NSF Funding Opportunities

Noyce Scholarship Program

Teacher Professional Continuum

Math and Science Partnership

Advanced Technological Education (ATE) Articulation Track

CCLI

STEP

Teacher Professional Teacher Professional Continuum (TPC)Continuum (TPC)

TPC GoalsTPC Goals• To improve the quality and coherence of the

learning experiences that prepare and enhance STM teachers;

• To develop innovative curricula, tools, materials, ideas, and information resources that prepare and support STM teachers;

• To research and identify models, organizational structures, and systems that support the TP Continuum;

TPC GoalsTPC Goals • To advance the knowledge base on

• the preparation, enhancement, and retention of STM teachers; and

• the strategies that strengthen and diversify the STM teaching profession

• To use scientifically-based studies to research teacher learning throughout the TPC, and its impact on teaching practice; and

• To disseminate … to a national audience.

TPC Funding Categories for FY03 Competition

I. Research Studies

II. Research and Development of Educational Models and Systems

III. Professional Resources Development

IV. Conferences and Symposia

I. Research Studies

Research studies that contribute to the knowledge base on:

how to effectively recruit, prepare and support qualified STM teachers;

how to create supportive structures and environments that sustain STM educators at all levels; and

how to impact teaching practice with teacher learning.

II. Research and Development on Educational Models and

Systems The TPC program supports projects that research,

develop, and disseminate exemplary models and systems that prepare, support, and sustain K-12 STM teachers and/or strengthen the STM teaching profession. 

III. Professional Resource Development

The TPC program supports the development of resources for teachers, leaders, and administrators;

The resources must be grounded in recent advances in research on teaching and learning; and

Projects must address a national need.

IV. Conferences and Symposia

The TPC program supports conferences and symposia that:

1. Assemble experts to discuss and/or synthesize research and/or STM education issues,

2. Introduce research and/or exemplary educational models,

3. Assemble innovators in the field, or

4. Develop action plans for future TPC research and development projects.

Funding AmountFunding Amount

$ 28 Million for FY 2004

25 – 35 Awards

TPC Anticipated Deadlines

Preliminary proposals: Spring, 2004

Full proposals: September, 2004

Robert Noyce Scholarship Program

Noyce Scholarship Program Goals

To encourage talented mathematics, science, and engineering students to pursue teaching careers

To encourage STEM professionals to become teachers

Noyce Scholarship Program

Funds provided to colleges and universities with strong teacher preparation programs to provide scholarships for prospective teachers

Scholarships based on academic merit, consideration of financial need, and increasing the participation of minority populations in the teaching workforce

Noyce Scholarship Program

High quality teacher preparation program

Support for new teachers

Must be an institutional priority

Must provide evidence of a strong partnership with school district

Noyce Scholarship Program

Support for undergraduate students: must be juniors or seniors majoring in science,

technology, engineering, or mathematics

Scholarships are up to $10,000 per year for two years

Students must commit to teaching in a high need school for two years for each year of scholarship support

Students failing to meet service requirement must repay scholarship

Noyce Scholarship Program

Support for career-changers: Must be STEM professional enrolled in a teacher

certification program

Stipends of $10,000 for one year

Recipients must commit to two years of service as a mathematics or science teacher at a high need school

Recipients failing to meet service requirement must repay scholarship

Noyce Scholarship Program

Projects include—

Recruitment strategies

Exemplary programs leading to certification

Requirement for 2-years of service in high need school for each year of support

Mechanism for monitoring recipients and evaluating project

Noyce Scholarship Program

Available Funding in FY 2004: $7.95 million Award size: Up to $500,000 over 3-4 year duration

Number of awards: FY 2002: 10

FY 2003: 15

2004 Deadlines: Letters of Intent: March 5, 2004 Proposals: April 2, 2004

FY 04 Math and Science Partnership (MSP)

Program

Math and Science Math and Science PartnershipPartnership

The MSP program seeks to improve K-12 student achievement through a sharp focus on three inter-related issues:

Ensuring that all students have access to, are prepared for, and are encouraged to participate and succeed in challenging and advanced mathematics and science courses;

Math and Science Math and Science PartnershipPartnership

• Enhancing the quality, quantity and diversity of the K-12 mathematics and science teacher workforce; and

• Developing evidence-based outcomes that contribute to our understanding of how students effectively learn mathematics and science.

