Corby Hovis Program Director

Corby Hovis Program Director
Directorate for Education and Human Resources National Science Foundation

Types of Investment Strategies
“Educational excellence in all of NSF’s research activities and research excellence in all of NSF’s education activities” — Dr. Subra Suresh Director, NSF

“NSF integrates research and education to support the development of a world-class scientific and engineering workforce as well as nurture the growth of a scientifically and technologically aware public, one that is able to engage fully in a 21st century life that increasingly relies on technology to meet challenges and grasp opportunities.” NSF Strategic Plan, FY

National Reports on STEM Education (1)

EHR Program Areas Education Research and Evaluation
Teacher Development, Capacity Building, and Partnerships in K-12 Education Broadening Participation; Support for Minority Serving Institutions STEM Career Pathways: Undergraduate Education Public Engagement with Science Innovation in Graduate Education

Education Research and Evaluation
Research and Evaluation on Education in Science and Engineering (REESE)  Research on Education and Learning (REAL) Research in Disabilities Education (RDE) Research on Gender in Science and Engineering (GSE) Discovery Research K-12 (DR-K12) Promoting Research and Innovation in Methodologies for Evaluation (PRIME) Research tracks and emphases in many other programs NOYCE Example: Since 2004 the California State University, Long Beach (CSULB) Noyce program has supported 37 students on the path to math and science teaching. These students, forty percent of whom are from underrepresented minority groups, have been part of a concerted effort by CSULB to elevate the prestige of the teaching profession, leading to a doubling of the number of students graduating with a math or science teaching credential from 2003 (the year prior to the start of the grant) to CSULB Noyce Scholars continually stand out from their peers. Multiple scholars have received the California Science Teachers Association's Future Science Teacher Award and, for the past 5 years the CSULB Science Education department's graduation award, given to the outstanding student teacher, has gone to a Noyce Scholar. Furthermore, a CSULB Noyce Scholar was selected as one of two students to serve on the National Science Teachers Association's Preservice Science Teacher Committee. A key feature of the CSULB Noyce Scholarship program has been the linkage with other activities to maximize opportunities for the preservice students. Noyce Scholars tutor a minimum of five hours per week at the partner schools in Long Beach Unified School District and Whittier Union High School District and complete their student teaching semester at the school where they tutored. This experience was found to be important for increasing their confidence and competence teaching in high need schools.

Cal State, Long Beach, Noyce Scholars
Teacher Development, Capacity Building and Partnerships in K-12 Education (1) Innovative Technology Experiences for Students and Teachers (ITEST) program supports research about the growing demand for professionals and information technology workers in the U.S. and seeks solutions to help ensure the breadth and depth of the STEM workforce. Robert Noyce Teacher Scholarship program seeks to encourage talented STEM majors and professionals to become K-12 mathematics and science teachers and provides scholarships and stipends for students holding STEM degrees who earn a teaching credential and commit to teaching in high-need K-12 school districts. NOYCE Example: Since 2004 the California State University, Long Beach (CSULB) Noyce program has supported 37 students on the path to math and science teaching. These students, forty percent of whom are from underrepresented minority groups, have been part of a concerted effort by CSULB to elevate the prestige of the teaching profession, leading to a doubling of the number of students graduating with a math or science teaching credential from 2003 (the year prior to the start of the grant) to CSULB Noyce Scholars continually stand out from their peers. Multiple scholars have received the California Science Teachers Association's Future Science Teacher Award and, for the past 5 years the CSULB Science Education department's graduation award, given to the outstanding student teacher, has gone to a Noyce Scholar. Furthermore, a CSULB Noyce Scholar was selected as one of two students to serve on the National Science Teachers Association's Preservice Science Teacher Committee. A key feature of the CSULB Noyce Scholarship program has been the linkage with other activities to maximize opportunities for the preservice students. Noyce Scholars tutor a minimum of five hours per week at the partner schools in Long Beach Unified School District and Whittier Union High School District and complete their student teaching semester at the school where they tutored. This experience was found to be important for increasing their confidence and competence teaching in high need schools. Cal State, Long Beach, Noyce Scholars

Teacher Development, Capacity Building and Partnerships in K-12 Education (2)
Math and Science Partnership (MSP) program is a major R&D effort supporting innovative partnerships to improve K-12 student achievement in math and science. MSP projects contribute to what is known in math and science education and serve as models that have a sufficiently strong evidence/research base to improve student outcomes. Appalachian MSP Project The Appalachian Math and Science Partnership (AMSP) is a partnership of 56 Appalachian school districs and 10 institutions of higher educations. For the University of Kentucky, the Partnership’s lead institution, it is the first formal program with a mission to build partnerships among higher education institutions, K–12 education and public and private stakeholders to improve teaching and student learning in prekindergarten–16 mathematics, science and technology education. University of Arkansas - The University of Arkansas has been conducting an ongoing study of the impact on Graduate Students and University partnerships. The primary focus of the study is to assess the impact on GK-12 training and teaching experiences on participating graduate students. Recommendations made through the findings will impact the Universities overall STEM Graduate Education system.

