“NSF’s Division of Undergraduate Education: Funding Opportunities for Division of Undergraduate Education (DUE) “NSF’s Division of Undergraduate Education: Funding Opportunities for Community Colleges” League For Innovations March 30, 2010 Eun-Woo Chang, ewchang@nsf.gov Linnea Fletcher, lafletch@nsf.gov Program Directors Division of Undergraduate Education National Science Foundation

Division of Undergraduate Education (DUE) Caution Most of the information presented in this talk represents the opinions of the individual program officers and is not an official NSF position.

www.nsf.gov

“EHR’s Mission is to promote the development of a diverse and well-prepared workforce of scientists, engineers, mathematicians, educators, and technicians and a well informed citizenry who have access to the ideas and tools of science and engineering.”

NSF Structures

Two-Year College Snapshot* Division of Undergraduate Education (DUE) Two-Year College Snapshot* Number and Type of Colleges: Total: 1195 Public: 987 Independent: 177 Tribal: 31 Enrollment: Total: 11.5 million Credit: 6.5 million Non-Credit: 5.0 million Full-time: 41% Part-time: 59% *National profile of community colleges: Trends and statistics (4th ed.), 2005

Two-Year College Snapshot * Division of Undergraduate Education (DUE) Two-Year College Snapshot * Demographics: Average age: 29 First-generation: 39% single parent: 17% Community College students constitute the following percentage of undergraduates: All undergraduates: 46% Black: 46% Native American: 55% Hispanic: 55% Asian/Pacific Islander: 46% First-time freshmen: 41% *National profile of community colleges: Trends and statistics (4th ed.), 2005

Division of Undergraduate Education (DUE) The Role of Community Colleges in the Education of Recent Science and Engineering Graduates * 44% of all S & E 1999 and 2000 graduates with a bachelor’s or master’s degree attended a community college (more than 50% of the bachelors and 35% of the masters) * 51% of Hispanic bachelor’s and masters graduates and 18% of the Hispanic Ph.D.s attended a community college * 62% of female graduates and 51% of male graduates who had children attended a community college * 42% of the graduates who had a GPA between 3.75 and 4.00 attended a community college

NSF Budget Education and Human Resources (EHR): Division of Undergraduate Education (DUE) NSF Budget Education and Human Resources (EHR): FY 2009 (Actual) $845 Million FY 2010 (Estimate) $873 Million FY 2011 (Requested) $892 Million Division of Undergraduate Education (DUE): FY 2009 (Actual) $283 Million FY 2010 (Estimate) $292 Million FY 2011 (Requested) $290 Million *Note: Extra $75-100 Million from H-1B visa fees employers pay to obtain a visa for a foreign high-tech worker to fund the S-STEM program.

Division of Undergraduate Education (DUE) NSF Budget * American Recovery and Reinvestment Act (Stimulus) fund of 2009 for DUE - NOYCE Scholarship Program: 60 M - Math and Science Partnership Program: 25 M

Selected Programs in DUE Division of Undergraduate Education (DUE) Selected Programs in DUE FY2009 FY2010 FY2011 (Actual) (Estimate) (Requested) ATE $52 $64 $64 TUES/CCLI $66 $63 $61 STEP $29 $30 $30 S-STEM $75-100 /year from H1B visa fee NOYCE $115 $55 $55 MSP $86 $58 $58 *(in Million)

NSF support for two-year college projects (FY 2006-2008) Division of Undergraduate Education (DUE) NSF support for two-year college projects (FY 2006-2008) FY2006 FY2007 FY2008 Program Award # ($) ATE 128 (44M) 119 (50M) 151 (50M) CCLI 5 (0.6M) 9 (1.5M) 19 (2.0M) S-STEM 34 (17.8M) 25 (19M) 35 (16M) STEP 4 (2.8M) 7 (5M) 4 (2.1M) MSP - 2 (0.58M) Noyce 1 (0.24M) 0 (0) Total DUE 172 (66M) 160 (75M) 212 (71M) Total NSF 218 (82M) 212 (91M) 278(101M)

