1. Nuts & Bolts Session National Science Foundation CCLI Grant Writing Linnea Fletcher lafletch@nsf.gov ASMCUE Program 7 – 9 pm (2 hours) May 28, 2009

2. Who is My Audience? Graduate Students Postdoctoral Students New Faculty FacultyAdministrators

3. Caution Most of the information presented in this talk represents the opinions of the individual program officers and is not an official NSF position.

4. Outcomes Describe how to navigate to DUE and find information on programs, awards, and sign up for NSF updates Describe how to navigate to DUE and find information on programs, awards, and sign up for NSF updates Describe the CCLI program Type 1, Type 2, Type 3 and Centers Describe the CCLI program Type 1, Type 2, Type 3 and Centers Identify the Common Strengths and Weaknesses of CCLI Proposals and Provide Strategies for Dealing with Them Identify the Common Strengths and Weaknesses of CCLI Proposals and Provide Strategies for Dealing with Them Explain Intellectual Merit, Broader Impacts, and Transformative Work and give examples Explain Intellectual Merit, Broader Impacts, and Transformative Work and give examples Explain the Practical Aspects of the Review Process Explain the Practical Aspects of the Review Process Explain What Should be Included in a Proposal Outline Explain What Should be Included in a Proposal Outline

5. Format Questions Posed Throughout Presentation: Answer Individually (30- 45 min) Questions Posed Throughout Presentation: Answer Individually (30- 45 min) Work Together (1 hour) Work Together (1 hour) Think-> Pair-> Share with the Group Think-> Pair-> Share with the Group More Questions (15min) More Questions (15min)

6. Navigating the NSF Site

7. www.nsf.gov

8. “ 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.”

11. Look Up Awards and Ask for Proposals

12. Course, Curriculum, and Laboratory Improvement (CCLI) NEW PROGRAM SOLICITATION NSF 09-529

13. CCLI Vision Excellent STEM education for all undergraduate students. Goal Stimulate, disseminate, and institutionalize transformative or innovative developments in STEM education through the production of knowledge and the improvement of practice. *Most comprehensive program Have you participated in an exemplary CCLI workshop? What was stimulating, transformative, or innovative?

14. CCLI Supports efforts that Supports efforts that Bring advances in STEM disciplinary knowledge into curriculum using the appropriate pedagogy Bring advances in STEM disciplinary knowledge into curriculum using the appropriate pedagogy Create or adapt learning materials and teaching strategies (must be significantly different) Create or adapt learning materials and teaching strategies (must be significantly different) Develop faculty expertise Develop faculty expertise Promote widespread implementation of educational innovations (Type 3> Type 2 > Type 1) Promote widespread implementation of educational innovations (Type 3> Type 2 > Type 1) For the majority of high declines, the science is fantastic but the learning and teaching Need work!

15. CCLI Supports efforts that Prepare future K-12 teachers Prepare future K-12 teachers Are you involved in teacher training or have teachers in your classes? Are you involved in teacher training or have teachers in your classes? Enhance our understanding of how students learn STEM topics Enhance our understanding of how students learn STEM topics Enhance our understanding how faculty adopt instructional approaches Enhance our understanding how faculty adopt instructional approaches What infrastructure needs to be in place? How much support do faculty need and for how long? What is the best way to educate faculty? What infrastructure needs to be in place? How much support do faculty need and for how long? What is the best way to educate faculty? Increase knowledge of assessment and evaluation Increase knowledge of assessment and evaluation Further the work of the program itself Further the work of the program itself

16. CCLI CCLI Program especially encourages projects that: Program especially encourages projects that: Have potential to transform undergraduate STEM education Have potential to transform undergraduate STEM education Produce widespread adoption of classroom practices based on how students learn Produce widespread adoption of classroom practices based on how students learn Explore cyberlearning (find info at NSF site) Explore cyberlearning (find info at NSF site) How often do you visit the NSF website? How often do you visit the NSF website?

17. CCLI Cyclic Model Research on Teaching and Learning Implement Innovation New Materials and Strategies Increase Faculty Expertise Assess And Evaluate Why is this cyclic?

18. PROJECT COMPONENTS New Materials Materials and Strategies New Materials Materials and Strategies Incorporate ideas from research on teaching and learning Incorporate ideas from research on teaching and learningAND Incorporate scientific advances in disciplines Incorporate scientific advances in disciplines What can you do if you’re not an expert on teaching and learning ?

