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Jill SingerDivision of Undergraduate Education

Directorate for Education & Human ResourcesNational Science Foundation

Email: jksinger@nsf.gov

SCCURCal Poly Pomona

November 22, 2008

NSF Programs That NSF Programs That Support Undergraduate Support Undergraduate

Research and Some Research and Some Proposal Writing TipsProposal Writing Tips

Applying what you learn during this workshop can make the proposal

process easier

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Outline of TalkOutline of Talk

Programs in DUE Programs in NSF Advice and Resources What Happens to Your Proposal?

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NSF web site NSF web site (www.nsf.gov)(www.nsf.gov)

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Directorate for Education and Directorate for Education and Human Resources (EHR)Human Resources (EHR)

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Course, Curriculum, and Course, Curriculum, and Laboratory Improvement Laboratory Improvement

(CCLI)(CCLI)

DUE’s broadest, most innovative program Purpose of the Program

To improve the quality of STEM education for all students by targeting activities affecting learning environments, course content, curricula, and educational practices

Supports projects at all levels of undergraduate education Supports activities in the classroom, laboratory, and field

settings Three scales of projects (budget and scope)

Note: Note: CCLI Program Solicitation is being re-CCLI Program Solicitation is being re-written - there may be some significant changes written - there may be some significant changes so read so read the solicitation carefullythe solicitation carefully

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Write CCLI Proposal to Answer Write CCLI Proposal to Answer Reviewers’ QuestionsReviewers’ Questions

What are you trying to accomplish? What will be the outcomes?

Why do you believe that you have a good idea?

Why is the problem important? Why is your approach promising?

How will you manage the project to ensure success?

How will you know if you succeed?

How will others find out about your work? How will you interest them?

}} Goals etc.

}} Rationale

}} Evaluation

}} Dissemination

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Important CCLI Project Important CCLI Project ComponentsComponents

Quality, Relevance, and Impact

Student Focus Use of and Contribution to Knowledge

about STEM Education STEM Education Community-Building Expected Measurable Outcomes

knowledge base, and community building

Project Evaluation

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Program Director’s Notes Program Director’s Notes (1)(1)

Read the program solicitation Determine how your ideas match the solicitation

and how you can improve the match Articulate goals, objectives, &

outcomes Outcomes should include improved student

learning Build on existing knowledge base

Review the literature Present evidence that the proposed project is

doable; will enhance learning; is the best approach

Explore potential collaborations (industry, business, academic)

Use data to document existing shortcomings in student learning

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Program Director’s Notes Program Director’s Notes (2)(2)

Describe management plan Provide tasks, team responsibilities,

timeline Provide clear examples of the

approach Integrate the evaluation effort early

Build assessment tools around defined objectives and expected outcomes

Connect with independent evaluation experts

Identify strategies for dissemination Define a plan to contribute to knowledge

base Address broader impacts Collaborate, form partnerships (build

community)

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Program Director’s Notes Program Director’s Notes (3)(3)

What does the knowledge base say about the approach? What have others done that is related What have been the problems/challenges

Why is this problem important? Is it a global or local problem What are potential broader impacts How will it improve quality of learning

What is the evidence that the approach will solve the problem? Address and achieve the defined outcomes and

student learning What are alternative approaches?

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Ways CCLI Can Support Ways CCLI Can Support UGR ActivitiesUGR Activities

Acquisition of research quality equipment and its integration into undergraduate courses.

Labs can be constructed that integrate advanced equipment, prepare students for research, and draw on faculty research expertise.

Incorporation of inquiry-based projects into laboratory courses.

Partnerships with local research and informal education institutions.

Service learning can provide relevant problems while addressing the needs of the local community.