Broadening Participation (1)
Tribal Colleges and Universities (TCUP) program enhances the quality of STEM instructional and outreach programs at Tribal, Alaska Native-serving, and Native Hawaiian-serving institutions. Sitting Bull College students gather nets capturing animal field data in environmental science research. Centers of Research Excellence in Science and Technology (CREST) enhances research capabilities of minority serving institutions and their faculty through effective integration of education and research, and expands the presence of students historically underrepresented in STEM disciplines TCUP Project Example: Sitting Bull College (SBC), on the Standing Rock reservation spanning North Dakota and South Dakota, is instilling Lakota culture into several courses and research projects to support its newly accredited baccalaureate degree in Environmental Science. Prior to the support from NSF's Tribal Colleges and Universities Program (TCUP), SBC offered very few science courses that emphasized linking culture and science. A major aim of the SBC TCUP project is increasing the retention of STEM students by involving them in culturally relevant undergraduate educational and research projects. Since implementation, the project added a laboratory section to the Ethnobotany course required in the Environmental Science degree program that focuses on indigenous plants study, and includes study of traditional uses of these plants by Lakota people and the scientific basis behind the beneficial effects of these plants. Many of the research projects in the curriculum also involve collecting field data on local flora and fauna like turtles and cowbirds, all of which have cultural significance to the students. HBCU-UP Project Examples: Prairie View A&M University in Texas developed a concentration in Bioengineering in the Department of Chemical Engineering. Three courses have been developed and bioengineering content has been infused throughout the curriculum in core courses to broaden students' knowledge and understanding of bioengineering principles. Hampton University in Virginia implemented a track in Forensic Chemistry as a vehicle to attract more minority students into the sciences as well as broaden their scientific career options. The four-year program leads to a degree that is certified by the American Chemical Society. The first student with a concentration in Forensic Chemistry graduated in May 2008. Savannah State University in Georgia revamped its engineering technology programs by including an interdisciplinary curriculum in Distributed Energy and Environmental Studies. Eighteen courses in three tracks -Distributed / Alternative Energy Systems Technology, Environmental Restorations and Management Technology, and Energy and the Environment Studies - have been developed. The goals are develop certificate programs and ultimately degree programs. Historically Black Colleges and Universities—Undergraduate Program (HBCU-UP) seeks to increase the quality of STEM education at Historically Black Colleges and Universities, addressing their STEM needs, goals, and mission.

Research in Disabilities Education (RDE) seeks to increase the participation of persons with disabilities in STEM education and careers. Emphasis is placed on research to expand the knowledge base in disabilities education. Undergraduate research fellows with disabilities work at University of Southern Maine laboratory. Alliances for Graduate Education and the Professoriate (AGEP) aims to increase the number of underrepresented minorities receiving PhD degrees in STEM.

Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (ADVANCE) develops systematic approaches to increase the representation and advancement of women in academic science and engineering careers. Louis Stokes Alliances for Minority Participation (LSAMP) seeks to increase the quality and quantity of students receiving baccalaureate degrees in STEM fields, and provides a “Bridge to the Doctorate” component.

STEM Career Pathways: Undergraduate Education (1)
Advanced Technological Education (ATE) focuses on education of technicians for high-tech fields that drive the U.S. economy. Partnerships among academia and industry are prominent features. STEM Talent Expansion Program (STEP) supports projects leading to an increase in the number of students earning STEM degrees. Educational research projects on degree attainment in STEM are encouraged. ATE Technician Training Project ATE Project Example: The National Center for Welding Education and Training (Weld-Ed) is a dynamic partnership between business and industry, community and technical colleges, universities, the American Welding Society and government. Weld-Ed, in collaboration with business and industry, improves the quality, quantity and availability of welding technicians through advancements in educational curricula and instructor professional development. To accomplish its mission the Center's staff and partners work collaboratively on the development of new and improved curricula in all areas of the materials joining industry. As a result of these efforts, faculty and instructors are provided continuing education opportunities throughout the academic year and in the summer months. These new programs are specifically designed to train the next generation of workers for the materials joining industry and to upgrade the skills of existing workers. NSF Scholarships in STEM (S-STEM) makes grants to institutions of higher education to support scholarships for academically talented, financially needy students for an associate, baccalaureate, or graduate level degree.

