1 Selected NSF Programs in Undergraduate STEM Education Richard A. Aló, Ph. D. Program Director Division of Undergraduate Education National Science Foundation June 20, 2011 Transforming Undergraduate Biomedical Education: Revisiting Bio 2010 Conference Houston Research Education and Career Horizon (REACH) Institutional Research and Academic Career Development Awards (IRACDA) Conference

2 Selected Programs in DUE/EHR/NSF Transforming Undergraduate Education in STEM TUES: NSF Faculty Early Career Development Program CAREER: NSF Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring PAESMEM: NSF 11-xxx STEM Talent Expansion Program- STEP: NSF (Old) Scholarships in STEM S-STEM: NSF

National Science Foundation “NSF invests in the best ideas generated by scientists, engineers and educators working at the frontiers of knowledge, and across all fields of research and education. Our mission, vision and goals are designed to maintain and strengthen the vitality of the U.S. science and engineering.” National Science Foundation Investing in America’s Future Strategic Plan FY

The NSF Structure

Organization of EHR Directorate Directorate of Education & Human Resources (EHR) Division of Graduate Education (DGE) Division of Undergraduate Education (DUE) Division of Human Resource Development (HRD) Division of Research on Learning in Formal & Informal Settings (DRL)

6 TUES Transforming Undergraduate Ed in STEM Translating Learning Theory into Practice Our broadest, most innovative program 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.

Program Mirrors Learning Theory Learner-Centered- learning begins with experience, knowledge, interest and motivation that learner brings to the setting. Knowledge-Centered- problems can only be solved if students have a solid knowledge base from which they can draw Community-Centered- Learning is usually more effective when it occurs within a community, where people can exchange ideas and receive feedback from other interest participants. Assessment to support Learning- For quality of Learning to improve, there must be mechanisms in place to determine just how effective the teaching strategies are. 7 New Challenges, New Strategies: Building Excellence in Undergraduate STEM education, AAAS 2010

8 TUES: Four Project Types Maximum Award Sizes Type 1 $200,000 duration: 1 to 3 years (+ $50,000 with community college partner) Type 2 $600,000 duration: 2 to 4 years Type 3 $5,000,000 duration: 3 to 5 yrs (5 if max reqst) Central Resource Projects: yrs leadership & implementation work to increase impact of TUES

9 TUES Choice of Type Reflects Scale of the Project  Number of institutions, students and faculty Maturity of the Project (Stage)  Phase 1 may lead to Phase 2, etc.  But prior CCLI or TUES funding is not required Scope of the Project  Defined by number of components, based on our view of the cyclic nature of educational innovation

10 TUES For Example, Type 1 reflects Scope and Scale:  One or two program components  Limited number of students & faculty at one institution Expected Results:  Contribute to understanding of effective STEM education, typically by exploring new ideas  Can serve as basis for Type 2 project  Often motivated by an interest to apply for Type 2 later

11 TUES: Types of projects Integrate new instrumentation or equipment into under- graduate laboratories or field work Develop materials that use a new instructional approach embodying current understanding of how students learn Introduce content from new research into existing course Explore the practical aspects of using remote laboratories Develop an instrument to assess students’ knowledge Provide courses needed for efficient, seamless transfer from 2-yr to 4-yr colleges in partnership with other instant Explore or pilot internet-based approaches for faculty professional development Develop interdisciplinary courses on public issues

12 TUES Types Reflect Scale of the Project  Number of institutions, students and faculty Maturity of the Project (Stage)  Type 1 may lead to Phase 2, etc.  But prior CCLI funding is not required Scope of the Project  Defined by number of components, based on our view of the cyclic nature of educational innovation

13 Cyclic Model for Creating Knowledge and Improving Practices in STEM Education Research on Teaching and Learning Implement Innovations New Materials and Strategies Increase Faculty Expertise Assess And Evaluate

14 Five Components from the Cyclic Model Include one or more of these components Create learning materials and teaching strategies Develop faculty expertise Implement educational innovations (not adoption) Assess learning and evaluate innovation Conduct research on STEM teaching and learning Research Implement Materials Expertise Assess

15 Component 1 Create Learning Materials and Teaching Strategies New materials and tools New methods and strategies Revised materials and strategies Adapt and implement Research Implement Materials Expertise Assess

16 TUES: Over time, we have increased our emphasis on Building on and contributing to the literature on effective STEM education Building a community of scholars in STEM education reform Identifying project-specific measurable outcomes  Project management and evaluation