19. PROJECT COMPONENTS New Instructional Strategies New Instructional Strategies Implement proven or promising techniques in ways that encourage widespread adoption Implement proven or promising techniques in ways that encourage widespread adoption What are some techniques that would accomplish this goal? Be proactive –a passive website IS NOT ENOUGH!

20. PROJECT COMPONENTS Developing Faculty Expertise Developing Faculty Expertise Increase instructor’s knowledge and skills on curricula and teaching practices Increase instructor’s knowledge and skills on curricula and teaching practices How are you going to ensure this goal is accomplished? How are you going to ensure this goal is accomplished? Involve diverse group of faculty Involve diverse group of faculty IF YOU DO THIS MAKE SURE IT IS COMPREHENSIVE! IF YOU DO THIS MAKE SURE IT IS COMPREHENSIVE!

21. PROJECT COMPONENTS Assessing and Evaluating Student Achievement Assessing and Evaluating Student Achievement Develop and disseminate valid and reliable tests of STEM knowledge and skills Develop and disseminate valid and reliable tests of STEM knowledge and skills Linked to the latest educational research Linked to the latest educational research Sources of information?

22. PROJECT COMPONENTS Conducting Research on Undergraduate STEM Education Conducting Research on Undergraduate STEM Education Explore how undergraduate STEM students learn Explore how undergraduate STEM students learn Explore how practices have diffused and how faculty and programs implement changes Explore how practices have diffused and how faculty and programs implement changes Again, what are the sources for this type of information and/or expertise? Again, what are the sources for this type of information and/or expertise? DUE and DRL DUE and DRL

23. PROJECT COMPONENTS NOTE: NOTE: Instrumentation and equipment requests are appropriate -- based on learning impact! There are examples for using expensive, large pieces of equipment in undergraduate settings

24. Type 1 Projects 70 to 75 awards expected 70 to 75 awards expected Total budget up to $200,000 for 2 to 3 years Total budget up to $200,000 for 2 to 3 years 250,000 when 4-year and 2-year schools collaborate 250,000 when 4-year and 2-year schools collaborate What do you think reviewers want to see? What do you think reviewers want to see? Deadline Deadline May 21, 2009 (A-M states) May 21, 2009 (A-M states) May 22, 2009 (N-Z states) May 22, 2009 (N-Z states)

25. Type 1 Projects Typically involve a single institution & one program component Typically involve a single institution & one program component Contribute to the understanding of undergraduate STEM education Contribute to the understanding of undergraduate STEM education

26. Type 2 Projects 20 to 25 awards expected 20 to 25 awards expected Total budget up to $600,000 for 2 to 4 years. Total budget up to $600,000 for 2 to 4 years. Deadline January 13, 2010 Deadline January 13, 2010

27. Type 2 Projects Typically involve multiple institutions & several program components – but exceptions Typically involve multiple institutions & several program components – but exceptions Typically based on prior work with results explicitly described – but exceptions Typically based on prior work with results explicitly described – but exceptions Produce evidence on the effectiveness Produce evidence on the effectiveness Institutionalize at the participating schools Institutionalize at the participating schools

28. Type 3 Projects Large scale efforts Large scale efforts Typically based on prior work with results explicitly described – but exceptions Typically based on prior work with results explicitly described – but exceptions Produce evidence of student learning in a broad population Produce evidence of student learning in a broad population Describe impact of the work on the prevailing models Describe impact of the work on the prevailing models Describe strategies for implementation in new contexts Describe strategies for implementation in new contexts

29. CCLI Central Resource Projects 1 to 3 awards expected 1 to 3 awards expected Budget negotiable, depending on the scope and scale of the activity Budget negotiable, depending on the scope and scale of the activity Small focused workshop projects -- 1 to 2 years & up to $100,000 Small focused workshop projects -- 1 to 2 years & up to $100,000 Large scale projects -- 3 to 5 years & $300,000 to $3,000,000 Large scale projects -- 3 to 5 years & $300,000 to $3,000,000 Deadline January 13, 2010 Deadline January 13, 2010

30. CCLI Central Resource Projects Implement activities to sustain the STEM community Implement activities to sustain the STEM community Increase the capabilities of and communications in the STEM community Increase the capabilities of and communications in the STEM community Increase and document the impact of CCLI projects Increase and document the impact of CCLI projects

31. NSF Review Criteria Intellectual Merit Intellectual Merit Scientific, educational, management plan….. Scientific, educational, management plan….. What else? What else? Broader Impact Broader Impact Within your school, community, state, and across the nation Within your school, community, state, and across the nation Diversity Diversity Transformative –will fund high risk! Transformative –will fund high risk!