Math and Science Math and Science PartnershipPartnership

MSP is a program to support PARTNERSHIPS among preK-12 school systems, higher education communities and other collaborators to work together to improve preK-12 science, technology, engineering and mathematics education.

MSP – Key FeaturesMSP – Key Features

Successful MSP Proposals:• are partnership-driven involving mathematics,

science, and engineering faculty • provide solutions to issues of teacher quality,

quantity and diversity• offer challenging courses and curricula for

students• have evidence-based design and outcomes• provide evidence for likely institutional change

and partnership sustainability

Math and Science PartnershipMath and Science Partnership

In FY’04, NSF seeks to support three types of MSP projects:

• Targeted Partnerships for the secondary grade levels (i.e., middle and/or high school)

• Institute Partnerships – Teacher Institutes for the 21st Century

• Research, Evaluation and Technical Assistance in support of the Institute Partnerships

MSP Institute PartnershipsMSP Institute PartnershipsFocus on:

development of school-based intellectual leaders and master teachers

teachers of mathematics or the sciences in the secondary grades and elementary specialists

Participants will be experienced teachers who wish to deepen content knowledge and build leadership skills

Institutes will be multi-year programs of coherent study within particular discipline

K-12 core partners are: districts from which participants are selected, and required to grant sufficient non-classroom time for

participants to carry out responsibilities

Math and Science Partnership

https://www.ehr.nsf.gov/msp

Advanced Technological Education (ATE) Teacher Preparation Track

All proposals must involve 2 and 4-year institutions and aim to:

Increase number, quality, and diversity of prospective K-12 teachers in preprofessional programs in two-year colleges.

Improve technological literacy of prospective K-12 teachers at all levels and their understanding of the modern workplace.

Strengthen prospective K-12 teachers’ preparation in mathematics and science.

ATE Teacher Preparation Track

Projects should focus on activities such as:• Recruiting students into careers as STEM teachers• Establishing or enhancing the infrastructure of 2-yr college

programs for prospective teachers• Articulation with 4-year institutions• Developing or adapting high quality, STEM materials, courses, and

methods for 2-yr college courses for prospective teachers with emphasis on technological literacy

• Engaging pre- and in-service teachers in joint activities• Connecting 2-yr college programs for prospective teachers with

business and industry, etc.

ATE Teacher Preparation Track Award Size

Articulation Partnerships: Up to $100,000/yr for 3 yrs

Large Scale Teacher Preparation Projects:

May exceed $100,000/yr in proportion to scale of work

Focus on state systems of two- and four-year colleges or multiple two- and four-year institutions

ATE Deadlines

Preliminary Proposals:

April 21, 2004 (optional)

Full Proposals: October 8, 2004

Course, Curriculum, and Laboratory Improvement (CCLI)

Purpose of the Program

To improve the quality of STEM education for all students. Targets 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

supports the development, adaptation, and implementation of effective models, products, and practices that meet the needs of all students

Organized into four tracks to address the diverse activities supported by the program

Adaptation and Implementation ( A&I )• Adaptation of high-quality materials and

effective educational practices developed elsewhere

• Obtain needed instrumentation & equipment (1:1 match)

Educational and Materials Development ( EMD )

• Produce innovative materials of high quality and significance appropriate for national distribution

CCLI Tracks

National Dissemination ( ND ) • Dissemination of exemplary materials through

large-scale faculty development Assessment of Student Achievement ( ASA )

• Development and dissemination of assessment practices, materials (tools), and measures to guide efforts that improve the effectiveness of STEM courses and curricula

CCLI Tracks

Projects are expected to result in improved education in STEM in academic institutions through adaptation and implementation of exemplary materials, laboratory experiences, and/or educational practices that have been developed and tested at other institutions

Projects should effect change within or across departments or other institutional units by having broad faculty and administrative support

Proposals may request funds in any budget category supported by NSF or may request funds to purchase equipment only

Adaptation and Implementation Track

Purpose: To adapt high-quality materials and effective educational practices developed elsewhere and to obtain needed instrumentation and equipment

Projects ($100k single course, $200k comp.)