The Unconventional Way of Repairing

Division of Undergraduate Education (DUE) Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES)   Course, Curriculum, and Laboratory Improvement (CCLI) Program Solicitation NSF 10-544

CCLI Vision Excellent STEM education for all undergraduate students Division of Undergraduate Education (DUE) 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. * Most comprehensive program

CCLI Supports efforts that Division of Undergraduate Education (DUE) CCLI Supports efforts that - Bring advances in STEM disciplinary knowledge into curriculum - Create or adapt learning materials and teaching strategies - Develop faculty expertise Promote widespread implementation of educational innovations Prepare future K-12 teachers Enhance our understanding of how students learn STEM topics Enhance our understanding how faculty adopt instructional approaches Build capacity for assessment and evaluation Further the work of the program itself

CCLI Program especially encourages projects that: Division of Undergraduate Education (DUE) CCLI Program especially encourages projects that: - Have potential to transform undergraduate STEM education - Produce widespread adoption of classroom practices based on how students learn - Explore cyberlearning

Division of Undergraduate Education (DUE) NOTE: Instrumentation and equipment requests are appropriate - based on learning impact

Division of Undergraduate Education (DUE) TUES vs CCLI Title changed to emphasize the special interest in projects that have the potential to transform undergraduate STEM education  * Review criteria modified to emphasize the desire for projects that - Propose materials, processes, or models that have the potential to -Enhance student learning and -Be adapted easily by other sites - Involve a significant effort to facilitate adaptation at other sites

TUES Project Components Division of Undergraduate Education (DUE) TUES Project Components * Creating Learning Materials and Strategies: -Guided by research on teaching and learning -Incorporate and be inspired by advances within the discipline * Implementing New Instructional Strategies: -Contribute to understanding on how existing strategies -Can be widely adopted -Are transferred to diverse settings -Impact student learning in diverse settings

TUES Project Components Division of Undergraduate Education (DUE) TUES Project Components * Developing Faculty Expertise: - Enable faculty to acquire new knowledge and skills in order to revise their curricula and teaching practices - Involve a diverse group of faculty * Assessing and Evaluating Student Achievement: - Develop and disseminate valid and reliable tests of STEM knowledge - Collect, synthesize, and interpret information about student understanding, reasoning, practical skills, interests, attitudes or other valued outcomes

TUES Project Components Division of Undergraduate Education (DUE) TUES Project Components Conducting Research on Undergraduate STEM Education: - Explore how -Effective teaching strategies and curricula enhance learning and attitudes, -Widespread practices have diffused through the community -Faculty and programs implement changes in their curriculum

TUES Suggested Questions for Intellectual Merit Division of Undergraduate Education (DUE) TUES Suggested Questions for Intellectual Merit Will the project Produce one or more of the following: 1) Exemplary materials, processes, or models that enhance student learning and can be adopted by other sites 2) Important findings related to student learning? - Build on existing knowledge about STEM education? - Have explicit and appropriate expected measurable outcomes integrated into an evaluation plan? - Include an evaluation effort that is likely to produce useful information? Institutionalize the approach at the investigator's college or university as appropriate for the Type NOTE: Oversized type indicates changes from CCLI solicitation

TUES Suggested Questions for Broader Impacts Division of Undergraduate Education (DUE) TUES Suggested Questions for Broader Impacts Will the project - Involve a significant effort to facilitate adaptation at other sites? - Contribute to the understanding of STEM education? - Help build and diversify the STEM education community? - Have a broad impact on STEM education in an area of recognized need or opportunity? - Have the potential to contribute to a paradigm shift in undergraduate STEM education? NOTE: Oversized type indicates changes from CCLI solicitation

