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2YC3 Conference - NSF Programs - March 2004
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2YC3 Conference - NSF Programs - March 2004



This presentation is of historical interest only. Updated information and data can be found at http://www.nsf.gov....

This presentation is of historical interest only. Updated information and data can be found at http://www.nsf.gov.

New program officers base their early presentations on decks handed down and shared by other PDs. It was one of my first independent NSF presentations. I was starting to improve the fonts and slide format, and to add my own slides, but it is still a horrible mish-mash!



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2YC3 Conference - NSF Programs - March 2004 2YC3 Conference - NSF Programs - March 2004 Presentation Transcript

  • Community College Chemistry Funding Opportunities In DUE Liz Dorland Chemistry Program Director Division of Undergraduate Education [March 2004 – Two-year College Chemistry Consortium Conference] National Science Foundation Division of Undergraduate Education
  • Note to Slideshare viewers of the powerpoint presentation: This presentation is of historical interest only. Updated information and data can be found at http://www.nsf.gov . New program officers base their early presentations on decks handed down and shared by other PDs. It was one of my first independent NSF presentations. I was starting to improve the fonts and slide format, and to add my own slides, but it is still a horrible mish-mash! Uploading early slides is mainly to record my progress!
  • National Science Foundation Inspector General National Science Board Director Deputy Director Staff Offices Computer & Information Science & Engineering Engineering Geosciences Mathematical & Physical Sciences Social, Behavioral & Economic Sciences Education & Human Resources Budget, Finance & Award Management Information Resource Management Biological Sciences
    • DUE: Division of Undergraduate Education
      • Other Divisions in EHR:
      • ESIE Elementary, Secondary, & Informal Education
      • DGE Graduate Education
      • REC Research, Evaluation, and Communication
      • HRD Human Resource Development
      • EPSCoR Exp. Programs to Stimulate Competitive Research
    EHR: Directorate for Education and Human Resources
  • NSF Web Page
    • More than you ever wanted to know about NSF:
    • Main Website: www.nsf.gov
    • Click on: Publications (top bar)
    • Fastlane (side bar)
    • Grants and Awards
    • and much more…
    • Dropdown: Specialized info for:
    • NSF Staff & Organizations:
    National Science Foundation
  • www.ehr.nsf.gov EHR Web Page
  • DUE Web Page
    • More than you ever wanted to know about DUE :
    • DUE Web Page: ehr.nsf.gov/ehr/due
    • Click on: program of your choice…
    • or
    • Dropdown: Make a selection to navigate DUE :
    • About the Division
    • Awards (Funded Projects)
    • Advice to Applicants and…
    National Science Foundation Division of Undergraduate Education
    • GPG: Grant Proposal Guide
      • Link (or search) on www.nsf.gov
    • FastLane submission required
    • www . fldemo . nsf.gov
    • PIRS: Project Information Resource System
      • search for PIRS on the NSF main page or DUE
    • DUE Reviewer Information Form
      • choose Publications , then Forms from DUE drop down menu or search on the NSF page
    NSF & DUE Web Resources
  • DUE Funding Levels: FY 04 Total $190 million
  • DUE Selected Programs: ATE: Advanced Technological Education CCLI: Course, Curriculum, and Laboratory Improvement STEP: STEM Talent Expansion Program National Science Foundation Division of Undergraduate Education
      • Promotes improvement in the education of science and engineering technicians at the undergraduate and the secondary school levels.
      • Two-year colleges leadership role in all projects
      • Partnerships between two/four year colleges, universities, secondary schools, business and industry
      • Producing more science and engineering technicians to meet workforce demands
      • Improving the general science, technology, engineering, and mathematics (STEM) preparation of technicians and the educators who prepare them.
