National Science Foundation NSF Funding Opportunities for Rising Above the Gathering Storm Joan Prival Division of Undergraduate Education Directorate for Education and Human Resources National Science Foundation

Rising Above The Gathering Storm Energizing and Employing America for a Brighter Economic Future Committee on Prospering in the Global Economy of the 21 st Century National Academy of Sciences, National Academy of Engineering, and Institute of Medicine

Charge to the Committee “What are the top 10 actions, in priority order, that federal policy-makers could take to enhance the science and technology enterprise so that the United States can successfully compete, prosper, and be secure in the global community of the 21 st Century? What strategy, with several concrete steps, could be used to implement each of these actions?”

“Worrisome Indicators”  Fewer that one-third of US 4 th grade and 8 th grade students performed at or above proficient level in mathematics.  US 12 th graders performed below the international average for 21 countries on a test of general knowledge in mathematics and science.  In 2004, China graduated over 600,000 engineers, India 350,000, US 70,000.  In 2003, only three American companies ranked among the top 10 recipients of patents granted by the US Patent and Trademark Office.

National Science Foundation Teacher Quality  College graduates who became teachers had less rigorous academic preparation than those who did not go into teaching:  fewer rigorous academic courses in high schools  lower test scores at 12 th grade  lower SAT scores  Teacher subject matter knowledge is associated with student learning  In 2002, 20% of math teachers lacked certification in math; 29% lacked a college major or minor in math 23% of science teachers lacked a major or minor in subject they taught National Science Board (2006) Science and Engineering Indicators 2006

National Science Foundation Students in US Public Schools Taught by Teachers with No Major or Certification in the Subject Taught, 1999–2000 Discipline Grades 5-8 Grades 9-12 English58%30% Mathematics69%31% Physical Science 93%63% Biology45% Chemistry61% Physics67% Physical Education 19%19% SOURCE: National Center for Education Statistics Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching to Washington, DC: US Department of Education.

Recommendations Most Urgent:  10,000 Teachers, 10 Million Minds and K-12 Science and Mathematics Education  Sowing the Seeds through Science and Engineering Research

Recommendations Urgent:  Best and Brightest in Science and Engineering Higher Education  Incentives for Innovation and the Investment Environment

Recommendations 10,000 Teachers, 10 Million Minds Increase America’s talent pool by vastly improving K-12 science and mathematics education  Recruit 10,000 science and mathematics teachers by awarding 4-year scholarships to obtain STEM degree and teacher certification  Award grants to institutions to develop 4-year undergraduate programs leading to bachelor’s degrees in STEM disciplines and teacher certification

Recommendations Improving K-12 science and mathematics education  Strengthen the skills of 250,000 teachers through summer institutes, master’s programs, and Advance Placement and International Baccalaureate training programs  Increase the number of students taking AP and IB mathematics and science courses

Recommendations Best and Brightest in Science and Engineering Higher Education Best and Brightest in Science and Engineering Higher Education  25,000 4-year scholarships each year for undergraduates pursuing bachelor’s degrees in STEM  Portable graduate fellowships  Tax credits for continuing education for scientists and engineers  Revise visa policies to attract international students and scholars

National Science Foundation Realizing America’s Potential National Science Board, 2003 Undergraduate Education in Science and EngineeringUndergraduate Education in Science and Engineering Advanced Education in Science and EngineeringAdvanced Education in Science and Engineering Knowledge Base on the Science and Engineering WorkforceKnowledge Base on the Science and Engineering Workforce Precollege Teaching Workforce for Mathematics, Science, and TechnologyPrecollege Teaching Workforce for Mathematics, Science, and Technology US Engagement in the International Science and Engineering WorkforceUS Engagement in the International Science and Engineering Workforce

National Science Foundation Recommendation: Compensate teachers comparably to similarly trained S&E professionals.Compensate teachers comparably to similarly trained S&E professionals. Reinforce profession of teaching as an important and rewarding career; include teachers as an integral part of the scientific and engineering professionsReinforce profession of teaching as an important and rewarding career; include teachers as an integral part of the scientific and engineering professions Support classroom training and expedite teacher certification of scientists and engineers from other professionsSupport classroom training and expedite teacher certification of scientists and engineers from other professions Support in-service training to enhance classroom skills and subject matter expertiseSupport in-service training to enhance classroom skills and subject matter expertise Support programs in teacher preparation that integrate faculty and curricula of schools of engineering and science with schools of educationSupport programs in teacher preparation that integrate faculty and curricula of schools of engineering and science with schools of education In partnership with other stakeholders, the Federal Government should act now to attract ands retain an adequate cadre of well-qualified precollege teachers of mathematics, science, and technology.

