League for Innovations 2007 ConferenceMarch 5, 2007
Eileen L. Lewis
Program Director, Division of Undergraduate Education (DUE)
Taking Advantage of DUE and NSF Funding Opportunities
DUE Mission:DUE Mission:
To promote excellence in undergraduate science, technology, engineering, and mathematics (STEM) education for all students.
DUE is an agent of change that leads the NSF efforts to achieve excellent STEM undergraduate education for all students.
It creates, develops, and manages programs that enable institutions to expand the professional Science and Engineering workforce and to strengthen the scientific literacy for citizens through undergraduate curricula and related activities.
DUE ProgramsDUE Programs
Advanced Technological Education (ATE)
STEM Talent Expansion Program (STEP)
Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM)
Course, Curriculum, and Laboratory Improvement (CCLI)
Noyce Scholarship Supplements
Scholarships for Service (SFS)
National Science Digital Library (NSDL)
DUE ImpactDUE Impact
Focuses academic community on undergraduate educationFosters innovative curriculum developmentSupports professional communities of educational researchersProponent for diversified workforce Helps build national undergraduate laboratory infrastructureApproximately $225,000,000 in FY 2006 Credit: Muscatine Community College, Advanced Technology Environmental Education Center
Student works with plastic to make a mold for a machine part in the CNC (Computer Numeric Control) lab at
Muscatine Community College, Muscatine, Iowa.
Students works with plastic to make a mold for a
machine part in the CNC (Computer Numeric Control) lab Muscatine Community College, Muscatine, Iowa..
Why Community Colleges?Why Community Colleges?44% of the students who receive
baccalaureate or masters’ degrees in a STEM field attended a community college.
Associate degree programs produce highly qualified science and engineering technicians for the high performance workplace and improve U. S. competitiveness.
Community colleges play a large role in the preparation of future K-12 teachers.
Community colleges have very diverse student bodies and broadening participation in STEM is a major part of NSF’s mission.
… and many more reasons
The Role of Community Colleges in the The Role of Community Colleges in the Education of Recent Science and Education of Recent Science and
Engineering GraduatesEngineering Graduates
44% of all S & E 1999 and 2000 graduates with a bachelor’s or master’s degree attended a community college (more than 50% of the bachelors and 35% of the masters) 42% of computer science and mathematics degrees 46% of life and related sciences 37% of physical and related sciences 45% of social and related sciences 40% of engineers
42% of the graduates who had a GPA between 3.75 and 4.00 attended a community college
NSF InfoBrief (NSF 04-315) http://www.nsf.gov/sbe/srs/infbrief/nsf04315/start.htm
ADVANCED TECHNOLOGICAL ADVANCED TECHNOLOGICAL EDUCATIONEDUCATION
The ATE program promotes improvement in the education of science and engineering technicians at the undergraduate and secondary school level and the educators who prepare them, focusing on technicians for high-technology fields that drive the nation’s economy.
ATE is in its 14th year of funding community colleges, having started with the Science and Advanced Technology Act of 1992 (SATA).
FY2008-FY2010 Preliminary Proposals April 26, 24, and 23 respectively Formal Proposals October 11, 16, and 15 respectively
http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5464&org=DUE&from=home
Advanced Technological Advanced Technological Education ProgramEducation Program
Projects which focus on: Program Improvement; Professional Development for Educators; Curriculum and Educational Materials Development; Teacher Preparation; or Small Grants for Institutions New to the ATE Program.
Centers of Excellence – National, Regional, Resource http://www.ATECenters.org
Targeted Research on Technician Education
New ATE Project Opportunity: New ATE Project Opportunity:
Small Grants for Institutions New to ATESmall Grants for Institutions New to ATE Purpose Simulates implementation, adaptation, and innovation in all areas
supported by ATE. Broaden the base of participation of community colleges in ATE. Strengthen the role of community colleges in meeting needs of
business and industry
Proposers are encouraged to include resources of ATE and other NSF awardees and to include those people as consultants and subawardees.Available only to community college campuses that have not an an ATE award within the last 10 yearsLimited to $150,000 with a maximum of 10% indirect
Expanded ATE Opportunity Track 3:Expanded ATE Opportunity Track 3:
Targeted Research in Technician EducationTargeted Research in Technician Education
Supports research on technician education, employment trends, changing role of technicians in the workplace, and other topics that make technician programs more effective and forward looking.