32. Activity 1 Strengths & Weaknesses Identified by Reviewers Pretend you analyzed a stack of panel summaries to identify the most commonly cited strengths and weaknesses Pretend you analyzed a stack of panel summaries to identify the most commonly cited strengths and weaknesses Predict the outcome of the analysis by: Predict the outcome of the analysis by: Listing the four most frequently cited strengths found in proposals Listing the four most frequently cited strengths found in proposals

33. Most Common Strengths KB=knowledge base)

34. Answer Now Is this strength identified as part of (a) intellectual merit (b) broader impacts or (c ) both Is this strength identified as part of (a) intellectual merit (b) broader impacts or (c ) both 10. Important, timely, or responsive 11. PI’s strong 12. Collaboration details 13. Potential for involving women and minorities 14. Dissemination, contribution to the STEM knowledge base 15. Large impact 16. Build on prior work or products 17. Evaluation plan

35. Activity 1 continued Generate a list of suggestions for potential PIs to ensure these strengths are part of their proposal

36. Activity 1 continued Listing the four most frequently cited weaknesses found in proposals Listing the four most frequently cited weaknesses found in proposals

37. Most Common Weaknesses

38. Answer Now Is this weakness identified as part of (a) intellectual merit (b) broader impacts or (c ) both Is this weakness identified as part of (a) intellectual merit (b) broader impacts or (c ) both 18. Sufficient detail and clear plans 19. Activities doable and related to outcomes 20. Innovative or novel

39. Activity 1 continued Generate a list of suggestions for potential PIs to ensure that these weaknesses are not part of their proposal

40. Practical Aspects of the Merit Review Process

42. 42 Phase I At the DUE Web Site At the DUE Web Site http://www.nsf.gov/div/index.jsp?div=DUE http://www.nsf.gov/div/index.jsp?div=DUE http://www.nsf.gov/div/index.jsp?div=DUE Create a personalized alert service Create a personalized alert service Consult the program solicitation and NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 09-1) Consult the program solicitation and NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 09-1) Alert the Sponsored Research Office Alert the Sponsored Research Office Test drive FastLane Test drive FastLane Get copies of previously funded proposals Get copies of previously funded proposals Directly from the PI Directly from the PI From Leslie Jensen (ljensen@nsf.gov) From Leslie Jensen (ljensen@nsf.gov)ljensen@nsf.gov If you are NOT going to turn in a proposal, contact a program officer (PO) and offer to review proposals If you are NOT going to turn in a proposal, contact a program officer (PO) and offer to review proposals

43. Phase I: Write the Proposal Cover Sheet Cover Sheet Data Sheet: Project codes Data Sheet: Project codes Project Summary: Description, Intellectual Merit, Broader Impacts Project Summary: Description, Intellectual Merit, Broader Impacts Table of Contents: 15 pages Table of Contents: 15 pages Project Description: No. the pages, refer to supplemental doc. Project Description: No. the pages, refer to supplemental doc. References References Biographical Sketches Biographical Sketches Budget Budget Current and Pending Support Current and Pending Support Facilities, Equipment and Other Resources Facilities, Equipment and Other Resources Special Information/Supplementary Documentation Special Information/Supplementary Documentation

44.  Start with an Outline  Follow NSF requirements for proposals involving Human Subjects (IRB)  Project Summary: Separate Intellectual Merit and Broader Impacts  Discuss prior results  Provide details  Include evaluation plan with timelines and benchmarks  Cite the literature  Follow page and font size limits  Check Grammar and Spelling  Have someone else read the proposal who understands the Merit Review Process Meet deadlines Meet deadlines Phase I: Write the Proposal

45. Phase 1: Writing the Proposal Put yourself in the reviewers’ place Put yourself in the reviewers’ place How much time do reviewers Have to be impressed by your Proposal?