    ATE: Advanced Technological Education
  • Active ATE Awards (242) As of October 1, 2003
    • Tracks:
      • 1. Projects
      • 2. Centers
      • Articulation Partnerships
    • Preliminary Proposals (Optional) April 2004
    • Formal Proposals Due Oct. 2004
    ATE: Three Tracks
    • 1. Projects include one or more:
      • Program improvement (modern practice/competencies)
      • Professional development for educators
      • Curriculum and Educational materials development (national scope)
      • Technical experiences for students and faculty
        • (internships and field experiences)
      • Laboratory development (innovative methods)
      • Research to assess effectiveness of funded efforts
    ATE Projects: Six Activities
  • Math Applications Shaping Tomorrow (MAST)
    • Northern Essex Community College DUE 0202133
    • P.I.: Catherine Pirri Award : $ 249,724
    • Partnering with local industry to incorporate problem solving and real industry-based applications into mathematics curriculum at 3 levels (high school, 2-yr college, 4-year colleges and universities)
    • Incorporating technology as both a teaching and learning tool and fostering an interactive environment
    • Providing extensive faculty professional development opportunities
    • Adapting materials from Greenville Technical College
    • Centers (awarded for 4 years)
      • National Centers of Excellence with emphasis on a particular area of technology (2 @ $5 million)
      • Regional centers in information technology or manufacturing (4 @ $3 million)
      • Resource Centers (4 @ $1.5 million)
      • Planning Grants (10 @ $70 K for 2 years)
    • Articulation partnerships
      • teacher preparation
      • associate to bachelors degree
    ATE: Three Tracks
  • ATE National Centers of Excellence
    • Disciplinary field
    • (e.g., Information Technology, Biotechnology)
    • National resource for the particular technology
    • Activities
        • standard setting
        • curriculum development
        • faculty and teacher enhancement
        • dissemination of the Center’s and others’ material
        • facilitating partnerships among other schools and colleges
        • recruitment and retention strategies
  • National Center Regional Center Resource Center ( DC) ATE Centers of Excellence (25)
  • Brevard CC (Cocoa, FL) Space Technology City College of San Francisco (San Francisco, CA) Biotech College of the Mainland (Texas City, TX) ProcessTechnology Daytona Beach CC (Daytona Beach, FL) Information Tech. Kirkwood CC (Cedar Rapids, IA) Agricultural Tech. Maui CC (Kahului, HI) High Performance Computing ATE Centers of Excellence National Centers
    • City College of San Francisco DUE 0118933
    • Coordinating and facilitating a national program for biotechnology education
    • Involving six regional centers, baccalaureate institutions, high schools, national laboratories, and industry partners such as GenenTech and Amgen
    • Identifying and testing instructional materials, retaining and recruiting underrepresented groups, strengthening basic STEM skills, and increasing work-based learning
    • Holding summer institutes and sponsoring internships for faculty, students, and technicians.
  • ATE Regional Centers
    • Manufacturing Technology or Information Technology
    • Regional focus: serves the needs of industry in a region
    • Collaboration among colleges and secondary schools
    • Collaboration with industry in the region
    • Activities of the same kind as National Centers, including curriculum adaptation, faculty and teacher development, establishment of partnerships, and recruitment and retention strategies, all directed toward regional needs
  • AIM Institute (Omaha, NE) Information Technology College of the Canyons (Santa Clarita, CA) Manufacturing CC of Baltimore County (Essex, MA) Manufacturing Lexington CC and KY Comm. & Tech. Coll. Information (Lexington, KY) Technology Moraine Valley CC (Palos Hills, IL) Information Technology Nashville Tech CC (Nashville, TN) Information Technology Penn State University (University Park, PA) Nanofabrication University of Mass. (Boston, MA) Information Technology ATE Centers of Excellence Regional Centers
  • California Regional Consortium for Engineering Advanced in Technological Education (CREATE)
    • College of the Canyons, California DUE 0202396
    • Joins 7 community colleges, 5 universities, and over 50 employers to educate workforce in high demand information and manufacturing technologies
    • Increased enrollment in technician courses from 1233 in 1997 to 3908 in 2002
    • Has a 82% retention rate for students
    • Won the Hesburgh Award for Excellence
  • American Chemical Society (Washington, DC) Chemical Technology Bellevue CC (Bellevue, WA) Information Technology Chemeketa CC (Salem, OR) Natural Resources Eastern Iowa CC District (Bettendorf, IA) Environmental Technology Iowa State University (Ames, IA) Non-destructive Testing Maricopa CC District (Tempe, AZ) Microelectronics Middlesex County College (Edison, NJ) Engineering Technology Monterey Peninsula College (Monterey, CA) Marine Technology Sinclair CC (Dayton, OH) Manufacturing Springfield Tech. CC (Springfield, MA) Telecommunications S.C. Tech. College System (Florence, SC) Engineering Technology ATE Centers of Excellence Resource Centers
  • Maricopa Advanced Technology Education Center
    • Maricopa Community College District
    • DUE 9602373, 9908419, 0202240
