1. Workshop for Faculty from Minority Serving Intuitions ---- Overview ---- Russ Pimmel Workshop for Faculty from Minority Serving Intuitions Feb. 8 –10, 2006

2. Caution Most of the information presented in this workshop represents the opinions of the individual program offices and not an official NSF position.

3. Workshop Goals -- Overview Goal: Prepare you to write more competitive proposals Approach: Three short targeted workshops interspersed with proposal writing activities –Proposal strategies –Broader impacts –Project evaluation

4. Workshop Schedule -- Overview Thursday Morning (Discipline Groups) –Proposal Strategies – Targeted Workshop & Activity Thursday Afternoon (Campus Groups) –NSF Programs -- Discussion –Broader Impacts – Targeted Workshop & Activity Friday Morning (Discipline Groups) –Project Evaluation – Targeted Workshop & Activity Friday Afternoon (Campus Groups) –Planning On-Campus -- Workshop Activity

5. Framework for the Workshop

6. Learning situations involve prior knowledge –Some knowledge correct –Some knowledge incorrect (i. e., misconceptions) Learning is –Connecting new knowledge to prior knowledge –Correcting misconception Learning requires –Recalling prior knowledge – actively –Altering prior knowledge

7. Active-Cooperative Learning Learning activities must encourage learners to: –Recall prior knowledge -- actively, explicitly –Connect new concepts to existing ones –Challenge and alter misconception The think-share-report-learn (TSRL) process addresses these steps

8. Workshop Format “Working” Workshop –Short presentations (mini-lectures) –Group exercise Exercise Format –Think  Share  Report  Learn (TSRL) Limited Time – May feel rushed –Intend to identify issues & suggest ideas Get you started No closure -- No “answers” – No “formulas”

9. Target Workshop Proposal Strategy Stephanie Adams Susan Burkett

10. Proposal Strategy Activity

11. Begin outlining your proposal –Write 2 to 3 goal statements and the corresponding outcomes –Write 5 to 10 topic sentences describing the background and rational –Write 5 to 10 topic sentences describing the methods 40 minutes

12. Critiquing Proposal Outlines Review your colleagues’ outlines –Indicate questions and concerns –Suggest improvements 30 minutes

13. Reporting on Proposal Strategy Activity Determine the most important lesson you learned about writing proposals –Email your individual response to sburkett@nsf.gov –TSRL 20 minutes

14. NSF Programs Stephanie Adams Barb Anderegg

15. Target Workshop Broader Impacts Barb Anderegg Bev Watford

16. Broader Impacts Activity

17. Broader Impacts –List the broader impacts of your project –Indicate the measure that you will use in evaluating the broader impacts of your project –Write a paragraph describing the broader impacts statement for your proposal’s Project Summary Dissemination plan –Write a sentence or two to indicate how you will “contribute to the STEM education knowledge base” –Write a sentence or two to indicate how you will “help build the STEM education community” 40 minutes

18. Critiquing Broader Impacts Material Review your colleagues’ broader impacts and dissemination material –Indicate questions and concerns –Suggest improvements 30 minutes

19. Reporting on Broader Impacts Activity Determine the most important lesson you learned about broader impacts and dissemination –Email your individual response to bandereg@nsf.gov –TSRL 20 minutes

20. Workshop Schedule – Overview For Friday Thursday Morning (Discipline Groups) –Proposal Strategies – Targeted Workshop & Activity Thursday Afternoon (Campus Groups) –Broader Impacts – Targeted Workshop & Activity –NSF Programs -- Discussion Friday Morning (Discipline Groups) –Project Evaluation – Targeted Workshop & Activity Friday Afternoon (Campus Groups) –Planning On-Campus -- Workshop Activity

21. Reminders Caution –Opinions of the individual program offices –Not an official NSF position ACL and TSRL process –Connecting new knowledge to prior knowledge –Correcting misconception –Recalling prior knowledge – actively –Altering prior knowledge “Working” Workshop Get you started -- No closure

22. Target Workshop Project Evaluation Connie Della-Piana Russ Pimmel Bev Watford

23. Project Evaluation Activity

24. Evaluation plan –Write the “topic sentences” for three to five paragraphs in your evaluation plan Evaluation Approaches –List three to five outcomes for your project and briefly describe how you will evaluate each 40 minutes

25. Critiquing Evaluation Material Review your colleagues’ material –Indicate questions and concerns –Suggest improvements 30 minutes

26. Reporting on Project Evaluation Activity Determine the most important lesson you learned about evaluation –Email your individual response to bwatford@nsf.gov –TSRL 20 minutes

27. Preparing for Workshop at Home Institution Russ Pimmel

28. Reminders Learning situations involve prior knowledge –Connecting new knowledge to prior knowledge –Correcting misconception ACL encourages –Recall of prior knowledge -- actively, explicitly –Connecting new concepts to existing ones –Challenging and altering misconception TSRL process –Recalling prior knowledge – actively –Altering prior knowledge “Working” Workshop Get you started -- No closure

29. Planning Your Workshop-- Exercise Workshop should deal with –Most important misconception –Least understood aspects Plan a workshop that fits your institution's situation –List the outcomes of your workshop –Indicate the length of your workshop –Indicate what material you will use 30 minutes

30. Final Exercise What is the most important lesson you are taking away with you? Email to rpimmel@nsf.gov