Broadening Participation in the Geosciences: NSF Funding Opportunities Jill Karsten, Ph.D. Program Director, GEO Education & Diversity Geo-Needs Workshop August 2015

Policy Guiding Documents Engage to Excel: Producing One Million Additional College Graduates with Degrees in STEM (PCAST, 2012) Prepare and Inspire: K-12 STEM Education for America’s Future (PCAST, 2010) Federal STEM Education 5-Year Strategic Plan (CoSTEM, 2013) Investing in Science, Engineering, and Education for the Nation’s Future: NSF Strategic Plan for 2014-2018 (NSF, 2013) Dynamic Earth: GEO Imperatives & Frontiers 2015-2020 (AC GEO, 2014)

CoSTEM 5-Year Strategic Plan (NSF) Undergraduate Education Identify & broaden implementation of evidence-based practices & document their impacts on learning & retention Improve STEM Ed support at 2-year colleges & create bridges between 2-year and 4-year programs Incentivize & support university-public-private partnerships to provide relevant & authentic STEM learning experiences Address high failure rates in gatekeeper introductory math classes Graduate Education Recognize & financially support students with high potential for making contributions in STEM careers Help prepare students in areas critical to the Nation, including opportunities to develop the future Federal agency workforce Continue & enhance mechanisms for evaluating the impact of graduate fellowships Promotes coherence across agencies & program consolidation where possible Five priority investment areas Improve STEM instruction (100K new STEM teachers by 2020) Increase & sustain youth & public engagement in STEM Enhance STEM experience of undergraduate students Better serve groups historically underrepresented in STEM fields Design graduate education for tomorrow’s STEM workforce Introduces concept of “lead agencies” for STEM Ed K-12 education: Department of Education Undergraduate & graduate education: NSF Informal Education: Smithsonian

GEO’s Education & Diversity Priorities Increase Undergraduate Exposure to & Enrollment in the Geosciences Prepare a Capable Geosciences Workforce Broaden Participation of Underrepresented Groups Promote Public & Community-based Science to Improve Public STEM Literacy and Decision-making, and to Advance the Geosciences Promote Use of Community Resources for Both Research & Educational Purposes From “Dynamic Earth: GEO Imperatives & Frontiers 2015-2020” (AC/GEO, 2014)

EHR’s Education & Diversity Priorities Strategic Re-envisioning for the Education and Human Resources Directorate report (2014) Prepared by the EHR Advisory Committee http://www.nsf.gov/ehr/Pubs/AC_ReEnvisioning_Report_Sept_2014_01.pdf Three major themes: STEM Learning and STEM Learning Environments Broadening Participation and Institutional Capacity STEM Workforce Development Under Theme 2: View BP as a solution, not a problem to be solved Engage social networks and networked communities Building and leveraging partnerships View BP as central to cultivating the culture of science Broaden participation as a means of providing intellectual context that may enrich perspectives on research on STEM practices Broaden set of methods and metrics for program evaluation Communicate about science across multiple media channels Encourage researchers to consider BP aspects to inform research in the other two areas

Improving Undergraduate STEM Education (IUSE) NSF-wide initiative to establish a more coherent portfolio Consolidation of TUES, STEP, WIDER programs in FY14 Emphasis on building & using the evidence base for improved STEM teaching & learning Three “pillars” Improve STEM Learning & Learning Environments Broaden Participation & Institutional Capacity for STEM Learning Build the Professional STEM Workforce for Tomorrow

Educational Research Answers & Insights Questions & Ideas which helps improve identifies and motivates Answers & Insights Questions & Ideas IUSE Framework acknowledges: Linkages between STEM education research & education practice Disciplinary communities are not all at same stage in their evolution Disciplinary scientists have an important role to play in catalyzing change & adoption of best practices in their communities that results in which lead to Educational Practice IUSE Framework

IUSE Resources Initiative expected to extend to ~FY20 Core funding opportunities: IUSE: EHR IUSE: GEOPATHS IUSE/PFE: RED RCN/UBE FY 16 & beyond, integrate supporting programs: REU, TCUP, LSAMP, HBCU-UP EHR ENG GEO BIO CISE FY 2015 $84M $6.0M $10.9M $2.5M $2.0M FY 2016 $120M $0 IUSE = Improving Undergraduate STEM Education IUSE: EHR = IUSE: Education and Human Resources IUSE: GEOPATHS = IUSE: Pathways into Geoscience IUSE/PFE: RED = IUSE/Preparing Future Engineers: Revolutionizing Engineering Departments RCN/UBE = Research Coordination Networks: Undergraduate Biology Education

