“How to Write a Successful NSF Grant” NISTS

“How to Write a Successful NSF Grant” NISTS
Division of Undergraduate Education (DUE) “How to Write a Successful NSF Grant” NISTS September 21, 2010 Eun-Woo Chang, Program Director Division of Undergraduate Education National Science Foundation

National Science Foundation (NSF)
Division of Undergraduate Education (DUE) National Science Foundation (NSF) The National Science Foundation (NSF) Act of 1950 (Public Law ) sets for its mission: To promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense.

Division of Undergraduate Education (DUE)
NSF’s Annual Budget 21% of the total federal budget for basic research conducted at U.S. colleges and universities. This share increases to 61% when medical research supported by the National Institutes of Health is excluded.

“EHR’s Mission is to promote the development of a diverse
and well-prepared workforce of scientists, engineers, mathematicians, educators, and technicians and a well informed citizenry who have access to the ideas and tools of science and engineering.”

NSF Budget Education and Human Resources (EHR):
Division of Undergraduate Education (DUE) NSF Budget Education and Human Resources (EHR): FY 2009 (Actual) $845 Million FY 2010 (Estimate) $873 Million FY 2011 (Requested) $892 Million Division of Undergraduate Education (DUE): FY 2009 (Actual) $283 Million FY 2010 (Estimate) $292 Million FY 2011 (Requested) $290 Million *Note: Extra $ Million from H-1B visa fees employers pay to obtain a visa for a foreign high-tech worker to fund the S-STEM program.

Selected Programs in DUE
Division of Undergraduate Education (DUE) Selected Programs in DUE FY FY FY (Actual) (Estimate) (Requested) ATE $ $ $64 CCLI/TUES $ $ $61 STEP $ $ $30 S-STEM $ /year from H1B visa fee NOYCE $115 $ $55 MSP $86 $ $58 *(in Million)

PROGRAM SOLICITATION NSF 08-569
Division of Undergraduate Education (DUE) Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) PROGRAM SOLICITATION NSF

STEP - Basic Goals Increase the number of students (US Citizens or permanent residents) in STEM Increase associate’s / bachelor’s degrees - Established or emerging STEM fields Community colleges get credit for transfers to 4-year STEM programs Note: Increases in a particular field must not be at the expense of other fields!

STEP: Successful projects might provide
Division of Undergraduate Education (DUE) STEP: Successful projects might provide Bridge programs that enable additional preparation for students from HS or community colleges Programs to improve the quality of student learning Peer tutoring, learning communities, etc. New pedagogical approaches (mastery learning, active learning, etc.) Programs to encourage undergraduate research Student support mechanisms

STEP: Outcomes expected
Division of Undergraduate Education (DUE) STEP: Outcomes expected Description of activities that will be institutionalized from the project Plan for continuing efforts to increase number of STEM students & graduates Formative assessment of progress towards goals Dissemination of project results to broader community

STEP Maximum Support Levels – Enrollment based
Division of Undergraduate Education (DUE) STEP Maximum Support Levels – Enrollment based $500 K for 5 years for 1- 5,000 undergrads $1.0 M for 5 years for 5,001-15,000 undergrads $2.0 M for 5 years for >15,000 undergrads One proposal per institution (can be a partner on only one proposal) STEP Budget $28-30 million expected for FY 2011 20-24 awards expected

STEP: Deadlines Letter of Intent due August 17, 2010
Division of Undergraduate Education (DUE) STEP: Deadlines Letter of Intent due August 17, 2010 Full Proposals due September 28, 2010

Scholarships in Science, Technology, Engineering, and Mathematics
Division of Undergraduate Education (DUE) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Program Solicitation NSF

S-STEM Goal: Provides funds to institutions to provide scholarships to academically talented, but financially needy, students Students can be pursuing associate, bachelor’s, or graduate degrees Scholarships can be up to $10,000/yr - up to 4 yrs within the limits of students official level of need. (They can be less than $10K and less than 4 yrs)