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STEP - STEM Talent Expansion STEP - STEM Talent Expansion ProgramProgram

Goal: To increase the number of students receiving associate or baccalaureate degrees in established or emerging fields within STEM Bridge programs that enable additional preparation

for students 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 - especially early undergraduate research experiences

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Major Research InstrumentationMajor Research Instrumentation(MRI)(MRI)

Is designed to increase access to scientific and engineering equipment for research and research training in our Nation's organizations of higher education, research museums and non-profit research organizations

It provides instrumentation for research-intensive learning environments

The MRI program encourages the development and acquisition of research instrumentation for shared inter- and/or intra-organizational use and in concert with private sector partners

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Characteristics of a StrongCharacteristics of a StrongMRI Proposal MRI Proposal (1)(1)

Well-Planned, Well-Written Proposal Cohesive research and training plan Appropriate Justification for the Requested

Budget

Solid, Well-Defined Research and Training Goals Not a Laundry List of Items Not Requesting More Than Needed Limited Salary Requests

Collaborations, if appropriate

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Characteristics of a StrongCharacteristics of a StrongMRI Proposal MRI Proposal (2)(2)

Strong Research and Training Record of Principal Investigators and His/Her Team

Well-Developed Management Plan Facilities People Commitment

Clearly Addressed NSF Review Criteria Intellectual Merit Broader Impacts

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Research Experiences for Research Experiences for Undergraduates (REU)Undergraduates (REU)

Supports active research participation by undergraduate students in any of the areas of research funded by NSF

REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program

Undergraduate student participants in either Sites or Supplements must be citizens or permanent residents of the United States or its possessions

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REU AwardsREU AwardsREU Sites Independent proposals to initiate and conduct projects that engage

a number of students in research Based in a single discipline or academic department, or on

interdisciplinary or multi-department research opportunities with a coherent intellectual theme

Proposals with an international dimension are welcome

REU Supplements May be requested for ongoing NSF-funded research projects May be included within a proposal for a new or renewal NSF grant

or cooperative agreement or as a supplement to an ongoing NSF-funded project

An REU Supplement request is handled by the NSF program officer for the underlying research grant

OISE – IRES OISE – IRES (Office of International Science and (Office of International Science and

Engineering - International Research Engineering - International Research Experiences for Students)Experiences for Students)

Component of the Developing Global Scientists and Engineers Program

Supports groups of U.S. undergraduate (or graduate) students conducting research abroad in collaboration with foreign researchers at an international site

Proposals must have a unifying research theme that provides a cohort experience for participating students

Proposals should describe the research focus of the proposed activity; the intellectual collaboration with the foreign team; and the plan for enhancement of students’ professional network and details on mentoring (refer to solicitation for details about proposal preparation)

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Research in Undergraduate Research in Undergraduate Institutions (RUI)Institutions (RUI)

Principal difference between RUI proposals and “regular” NSF proposals is the additional requirement the RUI proposals must include an RUI Impact Statement that describes the expected effects of the proposed research on the research and educational environment of the institution

No funds specifically set aside for funding RUI proposals; success rates for RUI proposals similar to the overall success rate for all kinds of proposals reviewed by NSF

Inclusion of undergraduate research assistants, while not a requirement, is usually expected

RUI is fully integrated into the regular disciplinary programs of the Foundation, and proposals are evaluated and funded by NSF programs in the disciplinary areas of the proposed research

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RUI Impact StatementRUI Impact Statement Describe institution, opportunities and/or established

programs supporting undergraduate research Identify infrastructure and institutional support for

undergraduate research, including faculty support Describe how undergraduate research fits into the

department’s curriculum and provide evidence that undergraduate research experiences help students prepare for successful careers, graduate school, or professional programs

Document the impact of undergraduate research on development of effective communication and other skills

Identify equipment available to students and provide examples of research projects undertaken by students

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Writing the Proposal: Steps to Writing the Proposal: Steps to SuccessSuccess

Preparing to WritePreparing to Write Start EARLY Outline what you want to do Review the literature and descriptions of funded

projects. Know what is being done in your field and how your project is similar/different Use NSF Awards Search

(http://www.nsf.gov/awardsearch/http://www.nsf.gov/awardsearch/)) Read program solicitations to find the program that

best meets your needs If you still need clarification, contact (e-mail is best)

the appropriate program officer to discuss your idea. This may cause you to refine your idea and may prevent you

from applying to the wrong program Give yourself and your grants’ office enough time to

complete the process and submit the proposal

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NSF Awards Search:NSF Awards Search:http://www.nsf.gov/awardsearch/http://www.nsf.gov/awardsearch/

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Writing the Proposal: Steps to Writing the Proposal: Steps to SuccessSuccessWritingWriting

Organize the proposal - use proposal guidelines Make it easy for reviewers to find key items in your proposal by

using such aids as bullets and an outline format Be sure you clearly describe what you want to do and how you

will do it as well as the problem you want to solve (goals and objectives)

For programs such as CCLI, describe how you will follow the progress of your project, determine whether it is successful and how you will disseminate the results

Consider the research potential of the project. Could the results add to the knowledge we have about what works and why in STEM education? If appropriate, relate your efforts to current research about what works and why.