Project Types Type 1: Total budget up to $200,000 for 2 to 3 years Division of Undergraduate Education (DUE) Project Types Type 1: Total budget up to $200,000 for 2 to 3 years $250,000 when 4-year and 2-year schools collaborate Type 2: Total budget up to $600,000 for 2 to 4 years Type 3: Budget negotiable -- not to exceed $5M over 5 years Central Resource Projects: Budget negotiable Small focused workshop projects -- 1 to 2 years & up to $100,000 Large scale projects -- 3 to 5 years & $300,000 to $3M

Proposal Deadlines * For Type 1: Division of Undergraduate Education (DUE) Proposal Deadlines * For Type 1: May 26-27, 2010 May 26-27, 2011 May 28-29, 2012 * For Type 2 and 3 and Central Resource Project: January 14, 2011 January 13, 2012 January 14, 2013 Note: Central Resource Project proposals for small focused workshops can be submitted at any time after consulting with a program officer

Advanced Technological Education Division of Undergraduate Education (DUE) Advanced Technological Education (ATE) PROGRAM SOLICITATION NSF 10-539

Division of Undergraduate Education (DUE) *Goal: Educate technicians for the high-tech fields that drive our nation’s economy *Sample activities: - Curriculum development - Faculty professional development - Building career pathways

Division of Undergraduate Education (DUE) ATE is in its 16th year of funding community colleges, having started with the Science and Advanced Technology Act of 1992 (SATA). FY2010 Preliminary Proposals April 22, 2010 Formal Proposals October 21, 2010

ATE Institution Requirements Division of Undergraduate Education (DUE) ATE Institution Requirements Focus is on two-year colleges All proposals are expected to include one or more two-year colleges in leadership roles - A consortium of institutions may also apply

ATE Tracks *Projects - Program improvement Division of Undergraduate Education (DUE) ATE Tracks *Projects - Program improvement - Professional development for educators - Curriculum and educational materials development - Teacher preparation - Small grants to new awardees

Division of Undergraduate Education (DUE) Small grants - Focus on community colleges that have little or no previous ATE grant experience - Designed to stimulate implementation, adaptation, and innovation in technological education

ATE Tracks ATE Centers - National Centers of Excellence Division of Undergraduate Education (DUE) ATE Tracks ATE Centers - National Centers of Excellence - Regional Centers of Excellence - Resource Centers * Targeted research on technician education

Typical ATE award sizes Division of Undergraduate Education (DUE) Typical ATE award sizes - Project Grants: Up to $300K/year for 3 years (45) - Small Grants: Up to $150K (15) - National Centers: $5M for 4 years (2) - Regional Centers: $3M for 3 years (3) - Planning Grants for Centers: $70K - Resource Centers: $1.6M for 4 years (4) - Targeted Research: Up to $300K for 4 years (5-8)

ATE Professional Development Opportunities Division of Undergraduate Education (DUE) ATE Professional Development Opportunities Go to www.TeachingTechnicians.org - Now over 100 professional development opportunities

Number of Awards per State in ATE’s 16 Year History Total number of Awards (865) 9 30 WASHINGTON 6 MAINE 3 MONTANA 5 NORTH DAKOTA 18 MINNESOTA 2 VT. 7 N.H. 25 OREGON 19 WISCONSIN 62 MA. 2 IDAHO 4 SOUTH DAKOTA 47 NEW YORK 2 WYOMING 16 MICHIGAN 14 CT. 16 PENNSYLVANIA 1 R.I. 23 IOWA 16 N.J. 7 NEBRASKA 3 NEVADA 42 OHIO 2 DEL. 28 ILLINOIS 8 INDIANA 2 UTAH 15 COLORADO 2 W.V. 26 MD. 22 VIRGINIA 6 MISSOURI 3 KANSAS 20 D.C. 18 KENTUCKY 99 CALIFORNIA 18 NORTH CAROLINA 18 TENNESSEE 7 OKLAHOMA 21 ARIZONA 4 ARKANSAS 22 S.C. 16 NEW MEXICO 9 GEORGIA 12 MISS. 15 ALABAMA 53 TEXAS 3 LOUISIANA 3 ALASKA 32 FLA. 3 PUERTO RICO HAWAII