Represents a TRUE collaboration reflected in activities, leadership, and budget between well-qualified researchers and two-year college educators and others as appropriate.
Expanded ATE Opportunity Track 3: Expanded ATE Opportunity Track 3:
Targeted Research in Technician EducationTargeted Research in Technician Education Examples:
For specific high-technology fields, what works and what doesn’t work and why? What educational strategies are most effective in improving student learning in specific fields and how do you know?
Across multiple technology fields, what are the impacts of strategies such as problem based learning and remote laboratories had?
How can the stakeholders in technician educations (community colleges in collaboration with all types of others) develop meaningful and mutually beneficial partnerships?
What model educational program and industry partnerships prepare students for sustained success in a technician career? What are the characteristics of students who best adapt?
ATE Program BudgetATE Program Budget
05
101520253035404550
FY94FY95
FY96FY97
FY98FY99
FY00FY01
FY02FY03
FY04FY05
FY06
FY 07
Mill
ion
s o
f d
olla
rs
Number of Awards per State in ATE’s 13 Year HistoryNumber of Awards per State in ATE’s 13 Year HistoryTotal number of Awards (739)Total number of Awards (739)
(DC)
(MD)(DE)
(NJ)
(CT)
(RH)
(MA)
(VT)
(NH)
CALIFORNIA
WYOMING
IOWA
KENTUCKY
WASHINGTON
ARKANSAS
MISSOURI
HAWAII 3 (PR)AKHI
3
2
1
28
21
833
19
47
213
15
3
1
4
4
7
63
3
21
1518
22 536
15
14
1115 8
27
9
18
18
19
1212
40
3
2 7
2018
1215
51
2
OREGON
NEVADA
ARIZONA
UTAH
IDAHO
MONTANA
COLORADO
OKLAHOMA
KANSAS
NEBRASKA
SOUTH DAKOTA
NORTH DAKOTA
MINNESOTA
WISCONSIN
MICHIGAN
OHIO
INDIANAILLINOIS
TENNESSEENORTH CAROLINA
GEORGIA
SOUTH CAROLINA
NEW MEXICO
MISSISSIPPI
ALABAMA
PENNSYLVANIA
NEW YORK
WV
ALASKA
FLORIDA
VIRGINIA
MAINE
TEXAS LOUISIANA2
1
ATE Centers of Excellence (33)ATE Centers of Excellence (33)
National Center
Regional Center
Resource Center
FY 96-01
FY 02-05
FY 2006
Biotechnology 24 14 9 Chemical Technology/Pulp & Paper 15 12 0 Multidisciplinary 30 6 4 Electronics/Microelectronics/Nanotech 12 7 4 Other Engineering Technology 30 38 7 Environmental 22 8 1 Geographic Information Systems 13 10 5 Manufacturing 52 33 7 Math/Physics 25 13 2 Computer/Information Systems/ Cybersecurity/Telecommunications
72 58 9
Marine/Agriculture/Aquaculture/Nat. Res. 11 6 3 Teacher Preparation 10 23 1 Multimedia 0 6 1 Energy Technology 0 3 3 Research 0 1 4 Recruitment/Retention 0 2 5 Institution Reform 0 3 0
Totals 306 243 65
Foci of ATE Awards
Center for the Advancement Center for the Advancement of Process Technologyof Process Technology
College of the Mainland, Texas DUE-0532652 & 0202400
Partners with major petrochemical and refining industries, 2-year colleges, and universities in TX and LA with links to other states and builds on accomplishments of the Gulf Coast Process Technology Alliance
Includes curriculum development and improvement, instructional materials development, faculty enhancement, dissemination, and collaboration efforts
Serves industry sectors including chemical and refining, exploration and production, pharmaceuticals, and power generation
AgKnowledge, AgKnowledge, A National PartnershipA National Partnership
Building partnerships nationwide among community colleges, four-year institutions, and business and industry to improve agricultural technology education in the U. S.