    • Partnering with 10 semiconductor manufacturing firms like Intel, Motorola, and Microchip Technology
    • Developing curricular systems and materials to support needs for technicians
    • Providing technical and instructional support for teachers and faculty and motivating semiconductor manufacturing technology (SMT) faculty to adopt the MATEC learning system
    • Increasing the number of women and minorities, preparing for technician careers
  • Best Practices: Working with Industry
    • Get industry involved early and be flexible
    • Assure persistence and critical mass of partners
    • Use industry experts to help with curriculum development and project evaluation
    • Have joint membership of industry and academia on Workforce Development Boards
    • Recruit students and provide career pathways
    • Enhance technological and pedagogical knowledge and skills of teachers
    • Create and test instructional materials and curriculum
    • Develop 2+2, 2+2+2, and 4+2 programs and articulation agreements
    • Create and offer dual enrollment programs
    ATE: Articulation Partnerships
    • Type Award Range Duration
    • Projects $25 K to $300 K/yr 1 to 3 years
    • a. National Centers $2.5 M to $3 M 3 Years
    • b. Regional Centers $1.5 M to $2 M 3 Years
    • c. Planning Grants $40 K to $50 K 1 to 2 Years
    • Articulation $100 K to $300 3 Years
    • Partnerships
    • 2003 Proposals: 202 No. Funded: 65 (32%)
    ATE Award Information
    • The Course, Curriculum, and Laboratory Improvement program seeks to improve the quality of STEM education for all students…based on educational research…and data concerning needs …
    • A&I: Adaptation and Implementation
    • EMD: Educational Materials Development
    • ND: National Dissemination
    • ASA: Assessment of Student Achievement
    CCLI: Course, Curriculum and Laboratory Improvement
    • A&I: Adaptation and Implementation
      • Adaptation of high-quality materials and effective educational practices developed elsewhere
      • Obtain needed instrumentation and equipment
      • (1:1 match on equipment over $5000 only)
    • EMD: Educational and Materials Development
      • Produce innovative materials of high quality and significance appropriate for national distribution
    CCLI: Course, Curriculum and Laboratory Improvement
    • ND: National Dissemination
      • Dissemination of exemplary materials through large-scale faculty development
    • ASA: Assessing Student Achievement
      • Develop and disseminate effective assessment practices, tools, and measures
    CCLI: Course, Curriculum and Laboratory Improvement
      • Supports and encourages the use of innovative materials and practices that have been demonstrated to be effective and the acquisition of instrumentation to achieve pedagogical change.
    CCLI-A&I: Adaptation and Implementation
      • Types of Projects:
      • Type I: Direct curricular improvement
      • Type II: Strategies to overcome identified challenges to educational reform
  • CCLI-A&I: Type I projects might include :
    • Incorporation of laboratory or field experiences that engage students in scientific processes and concepts.
    • Adaptation and testing of exemplary materials for use by a student population significantly different from the one for which they were originally developed.
    • Enhancement of teaching and learning through instructional and information technologies.
    • Integration of the study of pedagogy and content in STEM core courses for prospective pre K-12 teachers.
  • Outcomes expected of funded A&I Type I projects include all of the following:
    • Adaptation and implementation of exemplary practices and/or materials…in innovative ways
    • An evaluation that informs the institution and others of the effectiveness of the implemented materials
    • Faculty professional development
    • Efforts to…broaden impact at the institution within or across disciplines
    • Effective dissemination to the broader community
  • CCLI-A&I: Type II projects might include :
    • Intensive faculty enhancement activities:
    • Visits to exemplary programs; or other activities to prepare a group of faculty to implement new curricula or practices.
    • Attendance at workshops, seminars, or discussion groups that bring in outside experts
    • Student participation: determining student opinions and perceptions that restrict student participation in courses, programs, and/or majors
  • Outcomes expected of funded A&I Type II projects include all of the following:
    • Lowering of the challenges or barriers that were defined in the proposal.
    • Description of the curricula, materials, and/or practices explored and the progress that has been made.
    • Summary of student contributions to the project.
    • Evaluation and dissemination of the progress made toward the goals.
    • A plan, including a timeline, for continuing the reform that was initiated as a result of the project.
  • The CCLI-A&I track discourages proposals that:
    • Provide only the basic level of support for STEM instruction needed to maintain a viable program.
    • Are justified solely on the basis of financial need or increased enrollments.
    • Seek replacement instrumentation without a well-conceived plan for enhancing learning.
    • Seek replacement instrumentation without a well-conceived plan for enhancing learning.
    • Replicate an existing program without further adaptation.