• Must specifically identify materials or practices being adapted

• Include references to the literature or to the institutions using the materials or practices

• Must describe the modifications to be made• May be drawn from more than one source

Adaptation and Implementation – Type I

Purpose: To allow institutions to identify challenges or barriers preventing curriculum reform and to explore exemplary STEM curricula, materials, and/or practices in order to begin significant curriculum reform.

Projects ($75k)• Must specifically identify materials or practices being

adapted• Include references to the literature or to the institutions

using the materials or practices• Must describe the modifications to be made• May be drawn from more than one source

Adaptation and Implementation – Type II

Purpose: To develop educational materials that incorporate practices that are effective in improving learning of STEM disciplines and address national needs and/or opportunities

Proof of Concept ($75k) joint: ($100k)• Demonstrate scientific and educational feasibility of an idea• Develop prototypes Full Development ($500k)

Produce and evaluate significant new educational materials and pedagogical practices

Promote their dissemination and effective implementation nationally

Educational Materials Development

Purpose: To support national dissemination of exemplary materials and practices by providing current and future faculty with professional development activities

Projects ($1000k) Introduce new content into undergraduate courses

and laboratories Explore effective educational practices Primary dissemination mechanisms will be

workshops, short courses, and distance learning opportunities

National Dissemination (ND)

Purpose: To determine student achievement in a variety of learning environments, different disciplines, and at different academic levels

Projects ($500k) Develop and adapt assessment materials to improve

course and curriculum design Develop tools, procedures and measures for assessing

student learning from a group of courses representing a major or minor

Assessing efforts to improve undergraduate learning environment

Developing measures of institutional program quality to inform efforts college and university efforts to improve education

Assessment of Student Achievement (ASA)

A Methods Course to Prepare Preservice Biology Teachers to Use Inquiry: Adapting

the Focal Ecosystem Model

Idaho State University DUE 031161PI: Rosemary J. Smith Course Curriculum & Laboratory ImprovementAward: $97,629 Adaptation & Implementation

• This project addresses the need for the integration of content knowledge and pedagogy in science teaching methods courses.

• Two model projects were adapted the needs of the university and the K-12 schools by integrating discipline-based content knowledge, experimental methods, and pedagogical methods within a "Biology Teaching Methods" course.

• The course provides a rich experience for teachers-in-training that allows them to implement inquiry-based lessons during their student teaching internships.

Expected range of total NSF/DUE support:

A&I Type I: Up to $100K (single course)

Up to $200K (comprehens.) Type II: Up to $75K EMD POC: Up to $75K Joint-POC: Up to $100K Full Dev: Up to $500K ND Up to $1000K per year ASA Up to $500K

CCLI Award Information

Course, Curriculum, and Laboratory Improvement (CCLI)

• EMD and ND June 2004• A&I and ASA December 2004

Anticipated Closing Dates FY 04

STEM Talent Expansion Program (STEP)

Objective:Increase the number of students (US citizens and permanent residents) pursuing associate and baccalaureate degrees in STEM fields

Types of Proposals:Type 1 – strategies to increase student numbers

Type 2 – research on degree attainment in STEM

Features of a Strong STEP Proposal

Efforts are compatible with institution’s mission and the design of the project

Efforts are likely to be successful and lead to an increase in the number of STEM majors - project employs/adapts established methods

Rationale and strong justification for the proposed efforts are provided

Benchmarks for measuring progress, as the project moves forward, are reasonable and clearly delineated

Clear justification that the project will not cause decreases in enrollments in other STEM fields

Expected Outcomes

Significant progress in achieving proposed increases in student numbers

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

STEP FY 2004 – NSF 04-529

$24 Million

Type 1 Awards (5 years) $500 K for up to 5,000 undergrad FTE$1.0 M for 5,000-15,000 undergrad FTE$2.0 M for >15,000 undergrad FTE

Type 2 Awards (1-3 years) up to $500 K per year

Information and Inquiries

DUE Contact InformationEmail undergrad@nsf.gov

jprival@nsf.gov

kdennist@nsf.govPhone 703-292-8670

DUE Web Sitehttp://www.ehr.nsf.gov/EHR/DUE/