S-STEM: Major features of program
Division of Undergraduate Education (DUE) S-STEM: Major features of program Most STEM disciplines are eligible - except Social & Behavioral sciences Grant size: max $600,000 (up to 5% of the scholarship request can be spent for administrative costs and up to 10% for student support services) One proposal per constituent school or college that awards STEM degrees (e.g., school of engineering, college of arts & sciences) Estimated $50 to $70 million available in FY 2011

S-STEM: Special program features
Division of Undergraduate Education (DUE) S-STEM: Special program features PI must be member of STEM faculty Scholarships to “natural” cohorts of students S-STEM students are full-time & are US Citizens, Residents, Nationals, or refugees Institution must provide some student support structures Optional enhancements: research opportunities, tutoring, internships, etc.

S-STEM: Deadlines Optional Letter of Intent Deadline Date:
Division of Undergraduate Education (DUE) S-STEM: Deadlines Optional Letter of Intent Deadline Date: July 13, 2011 (for the August 11, 2011 competition) Proposal Deadline: August 11, 2011

Advanced Technological Education PROGRAM SOLICITATION NSF 10-539
Division of Undergraduate Education (DUE) Advanced Technological Education (ATE) PROGRAM SOLICITATION NSF

Goal: Educate technicians for the high-tech fields that drive our nation’s economy Sample activities: - Curriculum development - Faculty professional development - Building career pathways

ATE is in its 16th year of funding community colleges, having started with the Science and Advanced Technology Act of 1992 (SATA). FY2010 Preliminary Proposals April 22, 2010 Formal Proposals October 21, 2010

ATE Institution Requirements
Division of Undergraduate Education (DUE) ATE Institution Requirements Focus is on two-year colleges All proposals are expected to include one or more two-year colleges in leadership roles A consortium of institutions may also apply

ATE Tracks Projects - Small Grant ATE Centers
Division of Undergraduate Education (DUE) ATE Tracks Projects - Small Grant ATE Centers - National Centers of Excellence - Regional Centers of Excellence - Resource Centers Targeted research on technician education

Small grants Focus on community colleges that have little or no previous ATE grant experience Designed to stimulate implementation, adaptation, and innovation in technological education

Typical ATE award sizes
Division of Undergraduate Education (DUE) Typical ATE award sizes Project Grants: Up to $300K/year for 3 years (45) Small Grants: Up to $200K (15) National Centers: $5M for 4 years (2) Regional Centers: $3M for 3 years (3) Planning Grants for Centers: $70K Resource Centers: $1.6M for 4 years (4) Targeted Research: Up to $300K for 4 years (5-8)

Number of Awards per State in ATE’s 15 Year History Total number of Awards (865)
9 30 WASHINGTON 6 MAINE 3 MONTANA 5 NORTH DAKOTA 18 MINNESOTA 2 VT. 7 N.H. 25 OREGON 19 WISCONSIN 62 MA. 2 IDAHO 4 SOUTH DAKOTA 47 NEW YORK 2 WYOMING 16 MICHIGAN 14 CT. 16 PENNSYLVANIA 1 R.I. 23 IOWA 16 N.J. 7 NEBRASKA 3 NEVADA 42 OHIO 2 DEL. 28 ILLINOIS 8 INDIANA 2 UTAH 15 COLORADO 2 W.V. 26 MD. 22 VIRGINIA 6 MISSOURI 3 KANSAS 20 D.C. 18 KENTUCKY 99 CALIFORNIA 18 NORTH CAROLINA 18 TENNESSEE 7 OKLAHOMA 21 ARIZONA 4 ARKANSAS 22 S.C. 16 NEW MEXICO 9 GEORGIA 12 MISS. 15 ALABAMA 53 TEXAS 3 LOUISIANA 3 ALASKA 32 FLA. 3 PUERTO RICO HAWAII

