NSF Funding Opportunities

Noyce Scholarship Program Teacher Professional Continuum Math and Science Partnership Advanced Technological Education (ATE) Articulation Track CCLI STEP

Teacher Professional Continuum (TPC)

TPC 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 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 Amount Funding Amount $ 28 Million for FY – 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: Deadlines: Letters of Intent: March 5, 2004 Proposals: April 2, 2004

FY 04 Math and Science Partnership (MSP) Program

Math and Science Partnership 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 Partnership 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 Partnership 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 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 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 21 st Century Research, Evaluation and Technical Assistance in support of the Institute Partnerships

MSP Institute Partnerships Focus 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

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 PI: Rosemary J. Smith Course Curriculum & Laboratory Improvement Award: $97,629Adaptation & 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&IType I:Up to $100K (single course) Up to $200K (comprehens.)  Type II: Up to $75K  EMDPOC: Up to $75K  Joint-POC: Up to $100K  Full Dev: Up to $500K  ND Up to $1000K per year  ASAUp to $500K CCLI Award Information

 Course, Curriculum, and Laboratory Improvement (CCLI) EMD and ND June 2004 A&I and ASADecember 2004 Anticipated Closing Dates FY 04

S TEM 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 $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

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