ATE Centers of Excellence (36) National Center Regional Center Resource Center

Division of Undergraduate Education (DUE)

Foci of ATE Awards FY 96-06 2007 2008 Biotechnology 47 5 8 Chemical Technology/Pulp & Paper/Environmental 58 3 1 Multidisciplinary/Institution Reform 43 4 2 Electronics/Microelectronics/Nanotech/Mechatronics/Lasers 23 7 Other Engineering Technology 75 10 Geospatial (GIS/GPS/Surveying) 28 Manufacturing 92 Math/Physics/Computational Science/Core 40 Computer/Information Systems/Cybersecurity/Telecommunications 139 Marine/Agriculture/Aquaculture/Natural Resources/Viticulture 20 Teacher Preparation 34 Multimedia Energy Technology 6 9 Research/Evaluation Recruitment/Retention Totals 614 54 69 Foci of ATE Awards

PROGRAM SOLICITATION NSF 08-569 Division of Undergraduate Education (DUE) Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) PROGRAM SOLICITATION NSF 08-569

Division of Undergraduate Education (DUE) STEP Goal To increase the number of students (U.S. citizens or permanent residents) RECEIVING associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM)

Division of Undergraduate Education (DUE) STEP Tracks Type 1: Implement strategies that will increase the number of students obtaining STEM degrees Type 2: Conduct research on factors affecting associate or baccalaureate degree attainment in STEM

STEP - Type 1 *Possible project activities: Division of Undergraduate Education (DUE) STEP - Type 1 *Possible project activities: - Focus directly on student learning - Incorporate current technology - Develop interdisciplinary approaches - Offer bridge programs Note: Increases in a particular field must not be at the expense of other fields!

Submission & Funding Trends Division of Undergraduate Education (DUE) Submission & Funding Trends Fiscal Year Type 1 Type 2 Submitted Awarded 2005 170 22 16 2 2006 141 - 2007 135 19 21 2008 139 20 14 2009 153 ~20 11 1-3

STEP awards (FY2009) Maximum award sizes: Division of Undergraduate Education (DUE) STEP awards (FY2009) Maximum award sizes: * Type 1 (15-20 awards anticipated) $100K/year for 5 years for SFTE < 5000 $200K/year for 5 years for 5000 < SFTE < 15000 $400K/year for 5 years for 15000 < SFTE * Type 2: $500K/year for 3 years (2 awards anticipated)

STEP Letter of Intent: August 17, 2010 Division of Undergraduate Education (DUE) STEP Letter of Intent: August 17, 2010 Proposal Due Date: September 28, 2010

Scholarships in Science, Technology, Engineering, and Mathematics Division of Undergraduate Education (DUE) Scholarships in Science, Technology, Engineering, and Mathematics  (S-STEM) Program Solicitation NSF 09-567

Division of Undergraduate Education (DUE) S-STEM Goal Provides institutions funds to provide scholarships to academically talented, but financial needy, students. Students can be pursuing associate, baccalaureate, or graduate degrees. Letter of Intent: July 14, 2010 Full Proposal: August 12, 2010

Division of Undergraduate Education (DUE) S-STEM * Eligible disciplines extended to include biology, physical and mathematical sciences, computer and information sciences, geosciences, and engineering * Maximum scholarships $10,000 (based on financial need) * Grant size: up to $600,000 * One proposal per constituent school or college * About $50-$70 million available

S-STEM * Special Program Features Division of Undergraduate Education (DUE) S-STEM * Special Program Features - Has a faculty member in a STEM discipline as the PI. - Involves cohorts of students. - Provides student support structures. - Includes optional enhancements such as research opportunities, tutoring, internships, etc. - Enrolls students full time.