STEM Career Pathways: Undergraduate Education (2)
CyberCorps: Scholarship for Service (SFS) supports scholarships and capacity building activities designed to increase the number of qualified students entering cybersecurity fields. Customized, scaled model of a city water supply system used by NSF CyberCorps students to test operating software weaknesses. SFS Project Example: In a world increasing reliant upon technology and digital information, it has become imperative that countries ratchet up their cybersecurity efforts to combat hackers and other cyber threats. The United States faces a colossal bombardment of cyber attacks everyday that threaten our national security and critical infrastructure. The extreme concern over cybersecurity is depicted in the 60-Day Cyberspace Policy Review initiated by President Obama in 2009, which concluded that the U.S. must do more to keep pace with the threat. A key recommendation made by the review team was to increase cybersecurity education. To achieve this goal, NSF's Scholarship for Service Program (SFS) awards grants to institutions with information assurance (IA) programs to provide scholarships to students pursuing degrees in relevant fields. These students receive high quality instruction on information assurance matters to meet the United States' cybersecurity workforce need. One highly successful SFS program can be found at Mississippi State University (MSU), a National Center of Academic Excellence since 2001 and part of the SFS program since The program is turning out some of the brightest graduates from its Center for Computer Security Research. MSU actively partners with minority institutions (Tuskegee University, Jackson State University (JSU), and Mississippi Valley State University) in research grants and curriculum development. These efforts have resulted in 3 SFS graduates from JSU and a security program in place at JSU. Nine of the 52 MSU SFS graduates were minorities To date, the program has awarded 52 SFS scholarships, nine of the 52 graduates are students from traditionally underrepresented groups. Nearly 100% of all the students have been placed successfully in internships with federal and/or governmental entities. Transforming Undergraduate Education in STEM (TUES) supports efforts to create, adapt, and disseminate new learning materials and teaching strategies, develop faculty expertise, implement educational innovations, assess learning and evaluate innovations, and conduct research on STEM teaching and learning.

Public Engagement with Science
Informal Science Education (ISE) [becoming Advancing Informal STEM Learning (AISL)] program supports innovation in anywhere, anytime, lifelong learning, through investments in research, development, infrastructure, and capacity-building. ISE also supports PIs of NSF-funded research projects for Communicating Research to Public Audiences. Mute Swan spotted by “Citizen Counter” Darla May of Ft. Lauderdale, FL, participating in the 2008 NSF-funded Great Backyard Bird Count Climate Change Education (CCE) supports a broad range of efforts to enhance climate literacy and to enable individuals and communities to make informed, responsible decisions regarding actions affecting climate. Rick Bonney at Cornell developed, in 1992, the “Public Participation in Ornithology” project that helped the field set the bar on citizen participation. His project contained a real protocol for citizen involvement as well as educational kits with supporting materials such as: identification guides; recorded bird sounds; background reading on project rationale and the scientific method. Great Backyard Bird Count (GBBC; Our best publicized online experiment is a simple, weekend-long project designed to be available to anyone, regardless of his or her prior involvement with birds. Participation has grown from 14,000 checklists submitted in February, 1998 to more than 67,000 checklists in February, This year the GBBC site served more than 9 million .hits. to 240,000 different users (= unique IP addresses) in a single week. Participants in every state and province watched their data appear instantaneously on Web maps that displayed.in striking detail.the abundance and distributions of 417 bird species on thousands of continuously refreshed maps. Numerous articles about GBBC appeared in most major U.S. newspapers, and features about GBBC appeared on radio and TV slots coast to coast. As a result, the BirdSource site earned dozens of accolades for imaginative and informative use of the Internet (e.g., National Academy Press .Coolest Science Site,. Biomednet .Featured Site,. USA Today .Hot Site,. Yahoo .Featured Site.). Meet Ada and Grace, two Virtual Humans who arrived at the Boston Museum of Science in Science and technology are literally part of their being. They aren't real people, but virtual humans designed to advance the public's awareness of, and engagement in, computer science and emerging learning technologies. The virtual docent guides make a museum visit richer by answering visitor questions, suggesting exhibits and explaining the technology that makes them work. Visitors can even participate in Virtual Human research that will make their interactions with the public work even better. Named for Ada Lovelace and Grace Hopper, two inspirational female computer scientists and science pioneers, these digital docents are trailblazers in their own right. As part of an exhibit called InterFaces they are among the first and most advanced virtual humans ever created to speak face-to-face with museum visitors. Acting as both an example of the technology and as interpretors of technical scientific concepts, these virtual humans represent a new and potentially transformative medium for engaging the public in science. Virtual Human Museum Guides and Living Laboratory Exhibit at the Boston Museum of Science

Innovation in Graduate Education
Graduate Research Fellowships (GRF) support graduate study leading to research-based masters or doctoral degrees. Provide three years of support within a five-year period, which may be used at an institution in the U.S. or abroad. Integrative Graduate Education and Research Traineeships (IGERT) support education of U.S. PhD scientists and engineers with the deep interdisciplinary knowledge and technical, professional, and personal skills to become leaders and creative agents for change.

