2YC3 Conference - NSF Programs - March 2004

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

BIO-LINK: A NATIONAL ATE CENTER FOR BIOTECHNOLOGY
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

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

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

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

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

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

2YC3 Conference - NSF Programs - March 2004

by Liz Dorland on Feb 07, 2010

Accessibility

Categories

Tags

Upload Details

Usage Rights

1 Embed 1

Statistics

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