ATE Centers of Excellence (36)
National Center Regional Center Resource Center

96-06 2007 2008 Foci of ATE Awards FY Biotechnology 47 5 8
Chemical Technology/Pulp & Paper/Environmental 58 3 1 Multidisciplinary/Institution Reform 43 4 2 Electronics/Microelectronics/Nanotech/Mechatronics/Lasers 23 7 Other Engineering Technology 75 10 Geospatial (GIS/GPS/Surveying) 28 Manufacturing 92 Math/Physics/Computational Science/Core 40 Computer/Information Systems/Cybersecurity/Telecommunications 139 Marine/Agriculture/Aquaculture/Natural Resources/Viticulture 20 Teacher Preparation 34 Multimedia Energy Technology 6 9 Research/Evaluation Recruitment/Retention Totals 614 54 69 Foci of ATE Awards

Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES) Course, Curriculum, and Laboratory Improvement (CCLI) Program Solicitation NSF

Excellent STEM education for all undergraduate students
Division of Undergraduate Education (DUE) TUES Vision Excellent STEM education for all undergraduate students Goal Stimulate, disseminate, and institutionalize innovative developments in STEM education through the production of knowledge and the improvement of practice. * Our broadest, most innovative program

TUES: Over time, we have increased our emphasis on
Division of Undergraduate Education (DUE) TUES: Over time, we have increased our emphasis on Building on and contributing to the literature on effective STEM education Building a community of scholars in STEM education reform Identifying project-specific measurable outcomes *Project management and evaluation

TUES: Project Types Type 1 $200,000 duration: 2 to 3 years
Division of Undergraduate Education (DUE) TUES: Project Types Type 1 $200,000 duration: 2 to 3 years (+ $50,000 with community college partner) Type 2 $600, duration: 2 to 4 years Type 3 up to $5,000, duration: 3 to 5 yrs Central Resource Projects up to $3,000,000 duration: negotiable

TUES: Choice of Type Reflects
Division of Undergraduate Education (DUE) TUES: Choice of Type Reflects Scale of the Project Number of institutions, students and faculty Maturity of the Project (Stage) Type 1 may lead to Type 2, etc. But prior CCLI/TUES funding is not required Scope of the Project Defined by the number of components, based on our view of the nature of educational innovation

TUES must focus on one or more of the following project components.
Division of Undergraduate Education (DUE) TUES must focus on one or more of the following project components. Creating Learning Materials and Strategies Implementing New Instructional Strategies Developing Faculty Expertise Assessing and Evaluating Student Achievement Conducting Research on Undergraduate STEM Education

TUES: For Example, Type 1 reflects
Division of Undergraduate Education (DUE) TUES: For Example, Type 1 reflects Scope and Scale: One or two program components Limited number of students & faculty at one or more institutions Expected Results: Contribute to understanding of effective STEM education, typically by exploring new ideas Can serve as basis for Type 2 project Transforms a lecture or laboratory course, a curriculum, or a department

TUES: Types of projects
Division of Undergraduate Education (DUE) TUES: Types of projects – that transform a course, a curriculum or a department. Integrate new instrumentation or equipment into undergraduate laboratories or field work Develop materials or add instrumentation that use a new instructional approach embodying current understanding of how students learn Develop a tool to assess students’ knowledge or learning gains Provide courses needed for efficient, seamless transfer from 2-yr to 4-yr colleges in partnership with other institutions Explore or pilot-test internet-based approaches for faculty professional development

TUES: Deadlines Deadline For Type 1 - May 26 & 27, 2011
Division of Undergraduate Education (DUE) TUES: Deadlines Deadline For Type 1 - May 26 & 27, 2011 (check website for days) Deadline For Type 2/3 and Central Resource Projects - January 14, 2011

Robert Noyce Teacher Scholarship Program
Division of Undergraduate Education (DUE) Robert Noyce Teacher Scholarship Program PROGRAM SOLICITATION NSF NSF

NOYCE: Program tracks Robert Noyce Teacher Scholarship Track
Division of Undergraduate Education (DUE) NOYCE: Program tracks Robert Noyce Teacher Scholarship Track Scholarships for undergraduate STEM majors preparing to become K-12 Teachers Internships for freshmen and sophomores Stipends for STEM professionals seeking to become K-12 teachers NSF Teaching Fellowships & Master Teaching Fellowships (TF/MTF) Track Fellowships for STEM professionals receiving teacher certification through a master’s degree program Fellowships for science and math teachers preparing to become Master Teachers