IUSE: Pathways into Geoscience (IUSE: GEOPATHS) Program Solicitation NSF 15-526 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505169 Two funding tracks: GEOPATHS-EXTRA GEOPATHS-IMPACT Up to $500K total; up to 3 years of funding Eligibility restrictions Deadlines: Letter of Intent (required) due August 14, 2015 Full proposals due October 5, 2015 Expect annual competitions thereafter Both tracks have a strong focus on supporting diverse students or collaborating with community colleges or MSIs. EXTRA: Focus on extra-curricular experiences for cohorts of students that foster skills development, increased career awareness & stronger engagement IMPACT: Focus on institutional partnerships that promote retention of students in the geosciences at critical junctures, especially between 2-year and 4-year institutions and/or between Minority-Serving Institutions and 4-year institutions with geoscience degree programs Eligibility restrictions: An institution can submit one proposal to the competition each year as lead or sole submitting institution. Lead institution of an EXTRA track proposal cannot be a Research Intensive (Carnegie classification) institution

IUSE: Education & Human Resources (IUSE: EHR) Program Solicitation NSF 15-585 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505082 Two funding tracks: Engaged Student Learning Institutional & Community Transformation Three funding levels: Engaged Student Learning This track focuses on design, development, and research studies that involve the creation, exploration, or implementation of tools, resources, and models that show particular promise to increase engagement of undergraduate students in their STEM learning and lead to measurable and lasting learning gains. Projects are encouraged to form collaborations among STEM disciplinary researchers, education researchers, and cognitive scientists so that their projects can best leverage what is known about how people learn and/or contribute to the growth of that body of knowledge. Institutional and Community Transformation This track supports projects that use innovative approaches to increase substantially the widespread use of highly effective, evidence-based STEM teaching and learning, curricular, and co-curricular practices in institutions of higher education or across/within disciplinary communities. These projects may be proposed by an institution or set of institutions; alternatively, the community proposals may be submitted through professional communities, including discipline-based professional societies and networks or organizations that represent institutions of higher education. Projects are expected to be both knowledge-based and knowledge-generating. Exploration & Design Development & Implementation Engaged Student Learning Up to $300K, for 3 years Level 1: Up to $600K, for 3 years Level 2: $601K-$2M, for 5 years Institutional & Community Transformation Up to $3M, for 5 years

NSF Broadening Participation Programs Centralized information on the NSF BP web site: Portfolio of focused funding opportunities Reports on broadening participation Framework for evaluating impacts of broadening participation projects Other relevant links NSF invests in fundamental research, design & development research, implementation research, and capacity building http://www.nsf.gov/od/broadeningparticipation/bp.jsp

EHR Core Research (ECR) Program Program Solicitation NSF 15-509 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504924 Focus on fundamental research to accumulate evidence to understand, build theories, and suggest innovative interventions to address persistent challenges to STEM learning and participation Strands: STEM learning & learning environments STEM professional workforce development Broadening participation in STEM Eligibility: No restrictions Deadlines: September 10, 2015 2nd Thursday in September annually thereafter ECR is a $61M program ECR supports fundamental research on broadening participation in STEM and invites proposals that will pursue fundamental research about what it takes to diversify and increase participation in STEM effectively, including research improves our understanding of how to build institutional capacity and informal learning environments that foster the untapped potential of underrepresented minority groups in STEM fields. Proposals may address topics including, but not limited to, better understanding of what leads to: retention and degree attainment; development of measures, processes and metrics to assess impacts and outcomes of broadening participation and institutional capacity initiatives and programs; studies that examine the impact of diversity (or the lack thereof) of various kinds on innovation and productivity in STEM education and in the STEM workforce (including in-depth studies on practices that have proved effective in reducing stumbling blocks across multiple sites). Current technologies and cyberlearning options have provided new opportunities to further enhance STEM research and education; however, issues of accessibility for and impacts on underrepresented groups are not yet fully understood. Broadening participation research areas of special interest include research in disabilities education and research on gender in science and engineering. ECR research in disabilities education includes fundamental research about learners (of all ages) with disabilities in STEM, with a particular focus on efforts to understand and address disability-based differences in STEM education and workforce participation. Fundamental research projects typically address areas such as stereotype threat, an individual's identity (e.g. STEM and disability identity), underlying attention and physical barriers that impact STEM learning, and the societal and organizational characteristics that influence learning and educational pathways. Projects must employ evidence-based educational exemplars, have a strong theoretical base, and be justified by relevant educational, disability, and social science research. ECR research on gender in science and engineering seeks to understand and address gender-based differences in STEM education and workforce participation through education and implementation research that will lead to a larger and more diverse domestic STEM workforce. Typical projects will contribute to the knowledge base addressing gender-related differences in learning and in the educational experiences that affect student interest, performance, and choice of careers; how pedagogical approaches and teaching styles, curriculum, student services, and institutional culture contribute to causing or closing gender gaps that persist in certain scientific fields.

