local contexts and within your institution’s educational mission (e.g. with respect to retention, student migration out of STEM, degree attainment, participation in research, etc.) ensures that the broader impacts of your scientific endeavors are both ambitious and attainable. You as a scientist can have an impact on the diversity and participation of marginalized students! Connecting your work to on-going programs provides with infrastructure and resources to ensure the success of your project (student selection, tracking, evaluation, etc.). Locating your plan within appropriate national and local contexts and within your institution’s educational mission (e.g. with respect to retention, student migration out of STEM, degree attainment, participation in research, etc.) ensures that the broader impacts of your scientific endeavors are both ambitious and attainable.

How have you participated in broader impacts? What projects are you aware of in your department?

K-12 Outreach  Pre college programs  Admissions, sometimes elsewhere in the institution  STEM Days, FIRST Robotics, etc  Upward Bound and Upward Bound Math/Science  Summer program (July-August)  Year round academic year programs  Opportunities include:  Short summer courses  Demonstrations  Shadowing experiences  Science museums  Pre college programs  Admissions, sometimes elsewhere in the institution  STEM Days, FIRST Robotics, etc  Upward Bound and Upward Bound Math/Science  Summer program (July-August)  Year round academic year programs  Opportunities include:  Short summer courses  Demonstrations  Shadowing experiences  Science museums

Undergraduate outreach and education  Research experiences:  REU  McNair  Other  Independent study courses  Retention work (workshops, study groups, summer courses, pre-freshman experience)  Research experiences:  REU  McNair  Other  Independent study courses  Retention work (workshops, study groups, summer courses, pre-freshman experience)

Graduate outreach  Targeted recruitment  Preparing future faculty  CIRTL  What exists on your campus?  Targeted recruitment  Preparing future faculty  CIRTL  What exists on your campus?

Activity  Consider a potential plan for an upcoming competition. Choose one thing, and given the context of the institution you are in, what would that one thing be?  What resources do you have access to?  Who can you connect with?  Consider a potential plan for an upcoming competition. Choose one thing, and given the context of the institution you are in, what would that one thing be?  What resources do you have access to?  Who can you connect with?

Successful plans include:  Some budget allocation: we deliver on budgeted commitments  Understanding of institutional priorities and realities  Building on (improving and expanding) extant resources and infrastructure  Clear statements of potential impact and means of assessing outcomes  Some budget allocation: we deliver on budgeted commitments  Understanding of institutional priorities and realities  Building on (improving and expanding) extant resources and infrastructure  Clear statements of potential impact and means of assessing outcomes

Successful plans avoid:  Insufficient plans  I will train graduate students; I will incorporate my research into my course; etc.  These things are expected of all researchers  Overly ambitious/unrealistic plans  Without institutional support or necessary infrastructure, these will most likely fail and reviewers know it!  Plans that are repeated without evidence of impact  Program managers do note when broader impact goals are not met and will reject proposals accordingly  Plans without attached budget  Budget for the effort shows real commitment  Plans without evaluation  As with research, you need to be able to measure impact  Insufficient plans  I will train graduate students; I will incorporate my research into my course; etc.  These things are expected of all researchers  Overly ambitious/unrealistic plans  Without institutional support or necessary infrastructure, these will most likely fail and reviewers know it!  Plans that are repeated without evidence of impact  Program managers do note when broader impact goals are not met and will reject proposals accordingly  Plans without attached budget  Budget for the effort shows real commitment  Plans without evaluation  As with research, you need to be able to measure impact

Final thoughts?