    • Incorporation of Nuclear Magnetic Resonance Spectroscopy Throughout the Chemistry Curriculum – Susan Ensel, Hood College
    • Integration of Service-Learning Incorporating Environmental Atomic Absorption Analysis into the Undergraduate Chemistry Curriculum
        • – Joan Esson, Kalamazoo College
    • Molecular Modeling as a Theme in the Undergraduate Chemistry Curriculum
    • – Jonathan Smith, Gustavus Adolphus College
    Sample CCLI-A&I Projects
    • Objectives:
      • To demonstrate the scientific, educational and commercial merit of an idea or concept
      • If effective, may serve as the basis for full-scale-development project
    • Outcomes expected:
      • Prototype, pilot test, evaluation data, dissemination of results, a plan for further development, identification of test sites, and a plan for sustainability
    EMD: Educational Materials Development- Proof of Concept
    • Encourages joint projects in STEM disciplines from coalitions of two- and four- year institutions
    • Proposals must involve BOTH two- and four-year faculty in the design, development and implementation activities
    • May address articulation issues
    • An additional $25K may be requested ($100K total)
    EMD POC-C: Coalitions of Two- and Four-Year Institutions
    • Objectives:
      • To produce and evaluate an innovative product (educational materials or pedagogical practices) based upon prior experience with a prototype
      • To promote dissemination and implementation nationally
    • Outcomes:
      • innovative materials or practices, credible evaluation, faculty prepared to use the materials, dissemination of information, self-sustaining national distribution
    EMD: Educational Materials Development- Full Development
  • Outcomes expected of funded full development EMD projects include all of the following:
      • Full-scale development…based upon prior experience with a prototype
      • Evaluation of the effectiveness…on student learning at different types of institutions
      • Faculty at test sites and other potential users who are prepared to use the materials or practice
      • Self-sustaining national distribution (e.g. distribution through a commercial publisher or discipline-based professional society)
    • Low Cost Laser Spectroscopy Experiments for Physical Chemistry
    • – James Whitten, University of Massachusetts, Lowell
    • Development of a Textbook and Companion Websites for Chemistry-Specific Writing Instruction
    • – Marin Robinson, Northern Arizona University
    Sample CCLI-EMD Projects
      • Objective:
      • To support national dissemination of exemplary materials and practices by providing current and future faculty with professional development activities to improve undergraduate learning.
    CCLI-ND: National Dissemination Activities are expected enable faculty to: 1) introduce new content into undergraduate courses and laboratories 2) explore effective educational practices, thereby improving the effectiveness of their teaching
      • Participants who are representative of national demographic and institutional diversity within the represented disciplines
      • Sets of materials for use by attending faculty
      • Follow-up activities to sustain faculty who participated in the professional development activities
      • A network of faculty actively using the disseminated best practices in their courses and classrooms
      • Evaluation protocols to assess and improve the effectiveness of professional development activities
    Outcomes expected of funded CCLI-ND projects include all of the following:
    • Peer-Led Team Learning: National Dissemination by the Workshop Project
    • – David Gosser, CUNY City College
    • Process Oriented Guided Learning
    • – Richard Moog, Franklin and Marshall College
    • A Series of Workshops in the Chemical Sciences
    • – Jerry Smith, Georgia State University
    Current Chemistry CCLI-ND Projects
    • Objective:
    • Develop and disseminate assessment practices, tools, and measures to improve teaching and learning in STEM
    CCLI-ASA: Assessment of Student Achievement Types of Projects: 1. New Development - new assessment materials 2. Adaptation - adaptation of proven materials 3. Dissemination - dissemination of effective materials
    • ChemQuery: An Assessment System for Mapping Student Progress in Learning General Chemistry
    • – Angelica Stacey, University of California, Berkeley
    • Developing Web-Based Assessment Tools to Diagnose Misconceptions in Undergraduate Science Classes
    • – Barbara Gaddis, University of Colorado, Colorado Springs
    Sample CCLI-ASA Projects
  • CCLI Fiscal Year 2003 All DUE Disciplines Track Proposals Awards Success Rate A&I 768 150 20% EMD 544 97 18% ND 36 8 22% ASA 95 10 11%
  • CCLI Award Information Track Application Deadline Anticipated Award Limits Anticipated Award Duration EMD June 17, 2004 *by 5 PM local time zone POC: $75,000 POC-C: $100,000 Full Dev: $500,000 2-3 years (up to 5 years for full dev.) ND June 16, 2004 $1,000,000/year 2+ years (up to 5 years) ASA Dec. 2, 2004 $500,000/yr up to 3 years A & I Dec. 8, 2004 Type 1: $100-200k Type 2: $75,000 2-3 years
