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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 [email protected]
[email protected] 703-292-8670
DUE Web Sitehttp://www.ehr.nsf.gov/EHR/DUE/