Robert Noyce Teacher Scholarship Program Division of Undergraduate Education (DUE) Robert Noyce Teacher Scholarship Program PROGRAM SOLICITATION NSF NSF 10-514

Noyce Program * Initiated by Act of Congress in 2002 Division of Undergraduate Education (DUE) Noyce Program * Initiated by Act of Congress in 2002 * Reauthorized in 2007 (America COMPETES Act) To encourage talented mathematics, science, and engineering undergraduates to pursue teaching careers To encourage STEM professionals to become teachers - To prepare Master Teachers

Noyce Program *Track 1: Robert Noyce Teacher Scholarships Division of Undergraduate Education (DUE) Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 - Institutions not previously funded under Noyce or for different department/focus from previous award Phase 2 - For previous Noyce awardees to continue longitudinal evaluation, and can also fund additional cohorts

Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 Division of Undergraduate Education (DUE) Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 STEM summer internships including early field experiences for freshmen and sophomores STEM undergraduate majors: up to 3 years of scholarship support (junior year through 5th year credentialing program) STEM professionals: 1 year stipend for credentialing program

Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 Division of Undergraduate Education (DUE) Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 Each year of support = 2 year teaching commitment in high need school district At least $10K/year for scholarship or stipend, but capped at the cost of attendence STEM professionals: 1 year stipend for credentialing program

Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 Division of Undergraduate Education (DUE) Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 1 Max institutional award: $1.2M over 5 years No indirect costs allowed At least 80% of otal budget must be for direct participant support Collaboration between 4-year institutions and 2-year institutions may request additional $250K in total budget

Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 2 Division of Undergraduate Education (DUE) Noyce Program *Track 1: Robert Noyce Teacher Scholarships Phase 2 Expands and extends evaluation/research initiated under previous award Supports additional cohorts of previous cohorts Max institutional award: $750K over 5 years

Noyce Program *Track 2: Robert Noyce Teacher Fellowships Division of Undergraduate Education (DUE) Noyce Program *Track 2: Robert Noyce Teacher Fellowships NSF Teaching Fellowships (TF) – To prepare career changers who are STEP professionals 2. NSF Master Teaching Fellowships (MTF) – Current STEM teachers with a Master’s degree or doctorate who enroll in a master teacher professional deelopment program - 3M over 5 Yrs(one cohort) or 6 yrs (two cohorts) - Requires 50% matching funds

Noyce Program Eligibility Division of Undergraduate Education (DUE) Noyce Program Eligibility Proposals may only be submitted by: - Universities & 2- or 4-year colleges - Nonprofit entities that have established consortia among such IHEs Principal Investigators: - The PI, or at least one Co-PI, must be a faculty member in a STEM department.

Noyce Program Projects include Division of Undergraduate Education (DUE) Noyce Program Projects include - STEM faculty collaborating with Education faculty - Strong partnership with school district - Recruitment and selection strategies - Exemplary teacher preparation programs leading to certification (or professional development program for Master Teaching Fellows) - Support for new teachers - Mechanism for monitoring recipients - Institutional support - Evaluation

Noyce Program Letters of Intent (optional): Feb, 2010 Division of Undergraduate Education (DUE) Noyce Program Letters of Intent (optional): Feb, 2010 Full Proposal Deadline: March 10, 2010

2009 Stimulus Funds

Quality Education for Minorities (QEM) Division of Undergraduate Education (DUE) Programs for MSIs Quality Education for Minorities (QEM) http://qemnetwork.qem.org/

Information about funded proposals Division of Undergraduate Education (DUE) Information about funded proposals Go to the DUE Home website on NSF Find the Program of interest to you Go to the bottom of that page and click on “Abstracts of Recent Awards Made Through This Program” - Write to the PI requesting a copy of her/his proposal. *An example follows for the Noyce Program

Information about funded proposals

“NSF’s Division of Undergraduate Education: Funding Opportunities for Division of Undergraduate Education (DUE) “NSF’s Division of Undergraduate Education: Funding Opportunities for Community Colleges” League For Innovations March 30, 2010 Eun-Woo Chang, ewchang@nsf.gov Linnea Fletcher, lafletch@nsf.gov Program Directors Division of Undergraduate Education National Science Foundation