National Science Foundation American Competitiveness Initiative NSF Role:  Investing in the generation of fundamental discoveries that produce valuable and marketable technologies  Providing world-class facilities and infrastructure that are essential to transform research and enable discovery  Preparing the nation’s scientific, technological, engineering,and mathematics workforce for the 21 st Century while improving the quality of math and science education in America’s schools

National Science Foundation FY 2007 Budget Request 7.9 % increase in NSF budget (2.5% increase in EHR)  Advancing the frontier  Broadening participation in the science and engineering enterprise  Providing world-class facilities and infrastructure  Bolstering K-12 education

National Science Foundation Robert Noyce Scholarship Program

National Science Foundation Noyce Scholarship Program Initiated by Act of Congress in 2002: To encourage talented mathematics, science, and engineering students to pursue teaching careers To encourage STEM professionals to become teachers

National Science Foundation Noyce Scholarship Program Funds provided to colleges and universities with strong teacher preparation programs to provide scholarships for prospective teachers Scholarships based on academic merit, consideration of financial need, and increasing the participation of minority populations in the teaching workforce

National Science Foundation Noyce Scholarship Program  High quality teacher preparation program  Support for new teachers  Must be an institutional priority  Must provide evidence of a strong partnership with school district

National Science Foundation Noyce Scholarship Program Support for undergraduate students: must be juniors or seniors majoring in science, technology, engineering, or mathematics Scholarships are up to $10,000 per year for two years Students must commit to teaching in a high need school district for two years for each year of scholarship support Students failing to meet service requirement must repay scholarship

National Science Foundation Noyce Scholarship Program Support for career-changers: Must be STEM professional enrolled in a teacher certification program Stipends of $10,000 for one year Recipients must commit to two years of service as a mathematics or science teacher at a high need school district Recipients failing to meet service requirement must repay scholarship

National Science Foundation Noyce Scholarship Program Projects include—  Recruitment strategies  Exemplary programs leading to certification  Requirement for 2-years of service in high need school district for each year of support  Mechanism for monitoring recipients and evaluating project

National Science Foundation Noyce Scholarship Program FY 2006 Solicitation Phase I: Institutions not previously funded under Noyce Scholarships and Stipends Award size up to $500,000 over 3-4 yrs.

National Science Foundation Noyce Scholarship Program FY 2006 Solicitation Phase II : Institutions previously funded under Noyce Scholarships and stipends plus longitudinal evaluation studies of previously supported cohorts of students ($500,000 max, up to 4 yrs) Monitoring and Evaluation only ($150,000 max, up to 3 yrs.

National Science Foundation Springboard to Success! San Diego State University DUE San Diego State University DUE PI: Kathleen Fisher PI: Kathleen Fisher   Partnering with 28 schools with low socioeconomic populations   Collaboration between SDSU Colleges of Science and Education and area school districts   Professional development workshops during student and teaching years   Action research to improve instructional practice

National Science Foundation Noyce Scholarship Program Award size: Up to $500,000 over 3-4 year durationAward size: Up to $500,000 over 3-4 year duration Available Funding in FY 2006: $8.7 millionAvailable Funding in FY 2006: $8.7 million Anticipated number of awards in FY 2006: 16Anticipated number of awards in FY 2006: 16 FY 2006 Deadlines: Letters of Intent (optional): February 28, 2006Letters of Intent (optional): February 28, 2006 Proposals: April 3, 2006Proposals: April 3, 2006

National Science Foundation NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM)

National Science Foundation S-STEM Program Goals:  Improved educational opportunities for students;  Increased retention of students to degree achievement;  Improved student support programs at institutions of higher education;  Increased numbers of well educated and skilled employees in technical areas of national need.

National Science Foundation S-STEM Program Provides funding to institutions of higher education to support scholarships for academically talented, financially needy students majoring in science and engineering disciplines. Expands CSEMS eligibility to include the biological sciences (except medicine and other clinical fields), physical sciences, mathematical sciences, computer and information sciences, the geosciences, and engineering, as well as technology areas associated with the preceding fields.

National Science Foundation S-STEM Program Maximum scholarship amount is increased to $10,000 per student per year, still limited by a student’s Federal financial need. The maximum NSF grant size is increased to $500,000 in total or $125,000 per year for up to four years, with an optional initial period of up to one year for planning. Instead of indirect costs, an institution may request up to 7% of the scholarship amount for administrative costs and up to 8% of the scholarship amount for student support costs. These costs are included in the maximum award amount.

