Annual Community College Day at NSF HQ 4-12-04

Community College Chemistry Funding Opportunities In DUE Community College Day at NSF Headquarters Liz Dorland Chemistry Program Director Division of Undergraduate Education April 2004 National Science Foundation Division of Undergraduate Education

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

GPG: Grant Proposal Guide
Link (or search) on www.nsf.gov
FastLane submission required
www . fldemo . nsf.gov at www.fastlane.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 $160 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: Track 1

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 bachelor’s degree
ATE: Tracks 2 and 3

ATE National Centers of Excellence (Track 2)
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)

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

CREATE: California Regional Consortium for Engineering Advances in Technological Education
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

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 (Track 3)

New ATE Opportunity: Planning Grants for Institution-Wide Reform of Technician Education
Planning grants (up to $150,000 for 24 months) enable institutions to reformulate, streamline, and update technician degree programs at their institutions to meet the emerging educational needs of U. S. industry
Develop a plan to transform the institutional mission, organizational structure, policies and procedures, and curricula; strengthen faculty; and enhance connections with industry

address evolving, converging, and emerging technical fields
provide educational opportunities for an increasingly diverse student body
strengthen the academic potential of under-prepared students coming to the college
build faculty leadership potential
incorporate global issues and international technological and business practices
develop approaches for dealing with fiscal constraints
Planning Grants: Institution-Wide Reform of Technician Education

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 preK-12 teachers.

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
Outcomes expected of funded A&I Type I projects include all of the following:

Provides support for a group of faculty who have identified challenges or barriers that are currently preventing curriculum reform to pursue a plan that details their strategies for overcoming these problems. Students must be involved.
CCLI-A&I Type II: Adaptation and Implementation
Projects might include:
Intensive faculty enhancement activities
Pilot efforts of several reform methods
Multi-institutional efforts

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.

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.
The CCLI-A&I track discourages proposals that:

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

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

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

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

Outcomes expected:
Significant progress toward achieving the specific increases proposed in the number of students
A description of activities that have been institutionalized as a result of the project
Plan for continuing efforts to increase the number of students studying in STEM disciplines
An evaluation that informs the institution and others of the project’s progress
Effective dissemination of project processes and results to the broader community

Telephone: (703) 292-8670 Email: [email_address] edorland@nsf.gov [email_address] [email_address] www.ehr.nsf.gov/due Contact Information

Annual Community College Day at NSF HQ 4-12-04

by Liz Dorland on Feb 07, 2010

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Annual Community College Day at NSF HQ 4-12-04 — Presentation Transcript