Be sure the budget and budget explanation ‘match’ and that the budget reflects the size of the project team and the level of commitment for each member of the project team. Instrumentation, participant support, and/or travel requests should be clearly explained and justified.

2525One of the ways to confuse the reviewers…

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Fatal FlawsFatal FlawsFatal Flaw #1“My ideas are so great I’m certain NSF won’t care whether they

fit the program guideline.” Read the solicitation completely and carefully Write proposal and address each area outlined in the solicitation Check each program solicitation carefully for: Additional Criteria (for example)

Fatal Flaw #2“Trust us, we know what we’re doing.”

Formulate your idea(s); clearly state what you want to do Identify the audience(s) you want to work with Identify specific tasks and a timeline for completing activities Give background information; cite literature-demonstrate that you are aware of

similar efforts/prior work Address broader impacts; if diversity is one of your goals, how will you recruit and

support students?

Fatal Flaw #3“I’m sure they don’t actually count the pages. No one will

notice I’m over the page limit. Maybe I should just use a smaller font.” Follow page and font-size limits Consult the program solicitation and the GPG (Grant Proposal Guide)

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Fatal FlawsFatal FlawsFatal Flaw #4“NSF should know what I’ve done in the past without my

having to tell them. After all, they paid for it.” Provide results from prior funding Include a dissemination plan in your current proposal

Fatal Flaw #5“Evaluation will be ongoing and consist of a variety of

methods.” Plan for formative and summative evaluation Include evaluation plan with timelines and benchmarks

Fatal Flaw #6“I’ll inflate my budget because NSF always ends up cutting it

anyways” Budget should directly reflect workplan Provide biographical sketches for all key personnel.

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Some Common Reasons for Proposal Some Common Reasons for Proposal DeclineDecline

Lack of evidence the PI is aware of the relevant literature and is building upon it

Diffuse, superficial and unfocused plan Lack of sufficient detail Apparent lack of the requisite expertise or experience by

the proposers Lack of a clear plan to document and evaluate activities

and outcomes and to disseminate the results Evaluation plans that are mainly surveys to determine

user satisfaction with no clear mechanism for documenting changes in student learning, faculty approaches to presenting material, and/or approach to education (at the disciplinary, department or institutional level)

Proposals that do not explicitly address both Intellectual Merit and Broader Impact and exceed the page limit are returned without review

2929One of the fastest paths to a rating of ‘Poor’

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What Happens to your What Happens to your Proposal?Proposal?

Submission of proposal via FastLane Proposals are reviewed by mail and/or panels of

faculty within the discipline(s) A minimum of three persons outside NSF review each

proposal For proposals reviewed by a panel, individual reviews

and a panel summary are prepared for each proposal NSF program staff member attends the panel

discussion The Program Officer assigned to manage the

proposal’s review considers the advice of reviewers and formulates a recommendation

Negotiations may be necessary to address reviewers’ comments, budget issues, and other concerns

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What Happens to Your ProposalWhat Happens to Your Proposal (2)(2)

NSF is striving to be able to tell applicants whether their proposals have been declined or recommended for funding within six months. Verbatim copies of reviews, not including the identity of the reviewer, is provided to the PI.

Proposals recommended for funding are forwarded to the Division of Grants and Agreements for review. Only Grants and Agreements Officers may make awards.

Notification of the award is made to the submitting organization by a DGA Officer.

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Information and InquiriesInformation and Inquiries

Email undergrad@nsf.gov Phone 703-292-8670 Fax 703-292-9015

DUE Web Sitehttp://www.nsf.gov/div/index.jsp?div=DUE

Jill Singer 703-292-5323 jksinger@nsf.gov