17 TUES Deadlines Deadline For Type 1  May 26, 27, 2011 (check website for days) Deadline For Type 2 and 3, and Central Resource Projects  January 13, 2012

Faculty Early Development (CAREER) Program Foundation-wide activity supporting junior faculty who exemplify role of teacher-scholars through outstanding research, excellent education and the integration of education/ research. Proposed activities build a firm foundation for lifetime leader role in integrating education/ research. 600 awards/year Min. $400,000 for 5 yrs except in BIO and Polar Programs min is $500,000 for 5 years Funding includes PI salary, grad/undergrad student support, summer salary, travel, education/outreach activities, evaluator/consultant expenses 18

Faculty Early Development (CAREER) Program Submission by IHEs, non Profits, labs etc June Deadlines varying by Discipline PI must  Hold a doctoral degree by the deadline date  Oct 1 following the deadline  Be untenured  Be employed in a tenure-track (or equivalent) position as assistant professor ( equivalent) at accredited IHE institution or non profit, museum, research lab etc.  Have No previous CAREER award 19

Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring A White House Initiative on behalf of President of the United States Identify outstanding mentoring efforts that enhance participation of groups (women, minorities, disabled) that are underrepresented in STEM Awardees serve as leaders in national effort to develop fully nation’s human resources in STEM Must have demonstrated outstanding and sustained mentoring and effective guidance to a significant number underrepresented students at K-12, undergraduate, graduate, postdoctoral levels for minimum of five years. 20

Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring Awardees may be an individual or organization From academia, industry, government Awardees $10, Honorarium Invited to Washington for Awards Ceremony with the President of USA Recognition Events Meetings with Leaders in Federal Sector education and resea rch Focused workshops addressing effective mentoring 21

22 STEP STEM Talent Expansion Program [STEM = Science, Technology, Engineering, and Mathematics ]

23 STEP Basic Goals Increase the number of students ( U.S. citizens or permanent residents ) in STEM Increase associate’s / bachelor’s degs  ( established or emerging STEM fields ) Community colleges get credit for transfers to 4- year STEM programs NSF , Letter of Intent due August 17, 2010 Full Proposal September 28, 2010

24 Maximum Support Levels – Enrollment based  $500 K for 5 years for 1- 5,000 FTE undergrads  $1.0 M for 5 years for 5,001-15,000 undergrads  $2.0 M for 5 years for >15,000 undergrads One proposal per institution (can be a partner on only one proposal) STEP Budget $28 million expected in FY awards expected STEP

25 STEP Some features of good proposals Focus on Recruitment and Retention  Set up numerical targets for each; pipeline model Usually more than one STEM discipline included  avoid reducing majors in other STEM majors STEM Faculty are PIs Strong administrative support plus buy- in from key departments.

26 Successful projects might provide: Bridge programs that enable additional preparation for students from HS or community colleges Programs to improve the quality of student learning Peer tutoring, learning communities new pedagogical approaches (e.g. mastery learning, active learning, SENCER courses) Programs to encourage undergraduate research Student support mechanisms STEP

27 Outcomes expected: Description of activities that will be institutionalized from the project Plan for continuing efforts to increase number of STEM students & graduates Formative assessment of progress towards goals Dissemination of project results to broader community STEP

28 S-STEM NSF Scholarships in Science, Technology, Engineering, & Math  Goal: Provides funds to institutions to provide scholarships to academically talented, but financially needy, students  Students can be pursuing associate, baccalaureate, or graduate degrees  Scholarships can be up to $10,000/yr - up to 4 yrs within the limits of students official level of need. (They can be less than $10K and less than 4 yrs)

29 S-STEM Deadlines S-STEM Deadlines  Optional Letter of Intent: July 13, 2011  Proposal Deadline: Aug 11, 2011

30 S-STEM Major Features of Program  Most STEM disciplines are eligible - except Social & Behavioral sciences  Grant size - max $600,000 (4 s-ship yrs), (up to 7% can be spent for admin costs and up to 8% for student support services)  One proposal per constituent school or college that awards STEM degrees (e.g. school of eng, college of arts & sciences)  Est.: $50 to $70 million available in FY’09

31 S-STEM Special program features PI must be member of STEM faculty S-ships to “natural” cohorts of students S-STEM students are full time & are US Citizens, Residents, Nationals, or refugees Institution must provide some student support structures Optional enhancements: research opportunities, tutoring, internships, etc.

32 Thank you Familia Alό, Christmas 2010,