      • Estimated Number of Awards: 250
      • - including 115 EMD, 10 ND, 115 A&I, and 10 ASA awards
      • Anticipated Total Funding Amount:
      • - $40,000,000 for new awards pending availability of funding
    CCLI Award Information
    • Seeks to increase the overall number of students (U.S. Citizens or permanent residents) pursuing and receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM)
    • Types of Proposals:
    • Type 1 strategies to increase student numbers
    • Type 2 research on degree attainment in STEM
    • Program Deadline: March 2005 (anticipated)
    STEP: S TEM Talent Expansion Program
      • Bridge programs: additional preparation for students
        • From high school to 2 year or 4 year schools
        • Between 1 st and 2 nd years of college
      • Programs that focus on the quality of student learning
        • high-caliber teaching in smaller classes
        • new pedagogical approaches
        • training of teaching assistants
      • Programs to encourage undergraduate research
    Examples of STEP Projects
    • Type 1 Proposals (10-20 awards):
    • 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: S TEM Talent Expansion Program
    • Type 2 Proposals (2-3 awards):
    • 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: S TEM Talent Expansion Program
    • 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
    • Type 2 (Educational Research)
      • $500 K per year for 1-3 years
    • One proposal per institution
      • (can be a partner on only one proposal)
    • $24 million available in 2004
    STEP: S TEM Talent Expansion Program
    • Start EARLY!
    • Read the Program Announcement
    • Learn about the recent DUE awards in PIRS
    • Request copies of proposals from PIs
    • Become an NSF reviewer
    • Contact ( e-mail is best) a program officer
    • (ask whether you can send a one page summary)
    Getting Started on a Proposal
    • Peer Reviewed (mail and/or panel)
    • Criteria for Evaluation
      • What is the intellectual merit of the proposed activity?
      • What are the broader impacts of the proposed activity?
    The Proposal: Criteria for Evaluation
  • Research & Education Communities Proposal Preparation Time Org. submits via FastLane N S F NSF Prog. Off. Prog, Off. Anal. & Recom . DD Concur Via DGA Organization Min. 3 Revs. Req. DGA Review & Processing of Award Proposal Receipt to Division Director Concurrence of Program Officer Recommendation Solicitation Returned Without Review/Withdrawn Mail Panel Both Award NSF Proposal & Award Process & Timeline Decline 90 Days 6 Months 30 Days Proposal Receipt at NSF DD Concur Award
  • DUE Timeline
    • Solicitation is published at least 3 months prior to proposal deadline
    • Proposal deadline: 5 PM (your time zone)
    • Review panel meets 1.5 to 2 months after deadline
    • Program officers start processing proposals 2 to 3 weeks after panel. Goal is to process 70% within 6 months of original deadline
  • Sections of an NSF Proposal
    • Cover Sheet
    • Project Summary
    • Table of Contents
    • Project Description
    • References Cited
    • Biographical Sketch(es)
    • Budget
    • Current & Pending Support
    • Facilities, Equipment & Other Resources
    • Special Information & Supplementary Documentation
  • Grant Proposal Guide (GPG)
    • Provides guidance for preparation of proposals
    • Specifies process for deviations including:
      • individual program announcements; and
      • by written approval of cognizant AD or designee
    • Describes process -- and criteria -- by which proposals will be reviewed
    • Describes process for withdrawals, returns & declinations
    • Describes the award process and procedures for requesting continued support
    • Identifies significant grant administrative highlights
    • Addresses a major challenge
    • Supported by capable faculty and others
    • Improves student learning
    • Rationale and vision clearly articulated
    • Informed by other projects
    • Effective evaluation and dissemination
    • Adequate facilities, resources, and commitment
    • Institutional support
    Intellectual Merit
    • Integrated into the institution’s academic programs
    • Contributes to knowledge base and useful to other institutions
    • Widely used products which can be disseminated through commercial and other channels
    • Improved content and pedagogy for faculty and teachers
    • Increased participation by women, underrepresented minorities, and persons with disabilities
    • Ensures high quality STEM education for people pursuing careers in STEM fields or as teachers or technicians
    Broader Impacts
  • Telephone: (703) 292-8670 Email: [email_address] edorland@nsf.gov [email_address] [email_address] www.ehr.nsf.gov/due Contact Information