www.atecenters.org ADVANCED TECHNOLOGICAL EDUCATION CENTERS Partners With Industry For A New American Workforce Fields of technology supported by the ATE program include, but are not limited to: The Advanced Technological Education (ATE) Program Focuses on the education of technicians for high-technology fields. The National Science Foundation supports three major ATE program tracks: projects, centers, and targeted research in technician education. Two-year college educators have leadership roles in ATE projects and centers. They design and carry out model workforce development initiatives in partnership with industry, four-year colleges, universities, secondary schools, nonprofit organizations, and government agencies. ATE research advances the knowledge base needed to make technician education programs more effective and more forward-looking. ATE Impacts Students by encouraging efforts to increase the participation of diverse populations in advanced technology fields where they have been underrepresented, and promotes the inclusion of persons with disabilities in the technical workforce. ATE Empowers Innovative Educators with competitive grants that make it possible for them to test their ideas for improving the technical skills of technicians, and for boosting the general science, technology, engineering, and mathematics (STEM) knowledge of students at various education levels. ATE also supports professional development programs for educators who teach prospective technicians. ATE Facilitates Productive Partnerships between educators, industry, and other organizations. ATE also strengthens the connections among community colleges, technical colleges, elementary and secondary schools, and universities. These multifaceted partnerships produce coordinated responses to new workplace and instructional technologies, and help people develop the skills for advanced technology careers. Highlighting the Advanced Technological Education program sponsored by the National Science Foundation. Prepared by the ATE centers with support from the National Science Foundation under grant DUE-1040932 to the Academic Affairs Division of the Maricopa Community Colleges. BIOTECHNOLOGY & CHEMICAL PROCESSES ADVANCED MANUFACTURING TECHNOLOGIES AGRICULTURAL, ENERGY, & ENVIRONMENTAL TECHNOLOGIES LEARNING, EVALUATION, & RESEARCH ELECTRONICS, MICRO- & NANOTECHNOLOGIES ENGINEERING TECHNOLOGIES INFORMATION, GEOSPATIAL, & SECURITY TECHNOLOGIES OIOIOIOIOIOIOI OIOIOIOIOIOIO IOIIIOOIOIOIIIO OIOIOIOIOIIOIO IOIIOIIIOIIOOIO The Advanced Technological Education program endeavors to strengthen the skills of technicians whose work is vitally important to the nation’s prosperity and security.
Transcript
www.atecenters.org
ADVANCED TECHNOLOGICAL
EDUCATION CENTERS
P a r t n e r s W i t h I n d u s t r y F o r A N e w A m e r i c a n W o r k f o r c e
Fields of technology supported by the ATE program include, but are not limited to:
The Advanced Technological Education (ATE) Program Focuses on the education of technicians for high-technology fields.
The National Science Foundation supports three major ATE program tracks: projects, centers, and targeted research in technician education. Two-year college educators have leadership roles in ATE projects and centers. They design and carry out model workforce development initiatives in partnership with industry, four-year colleges, universities, secondary schools, nonprofit organizations, and government agencies. ATE research advances the knowledge base needed to make technician education programs more effective and more forward-looking.
ATE Impacts Students by encouraging efforts to increase the participation of diverse populations in advanced technology fields where they have been underrepresented, and promotes the inclusion of persons with disabilities in the technical workforce.
ATE Empowers Innovative Educators with competitive grants that make it possible for them to test their ideas for improving the technical skills of technicians, and for boosting the general science, technology, engineering, and mathematics (STEM) knowledge of students at various education levels. ATE also supports professional development programs for educators who teach prospective technicians.
ATE Facilitates Productive Partnerships between educators, industry, and other organizations. ATE also strengthens the connections among community colleges, technical colleges, elementary and secondary schools, and universities. These multifaceted partnerships produce coordinated responses to new workplace and instructional technologies, and help people develop the skills for advanced technology careers.
Highlighting the AdvancedTechnological Education program sponsored by theNational Science Foundation.
Prepared by the ATE centers with support from the National Science Foundation under grant DUE-1040932 to the Academic Affairs Division of the Maricopa Community Colleges.
