1 CCLI Proposal Writing Strategies Tim Fossum Program Director Division of Undergraduate Education National Science Foundation Vermont EPSCoR NSF Research Day June 7, 2008

2 Caution The information presented in this workshop represents my opinion and is not an official NSF position.

3 Overview of Workshop Goal: Prepare you to write more competitive CCLI proposals

4 EHR/DUE’s CCLI Program 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. Components:  Material & pedagogy development  Faculty development  Implementation  Assessment  Research

5 Audience participation Identify the single most important piece of advice you would give to a colleague writing a CCLI proposal...

6 Initial Proposal Sketch Goal: Enhance student learning in Goal: Enhance student learning in at U of Y at U of Y Rationale: Observed shortcomings in educational experience of the students at U of Y and felt that new stuff would improve the situation Rationale: Observed shortcomings in educational experience of the students at U of Y and felt that new stuff would improve the situation Project Description: Details of new stuff Project Description: Details of new stuff Evaluation: Use U of Y’s course evaluation forms to show improvements in learning Evaluation: Use U of Y’s course evaluation forms to show improvements in learning Dissemination: Describe new stuff using conference papers, journal articles, and web site Dissemination: Describe new stuff using conference papers, journal articles, and web site

7 Proposal Strategies Read the program solicitation Read the program solicitation  Determine how your ideas match the solicitation and how you can improve the match Articulate your goals, objectives, & outcomes Articulate your goals, objectives, & outcomes  Outcomes should include improved student learning Build on existing knowledge base 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 collaborations Explore potential collaborations

8 Proposal Strategies Use data to document existing shortcomings in student learning Use data to document existing shortcomings in student learning Describe management plan Describe management plan  Provide tasks, team responsibilities, timeline Provide clear examples of the approach Provide clear examples of the approach Integrate the evaluation effort early Integrate the evaluation effort early  Build assessment tools around defined objectives and expected outcomes  Connect with independent evaluation experts

9 Proposal Strategies Identify strategies for dissemination Identify strategies for dissemination  Define a plan to contribute to knowledge base  Address broader impacts  Collaborate, form partnerships, build community

10 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?

11 Developing Goals & Outcomes Start with one or more overarching statements of project intention Start with one or more overarching statements of project intention  Each statement is a goal Convert each goal into one or more expected measurable results Convert each goal into one or more expected measurable results  Each result is an outcome

12 Goals –> Objectives –> Outcomes Converting goals to outcomes may involve intermediate steps Converting goals to outcomes may involve intermediate steps  Intermediate steps frequently called objectives:  More specific, more measurable than goals  Less specific, less measurable than outcomes

13 Goals Goals may focus on Goals may focus on  Cognitive behavior  Affective behavior  Success rates  Diversity  Cognitive, affective, or success in targeted subgroups

14 Goals Goals may focus on... Goals may focus on...  Cognitive behavior  Affective behavior  Success rates  Diversity  Cognitive, affective, or success in targeted subgroups

15 Outcomes Must be measurable Must be related closely to goals Outcomes are the basis for evaluation

16 Example Outcomes Conceptual understanding Students will be better able to solve simple conceptual problems Students will be better able to solve simple conceptual problems Students will be better able to solve out-of-context problems. Students will be better able to solve out-of-context problems.Attitude Students will be more likely to describe as an exciting career Students will be more likely to describe as an exciting career The percentage of students who transfer out of after taking will decrease. The percentage of students who transfer out of after taking will decrease.

17 Project Rationale Rationale is the narrative that provides the context for the project Rationale is the narrative that provides the context for the project  It’s the section that connects the “Statement of Goals and Outcomes” to the “Project Plan”

18 An Effective Rationale answers the following questions: What does the knowledge base say about your approach? What does the knowledge base say about your approach? Why is this problem important? Why is this problem important? What is the evidence that your proposed approach will solve the problem? What is the evidence that your proposed approach will solve the problem? What are the potential problems & limitations? What are the potential problems & limitations? Have you done prior work? If so, was it successful? Have you done prior work? If so, was it successful?

19 Project Evaluation Plan All projects require evaluation All projects require evaluation  All proposal require an evaluation plan During the project, formative evaluation: During the project, formative evaluation:  Monitors progress toward goals  Identifies problems At the end of the project, summative evaluation: At the end of the project, summative evaluation:  Tells you what you accomplished  Provides data for you to use in telling others

20 Evaluation Plan Get help at the beginning – in the proposal writing phase Get help at the beginning – in the proposal writing phase  Involve an expert evaluator  Consider an outside (independent) evaluator  Size of budget  Importance of objectivity

21 Evaluation Plan Provide details on tools & experimental design Provide details on tools & experimental design  Describe how  Students will be “surveyed”,  Faculty will be “asked”,  Grades will be “compared”  Indicate who will do these tasks  Indicate who will analyze and interpret the data  Consider confounding factors  Try to measure deeper learning  Collect demographic data on student populations

22 Dissemination Plan CCLI projects need to contribute to: CCLI projects need to contribute to:  The STEM education knowledge base  Building the STEM education community

23 Dissemination Plan Target and involve a specific sub- population – e.g., Those who teach similar courses at other locations Target and involve a specific sub- population – e.g., Those who teach similar courses at other locations  Ask them to review various products, data, and approaches  Work with them to organize  exchanges and listserves  Informal meeting at a conference or on-campus  Faculty development workshops (on- campus and at conferences) Explore beta test sites Explore beta test sites

24 Dissemination Plan Be specific in publication efforts Be specific in publication efforts Explore commercialization Explore commercialization Put material in a form suitable for the National Science Digital Library (NSDL) Put material in a form suitable for the National Science Digital Library (NSDL)

25 General Advice Use good style (clarity, organization, etc.) Use good style (clarity, organization, etc.) Reinforce your ideas Reinforce your ideas Give examples Give examples Provide appropriate level of detail Provide appropriate level of detail

26 General Advice Pay special attention to your Project Summary Pay special attention to your Project Summary  Summarize goals, rationale, methods, and evaluation and dissemination plans  Address intellectual merit and broader impacts  Explicitly and independently  Three paragraphs with headings: “Summary”“Summary” “Intellectual Merit”“Intellectual Merit” “Broader Impacts”“Broader Impacts”

27 General Advice Follow the solicitation and GPG Follow the solicitation and GPG Seek advice (PO, colleagues) Seek advice (PO, colleagues) Prepare credible budget Prepare credible budget Address prior funding when appropriate Address prior funding when appropriate Sell your ideas but don’t over promote Sell your ideas but don’t over promote Proofread the proposal Proofread the proposal “Tell a story” and turn a good idea into a competitive proposal “Tell a story” and turn a good idea into a competitive proposal

28 Conclusion Full presentation at: Read the solicitation! Read the GPG!