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

Community College Chemistry

Funding Opportunities In DUE

Community College Day at NSF Headquarters

Liz DorlandChemistry Program Director

Division of Undergraduate Education April 2004

National Science FoundationDivision of Undergraduate Education

National Science National Science FoundationFoundation

Inspector General

National Science Board

Director Deputy Director

Staff Offices

Computer & Information

Science&

Engineering

Engineering Geosciences Mathematica

l & Physical

Sciences

Social, Behavioral

& Economic Sciences

Education & Human Resources

Budget, Finance & Award

Management

Information Resource

Managemen

t

Biological

Sciences

DUE: Division of Undergraduate EducationOther Divisions in EHR:• ESIEElementary, Secondary, & Informal

Education• DGE Graduate Education• REC Research, Evaluation, and

Communication• HRDHuman 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

http://www.fldemo.nsf.gov/





SFS

TPC CSEMS

NSDL

DTS

STEP

Noyce

CCLIATE

0

10

20

30

40

50

60

Dol

lars

(M)

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 FoundationDivision 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. Projects2. Centers3. Articulation Partnerships

Preliminary Proposals (Optional)April 2004Formal 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

2. 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)

3. 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 CenterResource Center

(DC)

ATE Centers of Excellence (25)

BIO-LINK: A NATIONAL ATE CENTER FOR BIOTECHNOLOGY

City College of San FranciscoDUE 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 TechnologyBellevue CC (Bellevue, WA)

Information TechnologyChemeketa CC (Salem, OR)

Natural ResourcesEastern Iowa CC District (Bettendorf, IA)

Environmental TechnologyIowa State University (Ames, IA)

Non-destructive Testing Maricopa CC District (Tempe, AZ)

MicroelectronicsMiddlesex County College (Edison, NJ)

Engineering TechnologyMonterey Peninsula College (Monterey, CA)

Marine TechnologySinclair CC (Dayton, OH)

ManufacturingSpringfield Tech. CC (Springfield, MA)

TelecommunicationsS.C. Tech. College System (Florence, SC)

Engineering Technology

ATE Centers of ExcellenceResource Centers

Maricopa AdvancedTechnology Education

CenterMaricopa Community College DistrictDUE 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

1. Projects $25 K to $300 K/yr 1 to 3 years

2. a. National Centers $2.5 M to $3 M 3 Yearsb. Regional Centers $1.5 M to $2 M 3 Yearsc. Planning Grants$40 K to $50 K 1 to 2 Years

3. Articulation $100 K to $300 3 YearsPartnerships

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 DevelopmentND: National DisseminationASA: 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 materials2. Adaptation - adaptation of proven materials3. 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 2003All DUE Disciplines

Track Proposals Awards Success Rate

A&I 768 150 20%

EMD 544 97 18%

ND 36 8 22%

ASA 95 10 11%

Track ApplicationDeadline

Anticipated Award Limits

Anticipated Award Duration

EMD June 17, 2004 *by 5 PM local time zone

POC: $75,000POC-C: $100,000Full 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: $100-200kType 2: $75,000

2-3 years

CCLI Award Information

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 numbersType 2 – research on degree attainment in STEM

Program Deadline:March 2005 (anticipated)


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 protected]

[email protected] [email protected]

[email protected]

www.ehr.nsf.gov/due

Contact Information