NOYCE: Scholarship Track
Division of Undergraduate Education (DUE) NOYCE: Scholarship Track At least $10K per student per year (but not to exceed the cost of education) Max period: 2-3 years for UGs; 1 year for Post-bacc students Phase 1 awards: up to $1.2M up to 5 years. (additional $250K possible for collaborating with a community college) Grants may ask up to 20% for program support costs Noyce scholars must serve 2 years in high-need school for each 1 year of support. Noyce scholars have up to 6 years to complete this obligation.

NOYCE: TF/MTF Track support features
Division of Undergraduate Education (DUE) NOYCE: TF/MTF Track support features - Teaching Fellows receive at least $10K (not to exceed cost of attendance) while enrolled in Master’s program - While teaching in a high-need school district the TF and MTF recipients receive an annual $10K salary supplement (4 years for TF and 5 years for MTF) - Grants may ask up to 20% for program costs - TF/MTF projects may request up to $3M for 5 to 6 years. (additional $250K possible for collaborating with a community college)

Due Date Letters of Intent (optional): March ?, 2011
Division of Undergraduate Education (DUE) Due Date Letters of Intent (optional): March ?, 2011 Full Proposal Deadline: April ?, 2011

Information about funded proposals
Division of Undergraduate Education (DUE) Information about funded proposals 1. Go to the DUE Home website on NSF 2. Find the Program of interest to you 3. Go to the bottom of that page and click on “Abstracts of Recent Awards Made Through This Program” 4. Write to the PI requesting a copy of her/his proposal. * An example follows for the Noyce Program

“How to Write a Successful NSF Grant” (Part II) NISTS
Division of Undergraduate Education (DUE) “How to Write a Successful NSF Grant” (Part II) NISTS September 21, 2010 Eun-Woo Chang, Program Director Division of Undergraduate Education National Science Foundation

The Life Cycle of an NSF Proposal
DGA Notification Return Without Review Award ? Mail Panel Both Proposal Review PI has an idea! Award/ Decline? Proposal Receipt at NSF NSF Admin. Review DD Concur Decline ? Notification Proposal Preparation Processing and Notification Proposal Review and Recommendation 90 Days 6 Months 30 Days

The Life Cycle of an NSF Proposal
Government Performance and Results Act of 1993 (GPRA) Target = Process 70% of proposals within 6 months of receipt at NSF Proposal Preparation Processing and Notification Proposal Review and Recommendation 90 Days 6 Months 30 Days

Return Without Review The Proposal:
Division of Undergraduate Education (DUE) Return Without Review The Proposal: Does not address Intellectual Merits and Broader Impacts within the Project Summary Has a budget line for a postdoctoral research associate but does not have a one page postdoctoral mentoring plan uploaded in the supporting information section Does not meet an announced proposal deadline

Review Processes Program directors
Division of Undergraduate Education (DUE) Review Processes Program directors - Sort by disciplines/college types/emphasis - Send to group of reviewers Reviewers - Rate each proposal (E, V, G, F, and P) - Submit written reviews - Describe the strengths and weaknesses in terms of the intellectual merit and broader impacts criteria

Review Processes Review panel - Meets and discusses proposal
Division of Undergraduate Education (DUE) Review Processes Review panel - Meets and discusses proposal - Writes a summary of the discussion - Highlight strengths and weaknesses - Referred to as the Panel Summary

The Proposal: Criteria for Evaluation
Division of Undergraduate Education (DUE) The Proposal: Criteria for Evaluation - Peer Reviewed - Criteria for Evaluation - What is the intellectual merit of the proposed activity? - What are the broader impacts of the proposed activity?