46. Phase II Reviewers picked by NSF PDs based on qualifications and interest Reviewers picked by NSF PDs based on qualifications and interest Reviewers are expected to read ahead of the panel meeting, and enter their reviews on FastLane before the panel meets. There are usually 10 to 13 proposals per panel. They specifically look at the Intellectual Merit and Broader Impacts of the proposal. They also consider if it is Transformative! Reviewers are expected to read ahead of the panel meeting, and enter their reviews on FastLane before the panel meets. There are usually 10 to 13 proposals per panel. They specifically look at the Intellectual Merit and Broader Impacts of the proposal. They also consider if it is Transformative! They also rate the proposal (E, V, G, F, P) They also rate the proposal (E, V, G, F, P) Panel meets and discusses the proposals; reviewers can change their ratings. Panels meet for 1 and ½ days (SHORT TIME FRAME) Panel meets and discusses the proposals; reviewers can change their ratings. Panels meet for 1 and ½ days (SHORT TIME FRAME) Reviewers are expected to write complete sentences or at least complete thoughts and use proper grammar. Reviewers are expected to write complete sentences or at least complete thoughts and use proper grammar. Proposals that end up getting funded usually have E’s and V’s, proposals with average less than 3.5 are usually considered non-competitive. Proposals that end up getting funded usually have E’s and V’s, proposals with average less than 3.5 are usually considered non-competitive. E = 5, V = 4, G = 3, F = 2, P = 1 E = 5, V = 4, G = 3, F = 2, P = 1 PDs meet to decide on which proposals are recommended or declined PDs meet to decide on which proposals are recommended or declined The Best WAY TO LEARN ABOUT A PROGRAM IS TO VOLUNTEER TO BE A REVIEWER!

47. Phase III An officer in the Division of Grants and Agreements reviews the recommendation from the Business Program. The decision is usually made within 30 days An officer in the Division of Grants and Agreements reviews the recommendation from the Business Program. The decision is usually made within 30 days Only an officer in DGA can make the award Only an officer in DGA can make the award Bottom line: Proposals need to follow guidelines established both by the Division and DGA Bottom line: Proposals need to follow guidelines established both by the Division and DGA

48. Answer Now 7. The program solicitation should a) never be read b) be read by the PI c) be read by all of the PIs and the SRO officer

49. Answer Now 9. An NSF proposal is awarded by the a) PD b) Director of the Division (DD) c) an officer in DGA

50. Application Work Together

51. Prof X is a new assistant professor and has been assigned to teach the Introduction to Microbiology course. She finds the course to be antiquated by her standards, and students appear to be not interested in learning the material in the lecture or in the laboratory. She has no training in educational methods. Prof X is a new assistant professor and has been assigned to teach the Introduction to Microbiology course. She finds the course to be antiquated by her standards, and students appear to be not interested in learning the material in the lecture or in the laboratory. She has no training in educational methods.

52. Scenario: Improving an Introduction to Biology Laboratory Course She has an idea for greatly improving the course by adding “new stuff”.. She has an idea for greatly improving the course by adding “new stuff”.. “New stuff” “New stuff” Material (e. g., modules, web-based instruction) Material (e. g., modules, web-based instruction) Activities (e. g., laboratories, projects) Activities (e. g., laboratories, projects) Pedagogy (e. g., problem based learning) Pedagogy (e. g., problem based learning) She has done a preliminary evaluation She has done a preliminary evaluation She decides to prepare a CCLI proposal She decides to prepare a CCLI proposal Now what should she do? Now what should she do?

53. Scenario: Professor X’s Initial Prepare a Proposal Outline EXAMPLE Goals: Develop “new stuff” to enhance student learning at College of Y Goals: Develop “new stuff” to enhance student learning at College of Y Rationale: Observed shortcomings in educational experience of the students at College of Y and felt that new stuff would improve the situation Rationale: Observed shortcomings in educational experience of the students at College of Y and felt that new stuff would improve the situation Project Description: Details of “new stuff“ Project Description: Details of “new stuff“ Evaluation: Use College of Y’s course evaluation forms to show difference or value Evaluation: Use College of Y’s course evaluation forms to show difference or value Dissemination: Describe “new stuff“ using conference papers, workshops, journal articles, and web site Dissemination: Describe “new stuff“ using conference papers, workshops, journal articles, and web site

54. Think Like a Reviewer What are you trying to accomplish? What are the goals? How will you accomplish your goals? What are the objectives? What will be the outcomes? Did the PI review the literature? Why does the PI believe this is a good idea? Why is the problem important? IS IT TIMELY? Why is your approach promising? How will you manage the project to ensure success? How will you know if you succeed? How will others find out about your work? How will you interest them? How will you excite them? } Goals etc. } Rationale } Evaluation } Dissemination

55. Goals  Objectives  Outcomes Goal: Broad, overarching statement of intention or ambition Sample Goal for Prof. X Design microbiology laboratory curriculum that is vertically integrated with the lecture curriculum so that theoretical concepts are illustrated through engaging, application- driven exercises.

