1. Building Strategic, Sustainable Collaborations in Research and Education Richard A. Aló Program Director, National Science Foundation ralo@nsf.gov Division of Undergraduate Research Directorate for Education /Human Resources An Overview of NSF Funding Opportunities for Undergraduate STEM Education and Writing More Competitive Proposals California State University Dominguez Hills June 24, 2011

2. Outline of Presentation A. NSF Organizational Structure B. NSF Programs That Support Undergraduate STEM Education S-STEM S-STEM STEP STEP TUES TUES CI-Training, Education, Advancement Mentoring- (possibly a renaming /inclusion) CI-Training, Education, Advancement Mentoring- (possibly a renaming /inclusion) Cyber Learning Cyber Learning Major Research Implementation Major Research Implementation C. Funding Strategies

3. A. NSF Organizational Structure

4. Directorate for Education and Human Resources Division of Undergraduate Education (DUE) Division of Undergraduate Education (DUE) Division of Graduate Education Division of Graduate Education Division of Human Resource Development Division of Human Resource Development Division of Research on Learning in Formal and Informal Settings Division of Research on Learning in Formal and Informal Settings Directorate for Education and Human Resources (EHR)

5. B. NSF Programs That Support Undergraduate STEM Education 1.TUES 2.STEP 3.S-STEM 4.Cyber Learning- Transforming Education 5.CI Training, Education, Advancement, and Mentoring for Our 21st Century Workforce (CI-TEAM) 6.Major Research Instrutmentation

6. 6 TUES Transforming Undergraduate Ed in STEM Translating Learning Theory into Practice Our broadest, most innovative program Vision Excellent STEM education for all undergraduate students. Goal Stimulate, disseminate, and institutionalize innovative developments in STEM education through the production of knowledge and the improvement of practice.

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

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

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

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

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

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

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

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

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

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

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

18. 18 2. Science, Technology, Engineering and Mathematics Talent Expansion Program (S TEM TEP) 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)

19. S TEM Talent Expansion Program (STEP) STEP Strategies STEP Strategies Recruit More Students – Bridge Program Recruit More Students – Bridge Program Retain more Students Retain more Students “Fix” Gatekeeper Courses “Fix” Gatekeeper Courses Involve Freshman/Sophomores in UR Involve Freshman/Sophomores in UR

20. 20 STEP Tracks Type 1: Implement strategies that will increase the number of students obtaining STEM degrees. (If you have already had a Type 1 award, see the solicitation) Type 2: Conduct research on factors affecting associate or baccalaureate degree attainment in STEM

21. 21 STEP Type 1 Possible project activities:   Focus directly on student learning   Incorporate current technology   Develop interdisciplinary approaches   Offer bridge programs Increases in a particular field must not be at the expense of other fields!

22. 22 STEP Type 2 Goal: contribute to the knowledge base of scholarly research in science education relating to factors affecting associate or baccalaureate degree attainment in STEM Project outcomes should be useful to educators

23. 23 STEP 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 Type 2 (Research)   $500K/year for 3 years

24. STEP Type 1 Projects Possible project activities:   Focus directly on student learning   Incorporate current technology   Develop interdisciplinary approaches   Offer bridge programs   Other curricular innovations that will enhance retention/recruitment. Increases in a particular field must not be at the expense of other fields!

25. 25 STEP Deadlines Letter of Intent: August 17, 2010 and similar in 2011 Proposal Due Date: September 28, 2010 and similar in 2011

26. 26 3. NSF Scholarships in Science, Technology, Engineering, and Mathematics (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.

27. 27 This Scholarship Program is funded from fees that employers pay to the US to obtain a work visa that allows the hiring of a foreign high-tech worker The intent of the program is to use the money raised from H-1B visa fees to produce more US graduates for the high-tech workforce S-STEM was established by Congress (like STEP and Noyce) S-STEM

28. S-STEM - Scholarship Program (DUE) Goal: To increase the number and quality of graduates in STEM Goal: To increase the number and quality of graduates in STEM Focus is on “Workforce Development” Focus is on “Workforce Development” $600,000 maximum award $600,000 maximum award Up to 10% of scholarship request for student support/curricular reform and Up to 10% of scholarship request for student support/curricular reform and 5% for administrative support 5% for administrative support Can Not require students to “work” Can Not require students to “work” Deadline: was August 12, 2010 and similar date in 2011. Deadline: was August 12, 2010 and similar date in 2011.

29. 29 - Eligible disciplines include biology, physical and mathematical sciences, computer and information sciences, geosciences, and engineering - Maximum scholarships is $10,000 (but can not exceed financial need) - One proposal per constituent school or college S-STEM

30. 30 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.  Proposals from like institutions are review together. S-STEM

31. Cyberinfrastructure Training, Education, Advancement, and Mentoring for Our 21st Century Workforce (CI-TEAM)11-515 Increase scientists, engineers, educators, students prepared to design, develop, adopt and deploy cyber-based tools / environments for computational science and engineering research and learning. Increase scientists, engineers, educators, students prepared to design, develop, adopt and deploy cyber-based tools / environments for computational science and engineering research and learning. Produce curricular/ pedagogical materials, learning technologies, institutional models for preparing CI workforce that are broadly adaptable and publish related outcomes that inform others of promising educational approaches. Produce curricular/ pedagogical materials, learning technologies, institutional models for preparing CI workforce that are broadly adaptable and publish related outcomes that inform others of promising educational approaches.