National Science Foundation S-STEM Deadlines March 15, 2006: Letters of Intent (optional) April 12, 2006: Full Proposals

National Science Foundation New Solicitation: Math and Science Partnership (MSP ) Institute Partnerships: Teacher Institutes for the 21 st Century NSF

National Science Foundation Math and Science Partnership (MSP) Program Launched in FY 2002 as a key facet of the President’s NCLB vision for K-12 education Recognized as important research & development (R & D) effort at NSF for building capacity and integrating the work of higher education with that of K-12 to strengthen and reform mathematics and science education

National Science Foundation Math and Science Partnership (MSP) Program Key Features Partnership-driven, with significant engagement of faculty in mathematics, the sciences, and engineering Teacher quality, quantity, and diversity Challenging courses and curricula Evidence-based design and outcomes Institutional change and sustainability

National Science Foundation Math and Science Partnership (MSP) Program Comprehensive Partnerships (12) Targeted Partnerships (28) Institute Partnerships: Teacher Institutes for the 21 st Century (8) Research, Evaluation and Technical Assistance (RETA) projects (32)

National Science Foundation MSP – FY 06 Institute Partnerships: Teacher Institutes for the 21 st Century Focus on secondary science and elementary specialists in scienceFocus on secondary science and elementary specialists in science Development of school-based intellectual leaders and master teachers Research, Evaluation, and Technical Assistance: Focus on supporting the work of the Institute partnerships through research on leadership and development of tools for assessing growth in teacher knowledgeFocus on supporting the work of the Institute partnerships through research on leadership and development of tools for assessing growth in teacher knowledge Involve national disciplinary and professional societies in promoting STEM faculty work in K12 educationInvolve national disciplinary and professional societies in promoting STEM faculty work in K12 education

National Science Foundation Tufts UniversityEHR PI: Judah Schwartz Partnership between Tufts University, Malden Public Schools, and TERC 2-year graduate program for K-8 teachers Focuses on improving teachers’ understanding of physical phenomena Includes on-line courses, summer workshops, online discussions and data sharing Intensive work in participants’ schools

North Cascades and Olympic Science Partnership Western Washington University EHR PI: George Nelson   Targeted Partnership includes 4 community colleges and 26 rural school districts   Focus on science education in grades 3 –10   Curriculum showcases   Developing a preservice science course sequence for elementary teachers across all institutions   Teacher Leadership Academy   Preservice field experiences in Teacher Leaders’ classrooms   Recruitment through Scholarships, future teacher clubs, high school teaching academies

National Science Foundation Teacher Professional Continuum ( TPC)

National Science Foundation TPC Program Addresses critical issues and needs regarding the recruitment, preparation, enhancement, and retention of science, technology and mathematics (STM) teachers for grades K-12. Jointly managed by Division of Elementary, Secondary, and Informal Education and Division of Undergraduate Education

National Science Foundation TPC Funding Categories Research Studies Resources for Professional Development Conferences and Symposia

National Science Foundation Future Program ???? To be Determined ???? To be Determined Will incorporate aspects of TPC, IMD, CLT Watch NSF Website Watch NSF Website

National Science Foundation Objective: Increase the number of students (US citizens and permanent residents) pursuing associate and baccalaureate degrees in STEM fields STEP: S TEM Talent Expansion Program

National Science Foundation Type 1 Proposals: Implementation projects  Efforts to increase the number of STEM majors at the undergraduate level (associates or bachelors)  Goal is to increase the total STEM enrollment and degree attainment in STEM at the undergraduate level (associates or bachelors)  New numbers can not come from other STEM disciplines STEP

National Science Foundation Type 2 Proposals : Research  Educational research on associate or baccalaureate degree attainment in STEM  Identify the research questions  Implement the collection and analysis of data  Interpret the findings STEP

National Science Foundation Goal of projects must be to increase the total number of students at the institution(s) receiving such degrees across ALL STEM fields Collaborative programs among academic institutions to increase the number of pathways to STEM, or to improve articulation among programsCollaborative programs among academic institutions to increase the number of pathways to STEM, or to improve articulation among programs Programs that provide financial incentives to students entering and persisting in the study of STEMPrograms that provide financial incentives to students entering and persisting in the study of STEM Examples of STEP Projects