Advanced Technological Education (ATE) Program Solicitation NSF 14-577 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5464 Focus on two-year colleges and preparation of the advanced technical workforce Supports a variety of activities, including: curriculum development; professional development of faculty & teachers; support for career pathway transitions between HS-2YC & 2YC-4YC Three tracks ATE Projects; ATE Centers; Targeted Research Deadlines: October 8, 2015 (October 6, 2016) ATE Projects support Program Development and Improvement Curriculum and Educational Materials Development Professional Development for Educators Leadership Capacity Building for Faculty Teacher Preparation Business and Entrepreneurial Skills Development for Students Small Grants for Institutions New to the ATE Program Conferences and Workshops ATE Coordination Networks ATE CENTERS support national, regional, and support centers: National Centers: National Centers must have a major national impact and visibility in the technological fields they address catalyzing a broad national network of academic institutions and industry partners. Regional Centers: Regional centers focus on a particular field of technology and have a clear, measurable impact on the workforce and economy in a logically defined geographic region. Support Centers: A support center, within a technological area or combination of areas, constitutes a highly visible source of educational materials, ideas, and contacts, research and evaluation, and provides mentoring to increase leadership capacity on a national level. Targeted Research on Technician Education track: The goals of this track are: 1) to simulate and support research on technician education in established and emerging advanced technology fields in STEM, and 2) to build the partnership capacity between 2-year and 4-year institutions and universities to design and conduct research and development projects.

EHR Capacity Building Programs Louis Stokes Alliances for Minority Participation (LSAMP) – NSF 15-594 Historically Black Colleges & Universities Undergraduate Program (HBCU-UP) – NSF 15-552 Alliances for Graduate Education and the Professoriate (AGEP) – NSF 14-505 Centers of Research Excellence in Science & Technology (CREST) – NSF 14-565 Tribal Colleges & Universities Program (TCUP) – NSF 14-572 HBCU-UP, AGEP, CREST & TCUP offer tracks in Broadening Participation Research in STEM Education The Louis Stokes Alliances for Minority Participation (LSAMP) program assists universities and colleges in their efforts to significantly increase the numbers of students matriculating into and successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. Particular emphasis is placed on transforming undergraduate STEM education through innovative, evidence-based recruitment and retention strategies, and relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. The LSAMP program provides funding to alliances that implement comprehensive, evidence-based, innovative, and sustained strategies that ultimately result in the graduation of well-prepared, highly-qualified students from underrepresented groups who pursue graduate studies or careers in STEM. There are four alliance award types: 1. Alliances (Multi-institutional Partnerships): 5-year projects focused on undergraduate recruitment and retention activities. 2. Bridge to the Baccalaureate (B2B) Alliances (Alliances with a community college as lead institution): 3-year projects focused on activities that provide effective educational preparation of community college students for successful transfer to 4-year institutions in STEM. 3. Bridge to the Doctorate (BD) Activity: 2-year projects eligible only to existing alliances funded more than 10 consecutive years; these projects are focused on providing post-baccalaureate fellowship support to a cohort of 12 LSAMP students for the first two years of their STEM graduate studies and on providing the necessary academic and research skills that will enable them to successfully earn STEM doctoral degrees and transition into the professoriate and/or STEM workforce. 4. Pre-Alliance Planning Grants: Up to 18-month projects that undertake planning activities necessary to form new alliances or regional outreach and knowledge-diffusion centers of excellence. HBCU-UP provides awards to develop, implement, and study evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. Support is available for Targeted Infusion Projects, Broadening Participation Research Projects, Research Initiation Awards, Implementation Projects, Achieving Competitive Excellence Implementation Projects, and Broadening Participation Research Centers; as well as other funding opportunities. Targeted Infusion Projects (TIP) provide support to achieve a short-term, well-defined goal to improve the quality of undergraduate STEM education at HBCUs. The Broadening Participation Research (BPR) in STEM Education track provides support for research projects that seek to create and study new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. Research Initiation Awards (RIA) provide support for STEM faculty at HBCUs to pursue research at the home institution or at an NSF-funded research center, a research intensive institution or a national laboratory. Implementation Projects provide support to design, implement, study, and assess comprehensive institutional efforts to increase the number of students receiving undergraduate degrees in STEM and enhance the quality of their preparation by strengthening STEM education and research. Within this track, Achieving Competitive Excellence (ACE) Implementation Projects are intended for HBCUs with exemplary achievements and established institutionalized foundations from previous Implementation Project grants. Broadening Participation Research Centers provide support to conduct world-class research at institutions that have held three rounds of Implementation or ACE Implementation Projects. AGEP: Will support the development, implementation, study, and dissemination of innovative models and standards of graduate education and postdoctoral training that are designed to improve URM participation, preparation, and success. The AGEP-Broadening Participation Research in STEM Education (AGEP-BPR) track - Investigator initiated empirical research projects that seek to create and study new theory-driven models and innovations related to the participation and success of URMs in STEM graduate education, postdoctoral training, and academic STEM careers at all types of institutions of higher education. CREST Center awards provide multi-year support (typically 5-years) for eligible minority-serving institutions that demonstrate a strong research and education base, a compelling vision for research infrastructure improvement, and a comprehensive plan with the necessary elements to achieve and sustain national competitiveness in a clearly defined area of national significance in science or engineering research. There is a track in the CREST solicitation called Broadening Participation Research (BPR) in STEM Education which supports projects that create and study new models and innovations in STEM teaching and learning; enhance the understanding of the underlying issues affecting the differential participation and success rates of students from underrepresented groups; add to the research knowledge base; and inform STEM education practices and interventions. Broadening Participation Research proposals should describe evidence-based research studies that contribute to understanding the participation of and successful outcomes for underrepresented groups in STEM. Proposals should consider new evidence-based strategies and practices and institutional structure models for broadening participation in STEM and increasing the capacity of scholars in minority-serving institutions to conduct this type of research. The Tribal Colleges and Universities Program (TCUP) provides awards to Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, economics, statistics, and other social and behavioral science as well as natural science and education disciplines), technology, engineering and mathematics (STEM) education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP), PArtnerships for Geoscience Education (PAGE), Broadening Participation Research in STEM Education (BPR), Small Grants for Research (SGR), and Preparing for TCUP Implementation (Pre-TI).