Improving the mathematics, science, and technical competencies in an integrated way for agriculture technology graduates
Assuring that graduates are well prepared for an increasingly technological workforce
Focusing on curriculum development, faculty development, recruitment of students, and capacity building
Kirkwood Community College
P.I.: Terry A. Brase
DUE 0434405
ATE Center
AgKnowledge, AgKnowledge, A National PartnershipA National Partnership
Involving partners in many parts of the country including Parkland Community College that is a member of the Precision Agriculture Education Network.
Kirkwood Community College
P.I.: Terry A. Brase
DUE 0434405
ATE Center
Regional CentersRegional Centers
Former -- 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 include curriculum adaptation, faculty and teacher development, establishment of partnerships, and recruitment and retention strategies, all directed toward regional workforce needs
Clear, measurable impacts on quantity and quality of students for the workforce
Center for the Advancement of Systems Center for the Advancement of Systems Security and Information AssuranceSecurity and Information Assurance(CASSIA)(CASSIA)
Moraine Valley Community College DUE 0302612
Focusing on homeland security in a 5 state region
Collecting, adapting, and enhancing curricula in cybersecurity
Offering AAS degrees and certificates in IT security and data assurance and a BS program in computer science
Providing professional development for college faculty and internships for students
Manufacturing Technology Manufacturing Technology Program Leads to RegionalProgram Leads to Regional CenterCenter
Jefferson St Community College DUE 0202248 Gadsden State Communty College DUE 0501328
Forming partnerships with manufacturers in the automotive industry, secondary schools, universities, and the Alabama Technology Network
Focusing on industrial maintenance and automated manufacturing
Enhancing faculty and building curriculum
Establishing entry and exit requirements for programs
Led to the establishment of an ATE Regional Center CARCAM involving 5 community colleges and numerous first, second, and third tier auto firms
ATE Resource CentersATE Resource Centers
Constitute a highly visible source of educational materials, ideas, contacts, and mentoring in a particular field of technological education
Led by those who have already made substantial, high-quality contributions in an area of technological education.
Serve as clearinghouses for, and broadly distribute, the exemplary materials, curricula, and pedagogical practices adapted or designed by previously funded ATE centers and projects
Provide support and mentoring for institutions that wish to start or improve educational programs in a particular field of technology.
National Resource Center for National Resource Center for Materials Technology EducationMaterials Technology Education
Edmonds Community College DUE 0501475
Focuses on nanotechnology and composites as well as more traditional areas of metal, plastics, and composites
Collects and develops curricular resources aligned with industry-based core competencies
Provides mentoring to colleges and faculty
Facilitates internships and networking opportunities
Works with industry partners such as Boeing and a professional society ASM
ATE ProjectsATE Projects
Program Improvement : These projects increase the relevance of technician education to modern practices and assure an increased number of students entering the high performance workplace with enhanced competencies. They are more focused than centers.
Program ImprovementProgram ImprovementActivities might include:
Integrating industry standards and workplace competencies into the curriculum
Adapting educational materials or courses developed elsewhere
Adding rigorous STEM content to programs and courses
Providing professional development to educators
Developing articulation agreements between two-year colleges and secondary schools or four-year institutions
Improving recruitment or retention of students
Developing and Field Testing a Multimedia Simulation Developing and Field Testing a Multimedia Simulation System for Training Aviation Maintenance Technicians via System for Training Aviation Maintenance Technicians via the Internetthe Internet
Rock Valley College DUE 0402362
Developing curricular modules in aircraft weight and balance, aircraft circuit maintenance, and turbine engine maintenance.
Creating a network of faculty members from colleges with avionics programs, industry practioners, and educational specialists.
Offering faculty enhancement workshops to prepare people to use the materials.