National Science Foundation Bridge programs: additional preparation for studentsBridge programs: additional preparation for students From high school to 2 year or 4 year schoolsFrom high school to 2 year or 4 year schools Between 1 st and 2 nd years of collegeBetween 1 st and 2 nd years of college Programs that focus on the quality of student learningPrograms that focus on the quality of student learning high-caliber teaching in smaller classeshigh-caliber teaching in smaller classes new pedagogical approachesnew pedagogical approaches training of teaching assistantstraining of teaching assistants Programs to encourage undergraduate researchPrograms to encourage undergraduate research Examples of STEP Projects

National Science Foundation 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 STEP

National Science Foundation Budgetary Limitations: Type 2 (Educational Research)Type 2 (Educational Research) $500,000 per year for 1-3 years One proposal per institution or Consortium for Type 1One proposal per institution or Consortium for Type 1 No restrictions on number of Type 2 proposalsNo restrictions on number of Type 2 proposals STEP

National Science Foundation Letter of Intent (Optional): August 15, 2006 Formal Proposals due : September 26, 2006 FY 2006 Funding: $25 million FY 2006 Funding: $25 million STEP Deadlines

National Science Foundation Course, Curriculum, and Laboratory Improvement (CCLI)

National Science Foundation CCLI 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.

Conducting Research on Undergraduate STEM Teaching and Learning Implementing Educational Innovations Creating New Learning Materials and Teaching Strategies Developing Faculty Expertise Assessing Learning and Evaluating Innovations Cyclic model for knowledge production and improvement of practice in undergraduate STEM education CCLI

National Science Foundation CCLI Project Phases Phase 1: Exploratory (1-3 yrs) Up to $150,000 $200,000 when 4-year & 2-year colleges collaborate Phase 2: Expansion Projects (2-4 yrs) Budget up to $200,000 Phase 3: Comprehensive Projects (3-5yrs) Budget up to $2,000,000

National Science Foundation Five Components of CCLI Projects include one or more of these components  Conducting Research on STEM Teaching & Learning  Creating Learning Materials and Teaching Strategies  Developing Faculty Expertise  Implementing Educational Innovations  Assessing Learning and Evaluating Innovations

National Science Foundation Three Types of Projects Three phases  Phase 1: Exploratory Projects  Phase 2: Expansion Projects  Phase 3: Comprehensive Projects Phases reflect the  Scope -- number of components of the cyclic model  Scale -- number of institutions, students and faculty  State -- maturity of the proposed innovationProgression  Phase 1 projects may lead to Phase 2 projects, etc.

National Science Foundation Phase 1: Exploratory Projects Phase 1: Exploratory Projects Budget: Up to $150,000 $200,000 when 4-year & 2-year schools collaborate Duration: 1 to 3 years Scope and Scale: One program component Limited number of students & faculty at one institution Expected Results: Contribute to the STEM education knowledge base Serve as basis for Phase 2 project

National Science Foundation Phase 2: Expansion Projects Budget: Up to $500,000 Duration: 2 to 4 years Scope and Scale: Build on smaller-scale proven ideas Two or more components of the cyclic model Diverse users in several settings Expected Results:Expected Results: Conclusive results Successful products and processes ready for wide distribution and commercialization Serve as basis for Phase 3 project

National Science Foundation Phase 3: Comprehensive Projects Budget: Up to $2,000,000 Duration: 3 to 5 years Scope and Scale: Combine proven results and mature products Several components of the cyclic model Involve several diverse institutions Expected Results:Expected Results: Evaluation activities deep and broad Demonstrate the impact -- many students and faculty -- wide range of institutions. Dissemination and outreach have national impact

National Science Foundation Important Features of Successful CCLI Projects  Quality, Relevance, and Impact  Student Focus  Use of and Contribution to the STEM Education Knowledge Base  STEM Education Community-Building  Expected Measurable Outcomes  Project Evaluation

Shocker Mindstorms: Engineering for Undergraduate Non-Engineers Using Lego Mindstorms Wichita State University DUE PI: Lawrence Whitman   To enhance understanding of engineering methods and concepts by non-engineering undergraduates, especially future K12 teachers   Adapting existing Lego materials to develop modules for six engineering disciplines   Evaluating changes in students’ knowledge and attitudes

Undergraduate Labs in Biological Physics University of Vermont DUE PI: Kelvin Chu$149,998   Creating labs in biophysics for undergraduates from Chemistry, Biology, Engineering, Mathematics, and Physics   Evaluating efficacy of inquiry-driven, case-study based labs   Visualization and simulation in Visual Python   Adapting models from other institutions

National Science Foundation Deadlines Phase 1 proposals: May 9 and 10, 2006 (depending on first letter in name of State) Phase 2 and Phase 3 proposals: January 10, 2007:

National Science Foundation