Opportunities for the Geosciences TCUP PArtnerships for Geoscience Education (TCUP: PAGE) Program Solicitation NSF 14-572 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5483 Supports collaborations between TCUP institutions and 4-year geoscience programs to improve instructional capabilities; attract & retain TCUP students; support transitions to help students attain geoscience degrees Eligibility: TCUP-eligible institution must be the lead Up to $5M total funding (limit of $825K per institution) Up to 5 years duration Deadlines: March 16, 2016 (annually) CREST Postdoctoral Fellowships Look for this track in the next solicitation

Hispanic-Serving Institutions Stimulating Research on Effective Strategies in Undergraduate STEM Education at Two-Year Hispanic Serving Institutions Dear Colleague Letter NSF 15-078 http://www.nsf.gov/pubs/2015/nsf15078/nsf15078.jsp Early Concept Grants for Exploratory Research (EAGER) and Conference proposals Up to $300K/2 years for EAGERS; up to $50K for conferences Proposals due by May 31, 2016 See also Dear Colleague Letter NSF 15-063 for supplemental funding request information for specific programs http://www.nsf.gov/pubs/2015/nsf15063/nsf15063.jsp

NSF INCLUDES Initiative (FY16) Inclusion across the Nation of Communities of Learners that have been Underrepresented for Diversity in Engineering and Science Six-year, NSF-wide activity will pilot two new models: NSF INCLUDES: Networks for STEM Excellence NSF INCLUDES: Empowering All Youth for STEM Formal solicitations, DCLs, and supplements $15M requested in FY16 budget NSF INCLUDES: Networks for STEM Excellence pilot will catalyze the implementation of networks consistent with CEOSE’s and the NSF Broadening Participation Working Group’s recommendations for centers/institutes and partnerships. The key idea is to leverage existing programs, people, organizations, alliances, and institutions by providing resources that will allow the formation of new networks and synergies, to form NSF’s next generation of BP investments. Focus on "Collective Impact" strategies (e.g., see www.ssireview.org/articles/entry/collective_impact) NSF INCLUDES: Empowering All Youth for STEM pilot will invite proposals to design, implement, and assess models to ignite greater demand for STEM learning opportunities for middle grades youth. In contrast with more traditional approaches to informal STEM learning, this pilot will emphasize engaging young people more directly in the kinds of STEM learning opportunities that they seek. It will build on literature about such important variables as grit, collaborative problem solving, growth mindset, and motivation. New NSF investments in this pilot will go to community organizations, informal learning enterprises, developers of technology, cyberlearning experts, and creative partnerships that can leverage other stakeholders with shared interest in this space, and that can focus in high-needs areas and on populations that are underrepresented in STEM. BIO CISE EHR ENG GEO MPS SBE IA FY16 $1.40M $1.78M $3.00M $2.44M $2.60M $0.50M $1.88M

Useful Links PCAST 2010 PCAST 2012 CoSTEM 2013 https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stem-ed-final.pdf PCAST 2012 https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25- 12.pdf CoSTEM 2013 https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf NSF Strategic Plan 2014-2018 http://www.nsf.gov/about/performance/strategic_plan.jsp AC GEO Report 2014 http://www.nsf.gov/geo/acgeo/geovision/start.jsp