Focusing on recruiting and retaining women in avionics programs.
Embedding CQI Methodology in Embedding CQI Methodology in Two-Year Technical CurriculaTwo-Year Technical Curricula
Illinois Valley Community College DUE 0501885
Revising curricula for an engineering design and electronics to build around an entrepreneurial component.
Providing technical students with continuous process improvement experience.
Recruiting more students into engineering design, manufacturing and electronics.
Involving industry representatives in development of the program and mentoring of students.
Project ProBaseProject ProBase Illinois State University DUE 0202375
Developing a set of problem based technology rich curriculum units.
Designing the materials to provide pre-technical high school students that prepares them to enter community college technician programs.
Filling the gap between national standards such as the Standards for Technological Literacy and entry level skills and knowledge needed by students entering community college technician program.
SLCC Contract Research SLCC Contract Research Organization for BiotechnologyOrganization for BiotechnologySalt Lake City Community College DUE 0402497
Provides working internships for college and high school students where students can translate concepts and techniques from the classroom to a working environment
Uses research projects from companies where companies provide consumable costs and in return have access to a highly trained workforce to offset personnel costs
Helps to meet the demand for a challenging next step for high school seniors and more flexible college internships
Creating Pathways for Prospective Creating Pathways for Prospective Science and Mathematics Teachers Science and Mathematics Teachers
in a Technology Enriched Environmentin a Technology Enriched Environment
Antelope Valley College 0402690
Increasing the number, quality, and diversity of mathematics and science middle school teachers
Enrolling students in technology-rich classes also supported by the Mathematics Science Engineering Technology Consortium that includes 50 regional businesses, 16 school districts, and many others
Working with Cal State Bakersfield to provide pathways to baccalaureate degree
Using hands-on, inquiry based learning, field experiences, and summer institutes
ATE Impact: 2006 Survey at a GlanceATE Impact: 2006 Survey at a GlancePart IPart I
Reporting — 163 out of about 250 active awards *
Taking at Least One ATE Supported Course 37,576 secondary school students 124,872 associate degree students 6138 baccalaureate degree students 10896 on-the-job workers
Program Enhancement Specifically- 67 awards 302 programs being changed 283 institutions involved 956 courses changes Serving 28,200 students.
* Must be active more than a year to report – 178 surveyed
ATE Impact: 2006 Survey at a GlanceATE Impact: 2006 Survey at a GlancePart IIPart II
Participated in an ATE professional develoment opportunity – 66 projects 5265 secondary school teachers 5575 associate degree faculty 3018 baccalaureate degree faculty
Partnerships 5517 businesses and industries, public institutions, and other
educational institutions Provide an additional $13 million in support
Assessments 98% of projects have an industry advisory board 73% have conducted a needs assessment recently 87% have external evaluations.
ATE Impact: 2006 Survey at a GlanceATE Impact: 2006 Survey at a GlancePart III Part III
Gender and Ethnicity of ATE StudentsGender and Ethnicity of ATE Students
Gender Male 77% Female 23%
Ethnicity White (non-Hispanic) 72% Hispanic/Latino 7% African American 13% Asian 3% Multiracial 3% American Indian 1%
Some Best Practices in Working with Some Best Practices in Working with Industry Identified by ATE PIsIndustry Identified by ATE PIs
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
Some Best Practices in Working with Some Best Practices in Working with Industry Identified by ATE PIsIndustry Identified by ATE PIs
Focus on needs for the high performance workplace
Get decision makers involved
Link company research and colleges in training of technicians
Provide flexible pathways for students
STEP (STEM Talent STEP (STEM Talent Expansion Program)Expansion Program)
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)
www.nsf.gov/pubs/2006/nsf06502/nsf06502.htm/
Deadline: September 26,2006
Optional Letters of Intent: August 15, 2006
STEPSTEPEfforts might include:
Bridge programs that enable additional preparation for students
Programs that focus on the quality of student learninghigh-caliber teaching in smaller classesnew pedagogical approachestraining of teaching assistants
Programs to encourage undergraduate research
Programs that provide financial incentives to students
Many others
Center for Promoting STEM: A Consistent Center for Promoting STEM: A Consistent District-Wide Approach to Increase STEM District-Wide Approach to Increase STEM Enrollment and Student SuccessEnrollment and Student Success
Oakton Community College DUE 0622329
Designed to increase the number of students pursuing and earning postsecondary degrees in STEM disciplines
Includes activities focusing on retention such as STEM Success Seminars, STEM Enrichment Program for underprepared students, study sessions, mentoring program, internships, Faculty Leadership Program, and student-industry-teacher simulations.