56. Defining Objectives A goal typically leads to several objectives A goal typically leads to several objectives Specific statement of intention Specific statement of intention More focused and specific than a goal More focused and specific than a goal Measurable Measurable List possible objectives for the stated goal List possible objectives for the stated goal

57. Outcomes From your list of objectives, develop a list of measurable outcomes From your list of objectives, develop a list of measurable outcomes

58. Project Rationale Rationale is the narrative that provides the context for the project Rationale is the narrative that provides the context for the project It’s the section that connects the “Statement of Goals and Outcomes” to the “Project Plan” It’s the section that connects the “Statement of Goals and Outcomes” to the “Project Plan” What’s the purpose of the rationale? What’s the purpose of the rationale? What should it contain? What should it contain? What are the potential problems & limitations? What are the potential problems & limitations? What can be done about them? What can be done about them? Has the applicant done prior work? Has the applicant done prior work? Has funded work lead to interesting results? Has funded work lead to interesting results? Are there any preliminary data and what do they show? Are there any preliminary data and what do they show? What should it accomplish? What should it accomplish? What should Professor X include in her rationale? What should Professor X include in her rationale?

59. Description of Activities Easy to visual Easy to visual Concise Concise Detailed Detailed “Less” is Usually Better in Terms of the Number of Goals, Objectives, Activities, and Outcomes! Goals, Objectives Miracles Occur! Outcomes Achieved

60. Evaluation and Assessment Evaluation & assessment have many meanings Evaluation & assessment have many meanings Individual’s performance (grading) Individual’s performance (grading) Build assessment tools around defined objectives and expected outcomes Build assessment tools around defined objectives and expected outcomes Program’s effectiveness (accreditation) Program’s effectiveness (accreditation) Project’s progress or success (monitoring and validating) Project’s progress or success (monitoring and validating) Project evaluation Project evaluation Formative – monitoring progress Formative – monitoring progress Summative – characterizing final accomplishments Summative – characterizing final accomplishments

61. Examples of Tools for Evaluating Learning Outcomes Examples of Tools for Evaluating Learning Outcomes Surveys Surveys Forced choice or open-ended responses Forced choice or open-ended responses Interviews Interviews Structured (fixed questions) or in-depth (free flowing) Structured (fixed questions) or in-depth (free flowing) Focus groups Focus groups Like interviews but with group interaction Like interviews but with group interaction Observations Observations Actually monitor and evaluate behavior Actually monitor and evaluate behavior Olds et al, JEE 94:13, 2005 NSF’s Evaluation Handbook

62. Provide examples of student assessment that would be applicable for the listed outcomes Provide examples of student assessment that would be applicable for the listed outcomes

63. Dissemination Plan Consider multiple modes and venues of communication, Consider multiple modes and venues of communication, For example: For example: NSDL, NISOD, PKAL, NABT, ASMCUE NSDL, NISOD, PKAL, NABT, ASMCUE State Academy of Science meetings State Academy of Science meetings Science news publication Science news publication Lay press Lay press Professional Society listservs (Also specialty listservs – e, g., the signal processing site at Rice.) Professional Society listservs (Also specialty listservs – e, g., the signal processing site at Rice.) Commercial publishers, software houses, equipment manufacturers Commercial publishers, software houses, equipment manufacturers OTHERS? OTHERS?

64. Additional Proposal Strategy Suggestions Additional Proposal Strategy Suggestions Use data to document existing shortcomings in student learning Use data to document existing shortcomings in student learning If the data or information is NOT in the literature, sometimes it is worthwhile to do a small pilot study If the data or information is NOT in the literature, sometimes it is worthwhile to do a small pilot study Describe management plan Describe management plan Provide tasks, team responsibilities, timeline Provide tasks, team responsibilities, timeline Provide clear examples of the approach Provide clear examples of the approach Integrate the evaluation into the project description (not just a paragraph inserted at the end) Integrate the evaluation into the project description (not just a paragraph inserted at the end) Build assessment tools around defined objectives and expected outcomes Build assessment tools around defined objectives and expected outcomes Evaluation should be formative and summative Evaluation should be formative and summative Connect with independent evaluation experts Connect with independent evaluation experts

65. Identify strategies for dissemination Identify strategies for dissemination Define a plan to contribute to knowledge base Define a plan to contribute to knowledge base Address broader impacts Address broader impacts Collaborate, form partnerships (build community) Collaborate, form partnerships (build community) Proposal Strategy Suggestions

66. Lessons Learned What are the two most surprising ideas you encountered in the session? What are the two most surprising ideas you encountered in the session?

67. Reflective Exercise Identify the single most important piece of advice you would give to a colleague writing a CCLI proposal Write it down with your earlier answers

68. More Questions?