32. Cyberinfrastructure Training, Education, Advancement, and Mentoring for Our 21st Century Workforce (CI-TEAM) 11-515 Increase / broaden the participation of diverse groups of people and organizations as both creators and users of CI for research/ education. Increase / broaden the participation of diverse groups of people and organizations as both creators and users of CI for research/ education. (Underrepresented groups include women, those in underserved rural regions of the country, those who would be the first in their family to graduate from college, and minorities including those associated with HBCUs, HSIs, TCUs and other Minority Serving Institutions (MSIs) and communities) (Underrepresented groups include women, those in underserved rural regions of the country, those who would be the first in their family to graduate from college, and minorities including those associated with HBCUs, HSIs, TCUs and other Minority Serving Institutions (MSIs) and communities)

33. CI-TEAM 11-515 March 16,2012 Demonstration Projects -exploratory in nature / somewhat limited scope and scale, 1-2 yrs $250K (are potential exemplars for effective larger-scale implementation /diffusion activities in the future) Demonstration Projects -exploratory in nature / somewhat limited scope and scale, 1-2 yrs $250K (are potential exemplars for effective larger-scale implementation /diffusion activities in the future) Implementation Projects - larger in scope or scale and draw on prior experience with the activities or the teams proposed. 2-3 yrs $1,000,000 Implementation Projects - larger in scope or scale and draw on prior experience with the activities or the teams proposed. 2-3 yrs $1,000,000 Diffusion Projects- expected to inform/ engage broad national / international audiences to build upon educational research/ project outcomes to deploy promising educational strategies through CI resources, models, and/or technologies $1mil Diffusion Projects- expected to inform/ engage broad national / international audiences to build upon educational research/ project outcomes to deploy promising educational strategies through CI resources, models, and/or technologies $1mil

34. Cyber Learning- Transforming STEM Education 10-620 Integrate advances in technology with advances in what is known about how people learn to better understand how people learn with technology and how technology can be used productively to help people learn, through individual use and/or through collaborations mediated by technology; better understand how people learn with technology and how technology can be used productively to help people learn, through individual use and/or through collaborations mediated by technology; better use technology for collecting, analyzing, sharing, and managing data to shed light on learning, promoting learning, and designing learning environments; and better use technology for collecting, analyzing, sharing, and managing data to shed light on learning, promoting learning, and designing learning environments; and

35. Cyber Learning- Transforming STEM Education design new technologies for these purposes, and advance understanding of how to use those technologies and integrate them into learning environments so that their potential is fulfilled design new technologies for these purposes, and advance understanding of how to use those technologies and integrate them into learning environments so that their potential is fulfilled Types of Projects Types of Projects  Exploration-2/3 years, $550,000, January 2012  Design and Implementation-4/5 yrs,$1,350,000 January 2012  Integration and Deployment-5 yrs, $2,500,000 – July 14 2011

36. C. Funding Strategies  Consult the NSF website and Guide to Programs to locate a likely program (“Home” for your project).  Make use of “Search Awards” capability to locate abstracts of proposals with comparable objectives.  Contact the Program Director to determine if your project is appropriate.

37. Serving S&E Folks As Usual…

38. What to Look for in a Program Announcement Goal of program Goal of program Eligibility Eligibility Special requirements Special requirements Read the Program Announcement Carefully Pay special attention to: If you have questions, contact the Program Officer

39. A Good Proposal A good proposal is a novel and good idea, well expressed, with a clear indication of methods for pursuing the idea, evaluating the findings, and making them known to all who need to know. A Competitive Proposal is… All of the above Appropriate for the Program Responsive to the Program Announcement Obtain a copy of a successful proposal. Check Award Abstracts search page. Things change, get a recent award.

40. NSF Review Criteria Criterion 1 - What is the intellectual merit of the proposed activity? Criterion 1 - What is the intellectual merit of the proposed activity? This criterion addresses the overall quality of the proposed activity to advance science and engineering through research and education. Criterion 2 - What are the broader impacts of the proposed activity? Criterion 2 - What are the broader impacts of the proposed activity? This criterion addresses the overall impact of the proposed activity. * Additional review criteria may apply to specific programs * Postdoc Mentoring Plan (if support for postdoc is requested) in the supplemental documents

41. A Declination How to Gain from the Experience  Funding rate is estimated to be ~20-25% for most NSF Programs in FY10 for most NSF Programs in FY10  Read the written Reviews and the Panel Summary Summary  Call/Email the Program Director for guidance and interpretation guidance and interpretation

42. 10/5/2015Division of Undergraduate Education 10/5/2015 Summary: some suggestions. 1. Become a Reviewer on a S-STEM Panel (e- mail me) 2. Obtain examples of successful proposals. Public record. -Go to NSF homepage (nsf.gov) -Select “Education Directorate” -Select “Division of Undergraduate Education” 42

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50. Thanks so much for your attention Questions?

51. 10/5/2015 NSF, CyberInfrastructure CI-TEAM Award 063652 51 MSI-CIEC What is CyberInfrastructure Resources  ComputersData Storage  Scientific instrumentsExperts etc Linkages Systems Organizations Integrating Software ------------------------------------------------ ------------------ Impact of CyberInfrastructure Impact of CyberInfrastructure  Captures how Science and Engineering Community has redefined “COMPUTER” “COMPUTER” “COMPUTER”  Coordinated set of hardware, services and software  Providing ‘end to end’ resource