Promotes student interest in STEM careers though a variety of activities.
A SySTEMS Approach A SySTEMS Approach to STEM Educationto STEM Education
Prince Georges’ Community College DUE 0431648 Developing an integrated system to increase the number of STEM graduates each year by 37 students and the number transferring to universities in STEM fields by the same number.
Developing a Collegian Center for students to be part of a cohort of STEM scholars
Infusing interdisciplinary modules throughout STEM classes, creating linked classes, increasing the student success in mathematics, and recruiting students from local high schools.
Evaluating activities with goals and objectives tied to activities and measurable outcomes.
NSF Scholarships in Science, Technology, NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM)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.http://www.nsf.gov/pubs/2006/nsf06527/nsf06527.htm
H1B Visa Funds
Predecessor was Computer Science, Engineering, and Mathematics Scholarships (CSEMS) Program
S-STEMS-STEM
Major Features
Eligible disciplines extended to include biology, physical and mathematical sciences, computer and information sciences, geosciences, and engineering
Maximum scholarships increased to $10,000 (but still based on financial need)
Grant size increased to $500,000 with 7% allowed for administration and 8% for student support
One proposal per constituent school or college that awards degrees (also schools within institutions)
About $50 - $70 million available in FY’07 Deadline: February 16, 2007
S-STEMS-STEM
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.
BOOST: Building Occupational BOOST: Building Occupational Opportunities for Students in Opportunities for Students in TechnologyTechnology Lake Land College DUE 0422492
Funded originally under CSEMS
Led by faculty teaching in network administration, civil engineering, mathematics and physics.
Includes recruitment activities, mentoring, and academic support.
Connects students with internships, job shadowing, and mentoring opportunities with industry.
Includes specific activities to attract dislocated workers and young women.
NSF Engineering and Computer NSF Engineering and Computer Science Scholars ProgramScience Scholars Program
College of Lake County DUE 0630906
Providing scholarships to students in engineering, computer science, and pre-engineering with strong academic potential and financial need.Recruiting activities give special emphasis to underrepresented groups including women, minority students, and the disabled.Organizing students into cohorts, which are supported by activities such as individualized advising, structured tutorials, mentoring, and a summer orientation.
• Institutional Awards and Group Awards• Student involvement in innovative research at
the forefront of the biological and mathematical sciences;
• Four or more students involved as a team, working and learning together (at least 2 math and 2 biology majors);
• Long-term involvement of each student with project activities - more than a semester or a summer - to provide immersion, intense involvement in research, and mutual reinforcement between the research and classroom activities;
Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences (UBM)
• Extensive, interdisciplinary mentoring from senior faculty in both disciplines;
• A diversity of students with attention to ethnic and gender diversity;
For Larger Projects:
• Use of program models to motivate curriculum changes and faculty development;
• The ability to affect programs and students beyond those directly involved in the project.
Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences (UBM)
Exploring New Models for Authentic Undergraduate Exploring New Models for Authentic Undergraduate Research with Two-Year College StudentsResearch with Two-Year College Students
City Colleges of Chicago Harold Washington College DUE 0629174
Supported by the Undergraduate Research Collaboratives (URC) program
Involves 10 community colleges in the Chicago Area by identifying and recruiting young scientists in two-year colleges, especially underrepresented groups
Transforms the culture of participating two-year colleges by embedding intensive research experiences during the academic year and the summer into curricula and courses/
Instills in students the confidence to pursue science as a profession.