A Closer Look… Advanced Technological Education (ATE)
NSF Scholarships in STEM (S-STEM) STEM Talent Expansion Program (STEP) Transforming Undergraduate Education in STEM (TUES) Research Experiences for Undergraduates (REU) Sites

Advanced Technological Education (ATE)
Education (degree programs, not “training”) of technicians in high-tech fields (biotech, chemical tech, engineering tech, manufacturing, IT, etc.) Goal: High-quality technician workforce Focus on undergraduate and secondary school levels (Tech Prep) Community colleges have leadership role Partnerships involving CCs, secondary schools, 4-year colleges and universities, business/industry, and government

ATE Program Tracks ATE Projects focus on…
Program improvement  for example: Integrating industry standards and workplace competencies into the curriculum Adapting educational materials or courses developed elsewhere Adding rigorous STEM content to programs and courses Developing articulation agreements Improving recruitment or retention of students Professional development for educators Curriculum and educational materials development Teacher preparation Small grants for institutions new to the ATE Program ATE Centers: National, Regional, Resource Targeted Research on Technician Education

NSF Scholarships in STEM (S-STEM)
Provides grants to institutions to provide scholarships to academically talented, financially needy students Students can be pursuing associate, baccalaureate, or graduate degrees Scholarships can be up to $10,000 per year, depending on the student’s demonstrated need Scholarship recipients must be full-time students and must be U.S. citizens, U.S. nationals, U.S. permanent residents, or refugees Program funded from H-1B visa fees

Major Features of S-STEM Program
Most STEM disciplines are eligible, except social and behavioral sciences. Grant size: maximum $600,000 in direct costs. Grant duration: up to five years. Up to 15% of scholarship amount may be requested for program administration (e.g., salaries, fringe benefits, materials and supplies) and student support services. One proposal per constituent school or college that awards STEM degrees (e.g., College of Engineering, College of Arts & Sciences).

Other Features of S-STEM Program
PI must be a member of the STEM faculty. Scholars must be part of a “natural” cohort of students likely to associate during the scholarship period. Institution must provide student support services (e.g., mentoring, career counseling, job placement, tutoring, study groups, internship opportunities, research opportunities, community-building among the cohort of S-STEM scholars, participation in scientific conferences).

STEM Talent Expansion Program (STEP)
Goal: Increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within STEM

Some STEP Project Strategies
Bridge programs that enable additional preparation for students from high schools 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) Training of teaching/learning assistants Programs to encourage undergraduate research Student support mechanisms Many others  anything that achieves the STEP goal

Common Features of Good STEP 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 disciplines STEM faculty are PIs Strong central administrative support plus buy-in from key departments Description of activities that will be institutionalized from the project after the grant is over Plan for continuing efforts to increase the number of STEM students and graduates Formative assessment of progress toward goals Dissemination of project results to broader community

Transforming Undergraduate Education in STEM (TUES)

TUES promotes the development of best practices in STEM education

Promising Practices Problem/Project/Case/Service- based Learning
Concept Inventories Peer-Led Team Learning (PLTL) Process Oriented Guided Inquiry Learning (POGIL) Just-in-Time Teaching (JiTT) Effective use of technology (clickers, data acquisition/sensing/control, robotics, etc.)

TUES Approach STEM Education Research on Teaching and Learning
Repeat… leading to… Assess and Evaluate New Materials and Strategies STEM Education Generating an… Observe and… Implement Innovations Increase in Faculty Expertise Faculty can then…

TUES Project Components
Researching and Developing Learning Resources and Models Implementing New Instructional Strategies Developing Faculty Expertise Assessing and Evaluating Student Achievement Conducting Research on Undergraduate STEM Education

Tiered Model of TUES CRP Type 3 Type 2 Type 1
$100,000-$3 million, 3-5 yrs Up to $5 million, 5 yrs $600,000, 2-4 yrs $200,000 $250,000 (w/ community colleges) 2-3 yrs

Some Types of TUES Projects
Integrate new instrumentation or equipment into undergraduate 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 an 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-year to 4-year colleges in partnership with other institutions Explore or pilot Internet-based approaches for faculty professional development Develop interdisciplinary courses on public issues

Research Experiences for Undergraduates (REU) Sites
Support ~ 6-12 students per year to engage in thematically related research projects Grant $$ are primarily for student support Usually run for 8-10 weeks in summer Most students must come from outside the host institution At least half of students must come from institutions where research opportunities are limited (including community colleges) Encourage recruitment of underrepresented minorities, women, freshman/sophomore-level students Key foci: Leading-edge research Student experience: cohort, authentic research, “culture” of discipline Good mentoring Writing/communication/presentation skills, career pathways, grad school

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