BIOTECHNOLOGY & CHEMICAL PROCESSES
ADVANCED MANUFACTURING TECHNOLOGIES
AGRICULTURAL, ENERGY, & ENVIRONMENTAL TECHNOLOGIES LEARNING, EVALUATION, & RESEARCH
• Improvesscience,technology,engineering,andmathematics(STEM)curriculaandinstructionatcommunityand technical colleges, and secondary schools using current research
• Savesschoolsystemsandhighereducationinstitutionstimeandmoneyrevisingcurriculaandcreatingnewprograms for emerging technologies
6,900 collaborations with industry, business, public agencies, and educational enterprises during 2009. These partners contributed
47% WERE TWO-YEAR COLLEGE FACULTY
27% WERE SECONDARY SCHOOL TEACHERS
15% WERE FROM BUSINESS AND INDUSTRY
11% WERE FOUR-YEAR COLLEGE FACULTY
58,100 people participated in ATE professional development programs during 2009.
1,740CURRICULUM MATERIALS
1,372ARTICULATION AGREEMENTS AMONG
958INSTITUTIONS
In2009, ATE centers and projects developed45%
WERE NONWHITE
27% WERE WOMEN
52% WERE ENROLLED IN TWO-YEAR COLLEGES
32% WERE SECONDARY SCHOOL STUDENTS
ATE encourages the participation of underrepresented populations in STEM fields. Of the
85,300 students who took at least one ATE-supported course during 2009
www.atecenters.org
Describe your location by
landmark or area of town.
This highly interactive workshop is designed primarily for administrators from diverse groups who aspire to achieve and be successful in executive level positions or presidencies in community colleges. Prominent CEOS representing these three host Councils will facilitate this workshop on:
Strategies in making career choices & preparations for next steps; Perspectives about careers & preparation; Navigating the internal & external politics; Inside view of the recruitment process & ways to overcome barriers; Solutions to balance personal & professional commitments, values, & choices; Networking & other relevant topics.
Re
gis
ter
No
w!
Sponsored by AACC Councils:
National Asian Pacific Islander Council (NAPIC) National Council on Black American Affairs (NCBAA) National Community College Hispanic Council (NCCHC)
2011 American Association
of Community Colleges Preconvention Workshop D
Breaking the Stained Glass Ceiling: Preparing
Administrators from Diverse Groups for Executive-level
Positions
Saturday, April 9, 2011 8:30 am - 4:00 pm
The Hilton New Orleans Riverside Hotel, New Orleans, LA
Cost: $250
2011 American Association
of Community Colleges Preconvention Workshop D
Breaking the Stained Glass Ceiling: Preparing Administrators from
Diverse Groups for Executive-level Positions
Saturday, April 9, 2011 8:30 am - 4:00 pm
The Hilton New Orleans Riverside Hotel, New Orleans, LA Cost: $250
Re
gis
ter
Now
! Register at the AACC
Website: http://www.aacc.nche.edu and select the 91st Annual
Convention Information link
4/9/11
Save the DateGrowing the Workforce for a New American Economy
October 22-25, 2011
Hyatt Regency St. Louis at The Arch
St. Louis, MO
A Joint Summit hosted by NCWE and NCCET
www.nccet.org and www.ncwe.org
Thursday, April 28, 2011 1:00pm – 2:30pm (EST)
This intensive webinar will concentrate on how to develop a consensus among student services professionals about learning outcomes assessment across the student services spectrum, how to develop meaningful outcomes, and how to use outcomes data to strengthen student services programs. Attention will be given to the shift from a student satisfaction focus to a student learning focus, and the collaboration between academic affairs and student services in the successful implementation of a learning outcomes project.
Webinar Description
•Vice Presidents of Student Affairs •Vice Presidents of Academic Affairs •Deans of Student Affairs •Deans of Academic Affairs
•Student Services Administrators and Professionals •Directors of Enrollment Management •Retention Specialists •Student Success Staff
Who Should Attend?
Dr. Elise Davis-McFarland is vice president of student services at Trident Technical College in Charleston, South Carolina. Dr. Davis-McFarland has worked as a public school speech-language pathologist, academician, researcher, and academic administrator. She developed the interdisciplinary graduate communication sciences and disorders program at the Medical Univer-sity of South Carolina and served as program chair. Dr. Davis-McFarland is an ASHA Fellow. She is a longtime ASHA volunteer, having served on many boards and committees, most recently the Board of Ethics. Her research and writing focus on multicultural issues. She earned a bachelor's degree from the Univer-sity of North Carolina at Greensboro, a master's from the University of Virginia and a doctorate from the University of Pittsburgh.
AACC’s web-based Minority Male Student Success Database highlights community college programs, initiatives, and strategic plans focusing on minority male mentoring,
recruitment, persistence, and completion.
It’s easy to upload a descriptive profile of your college’s program. Join other colleges that have showcased their commitment to minority male success and help make this database a useful tool for all.