Intellectual Merit Addresses a major challenge
Division of Undergraduate Education (DUE) Intellectual Merit Addresses a major challenge Supported by capable faculty and others Improved student learning Rationale and vision clearly articulated Informed by other projects Effective evaluation and dissemination Adequate facilities, resources, and commitment Institutional and departmental commitment

Broader Impacts Integrated into the institution’s academic programs
Division of Undergraduate Education (DUE) Broader Impacts Integrated into the institution’s academic programs Contributes to knowledge base and useful to other institutions Widely used products which can be disseminated through commercial and other channels Improved content and pedagogy for faculty and teachers Increased participation by women, underrepresented minorities, and persons with disabilities Ensures high quality STEM education for people pursuing careers in STEM fields or as teachers or technicians

WHAT MAKES A GOOD PROJECT?
Division of Undergraduate Education (DUE) WHAT MAKES A GOOD PROJECT? - REALISTIC - WORTHWHILE - WELL-PLANNED - INNOVATIVE

Turning a Good Idea into a Competitive Proposal
Division of Undergraduate Education (DUE) Turning a Good Idea into a Competitive Proposal

Scenario: Origin of a TUES Proposal
Division of Undergraduate Education (DUE) Scenario: Origin of a TUES Proposal Professor X has taught general chemistry at UNT for several semesters. She has an idea for greatly improving the course by adding “new stuff” - “New stuff” - Material (e. g., modules, web-based instruction) - Activities (e. g., laboratories, projects) Pedagogy (e. g., problem based learning) She has done some preliminary evaluation She decides to prepare a CCLI proposal (Q) What should be stated in the proposal?

Scenario: Professor X’s Initial Proposal Outline
Division of Undergraduate Education (DUE) Scenario: Professor X’s Initial Proposal Outline 1. Goals: Develop “new stuff” to enhance student learning at UNT 2. Rationale: Observed shortcomings in educational experience of the students at UNT and felt that new stuff would improve the situation 3. Project Description: Details of “new stuff“ 4. Evaluation: Use UNT’s course evaluation forms to show difference 5. Dissemination: Describe “new stuff“ using conference papers, journal articles, and web site

Definition of Goals, Objectives, and Outcomes
Division of Undergraduate Education (DUE) Definition of Goals, Objectives, and Outcomes Goal: Broad, overarching statement of intention or ambition A goal typically leads to several objectives Objective: Specific statement of intention - More focused and specific than goal A objective may lead to one or more outcomes Outcome: Statement of expected result - Measurable with criteria for success *NOTE: No consistent definition of these terms

PD’s Response to Proposal Strategies
Division of Undergraduate Education (DUE) PD’s Response to Proposal Strategies Read the program solicitation Determine how your ideas match the solicitation and how you can improve the match Articulate goals, objectives, and outcomes Outcomes should include improved student learning Build on existing knowledge base Review the literature Present evidence that the “new stuff” is doable; will enhance learning; is the best approach Explore potential, meaningful collaborations

Division of Undergraduate Education (DUE) PD’s Response to Proposal Strategies Use data to document existing shortcomings in student learning 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

Division of Undergraduate Education (DUE) PD’s Response to Proposal Strategies Identify strategies for dissemination Define a plan to contribute to knowledge base Address broader impacts Collaborate, form partnerships (build community)

Write Proposal to Answer Reviewers’ Questions
Division of Undergraduate Education (DUE) Write Proposal to Answer Reviewers’ 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? How will you excite them? } Goals etc. }Rationale }Evaluation }Dissemination

Strengths & Weaknesses Identified
Division of Undergraduate Education (DUE) Strengths & Weaknesses Identified by Reviewers Pretend you analyzed a stack of panel summaries to identify the most commonly cited strengths and weaknesses List what you think will be - The four most frequently cited strengths - The four most frequently cited weaknesses

Most Common Strengths

Most Common Weaknesses
Division of Undergraduate Education (DUE) Most Common Weaknesses

“How to Write a Successful NSF Grant” NISTS
Division of Undergraduate Education (DUE) “How to Write a Successful NSF Grant” NISTS September 21, 2010 Eun-Woo Chang, Program Director Division of Undergraduate Education National Science Foundation

“How to Write a Successful NSF Grant” NISTS

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