American Association of Community CollegesOne Dupont Circle, NW, Suite 410 | Washington, DC 20036
202.728.0200 | www.aacc.nche.edu
Check it out!
Contact Kevin Christian, Senior Program Associate for Diversity, Inclusion and Equity at 202.728.0200, ext. 262 or [email protected].
www.aacc.nche.edu/MinorityMaleDatabase
Minority Male Student Success Database
“The AACC Minority Male Student Success Database is an essential resource for any community college desiring to recruit and retain African-American male students. The database provides access to information on programs nationwide that may otherwise go undiscovered. The inclusion of direct contact information is a feature that is hard to find anywhere else on the Web.
Keith P. SaylesDirector
African American Male InitiativeSt. Louis Community College, MO
“We need to understand African American men have strengths, creativity, and adaptability and focus on what will work for them.
Stephanie HawleyAssociate Vice President College Access Program
Austin Community College, TX
“AACC should be applauded for launching the Minority Male Student Success Database to provide all community colleges access to programs aimed at serving male students of color. We all know that developing [these] programs requires an ongoing commitment.
Ervin V. Griffin, Sr. President
Halifax Community College, NC
AACC Minority Male Student Success Databasewww.aacc.nche.edu/MinorityMaleDatabase
91st AACC Annual Convention April 9-12, 2011
New Orleans
Learn about innovative high school/community college dual
enrollment practices that increase community college
completion and graduation rates. We welcome all college
presidents to attend the:
Middle College National Consortium Reception
on
Sunday evening, April 10, 2011
at
6:30 p.m.
in the
Trafalgar Room at the Hilton New Orleans Riverside Hotel
2 Poydras Street
New Orleans, LA 70130
RSVP by April 1st: [email protected] Melody Hanson, Sr. Exec. Assist to the President
Hosted by: President McKinley Williams and MCNC Contra Costa College
(510) 235-7800, ext. 4206
C S
C C
Aff i l ia te o f the Amer ican Assoc iat ion of Commun ity Co l leges
Annual Conference, which is held in conjunction with the
AACC Conference each
Spring. The program offers
approximately 40 sessions on
community college research
findings and leadership
programs.
Research Support for commu-
nity college related studies is
available from the Council.
Requests for proposals are
available on the CSCC web
site (www.cscconline.org).
Awards are made at the Spring
conference for Dissertation
of the Year, Emerging
Scholar, Senior Scholar, and
April 2011
The Division of Undergraduate Education (DUE) has several programs of particular significance to two-year colleges:
Advanced Technological Education (ATE): This program promotes improvement in technological education at the undergraduate and secondary school levels by supporting
curriculum development; the preparation and professional development of college faculty and secondary school teachers; internships and field experiences for faculty, teachers, and students; and other activities. With an emphasis on two-year colleges, the program focuses on the education of technicians for the high-technology fields that drive our nation’s economy. The program also promotes articulation between programs at two-year colleges and four-year colleges and universities—in particular between two-year and four-year programs for prospective teachers and between two-year and four-year programs in science, technology, engineering, and mathematics (with a focus on disciplines that have a strong technological foundation and lead to entry level technician positions in a specific field). Fields supported by the ATE program include, but are not limited to, agricultural technology, biotechnology, chemical technology, computer and information technology, electronics, environmental technology, geographic information systems, manufacturing and engineering technology, marine technology, multimedia technology, telecommunications, and transportation technology.
The ATE program supports proposals in three major tracks:
ATE Projects develop or improve programs, adapt and implement exemplary materials, develop new materials, support technical experiences for students and faculty, provide professional development for college faculty and secondary school teachers, and support research on technical education. In the new solicitation, there are expanded sets of opportunities for 1) addressing business and entrepreneurial skills for students in technician education programs, 2) addressing leadership infrastructure for faculty, and 3) conferences and workshops.
ATE Centers provide comprehensive resources, serve as models for other projects, and act as regional or national clearinghouses for educational materials and methods.
Targeted Research on Technician Education explores employment trends, the changing role of technicians in the workplace, and other topics that advance the knowledge base needed to make technician education programs more effective and forward looking.
The ATE deadline for formal proposals is October 20, 2011. The optional preliminary proposal process has been eliminated from the program. The new ATE program solicitation is available at http://www.nsf.gov/ate. For information about previous awards, visit the ATE Web page at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5464. Institutions are allowed to submit multiple proposals.
NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM): This program makes grants to institutions of higher education to support scholarships for academically talented, financially needy students, enabling them to enter the workforce following completion of an associate, baccalaureate, or graduate level degree in science and engineering disciplines. Grantee institutions are responsible for selecting scholarship recipients, reporting demographic information about student scholars, and managing the S-STEM project at the institution. The next proposal deadline for S-STEM is August 11, 2011. More information about S-STEM can be found on the program's web site: http://nsf.gov/funding/pgm_summ.jsp?pims_id=5257
Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES): The FY 2010 solicitation is available at http://www.nsf.gov/pubs/2010/nsf10544/nsf10544.htm. Formerly known as CCLI, the TUES program is for all types of educational institutions that serve undergraduates. TUES supports efforts that conduct research on undergraduate STEM education, create new learning materials and teaching strategies, develop faculty expertise, implement educational innovations, and assess student achievement.
Type 1: These projects typically will address one program component and involve a limited number of students and faculty members at one academic institution. Projects with a broader scope or larger scale can be proposed provided they can be done within the budget limitations. Proposed evaluation efforts should be informative, based on the project's specific expected outcomes, and consistent with the scope of a Type 1 project. In order to encourage collaboration between four-year colleges and universities and two-year colleges, projects involving such collaboration may request an additional $50,000 over the $200K/project. The distribution of effort and funds between the four-year institution and the community college should reflect a genuine collaboration.
Type 2: These projects build on smaller-scale successful innovations or implementations, such as those produced by Type 1 projects, and refine and test these on diverse users in several settings. Type 2 projects
carry the development to a state where the results are conclusive so that successful products and processes can be distributed widely or commercialized when appropriate. At a minimum, the innovation, if successful, should be institutionalized at the participating colleges and universities (up to $600K/project).
Type 3: These projects combine established results and mature products from several components of the cyclic model. These projects should include an explicit discussion of the results and evidence produced by the work on which the proposed project is based. Such projects include a diversity of academic institutions and student populations. Dissemination and outreach activities that have national impact are an especially important element of Type 3 projects, as are the opportunities for faculty to learn how to best adapt project innovations to the needs of their students and academic institutions (up to $5 million/project).
Central Resource: These projects will work to increase the capabilities of and communications among the STEM education community and to increase and document the impact of TUES projects (up to $3 million, negotiable).
The proposal deadline for Type 2, Type 3, and Central Resource Project proposals is January 14, 2011. The next proposal deadline for Type 1 projects is in May, 2011. Information about the TUES program is available at http://nsf.gov/funding/pgm_summ.jsp?pims_id=5741.
Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP): STEP seeks to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within STEM. Type 1 proposals are solicited that provide for full implementation efforts at academic institutions. Type 2 proposals are solicited that support educational research projects on associate or baccalaureate degree attainment in STEM. The STEP solicitation is currently being revised. Information about the program and the current solicitation is available at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5488&org=DUE&sel_org=DUE&from=fund.
Math and Science Partnership (MSP): The MSP program responds to a growing national concern – the educational performance of the U.S. children in mathematics and science. Through MSP, NSF awards competitive, merit-based grants to teams composed of institutions of higher education, local K-12 school systems, and their supporting partners. Information about the program and the current solicitation is available at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5756.
Robert Noyce Teacher Scholarship: The Noyce Scholarship program seeks to encourage talented STEM majors and professionals to become K-12 and science teachers. The program provides funds to institutions of higher education (with an extra $250K for partnerships with 2-year colleges) to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who commit to teaching in high-need K-12 school districts. A new component of the program supports STEM professionals who enroll as NSF Teaching Fellows in master’s degree programs leading to teacher certification by providing academic courses, professional development, and salary supplements while they are fulfilling a four-year teaching commitment in a high-need school district. This new component also supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements for exemplary math and science teachers to become Master Teachers in high-need school districts. Information about the program and the current solicitation is available at http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5733.
Program Staff: We encourage each of you to investigate these opportunities and apply to the program. If you wish to have additional information or talk with a program director about your ideas, please contact us. There are currently two program directors in DUE from 2-year colleges(listed below). In addition to the disciplines represented below, DUE has program officers in computer science, engineering, geosciences, mathematics, physics, and social sciences. The full staff listing is available at http://www.nsf.gov/staff/staff_list.jsp?org=DUE. We look forward to hearing from all of you soon! David Campbell [email protected] (703) 292-5093 Celeste Carter [email protected] (703) 292-4651 Eun-Woo Chang [email protected] (703) 292-4674 Gerhard Salinger [email protected] (703) 292-5116
Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835 Arlington, Virginia 22230; Phone: 703-292-8670; Fax: 703-292-9015; Email: [email protected]
