The Science of Learning Centers program (SLC) offers awards for large-scale, long-term Centers that will extend the frontiers of knowledge on learning of all types and create the intellectual, organizational, and physical infrastructure needed for the long-term advancement of learning research.

Centers will be built around a unifying research focus and will incorporate a diverse, multidisciplinary environment involving appropriate partnerships with academia, industry, all levels of education, and other public and private entities.

Catalyst awards will also be made during the initial years of the program. Catalyst awards are designed to enable partnership-building and research activities that facilitate interdisciplinary approaches to questions that require multiple areas of expertise.

The Science of Learning aims to understand what learning is and how it is affected at all levels, ranging from the digital to the societal. The science of learning emerges from the intersections of diverse disciplines across the biological, cognitive, computational, mathematical, physical, and social sciences, engineering, and education. Areas include psychological, social and pedagogical aspects of learning, the chemical and biological basis of learning, machine learning, learning technologies, and mathematical analyses and modeling of all of these. This growing body of knowledge is extending our understanding of learning and connecting learning research to the scientific, technological, educational, and workforce challenges of our time.

Centers

The Science of Learning Centers program (SLC) offers awards for large-scale, long-term Centers that will extend the frontiers of knowledge on learning and create the intellectual, organizational, and physical infrastructure needed for the long-term advancement of learning research. Centers will be built around a unifying research focus and will incorporate a diverse, multidisciplinary environment involving appropriate partnerships with academia, industry, all levels of education, and other public and private entities.

Catalysts

Catalyst awards will also be made during the initial years of the program. Catalyst awards are designed to enable partnership-building and research activities that facilitate interdisciplinary approaches to questions that require multiple areas of expertise.  These are likely to include workshop and planning activities, as well as exploratory research aimed at establishing proofs of concept and initial collaborative research outputs.

The Science of Learning

The science of learning integrates a broad range of research traditions. The program is open to many possible approaches, placing high value on creativity, integration of theoretical and empirical work, innovative models of research and research transfer (including integration with educational practice), and inventive uses of technology. The following discussion of possible approaches is not intended to limit the breadth or scope of research appropriate for the program. It is anticipated that Centers and Catalysts will draw from many research areas such as (but not limited to) the following:

• Biological foundations of learning including molecular, cellular, physiological, and behavioral processes;
  
• Feedback networks, which might involve problems such as molecular recognition, neuronal potentiation and depression, or visualization of signals and messengers;
  
• The neural basis of learning in humans and other species;
  
• Machine learning, learning algorithms, knowledge representation, robotics, adaptive systems, and computational simulation of cognitive systems;
  
• Language, communication, and symbol systems;
  
• Visualization and representation of complex phenomena and multidimensional data;
  
• Analogical reasoning, mathematical reasoning, causal analysis, general and domain-specific aspects of mathematical and scientific problem-solving, creativity, and intelligence;
  
• Learning of disciplinary content including assessment, structure of disciplinary knowledge, pedagogical content knowledge, learning in formal and informal educational settings, and equitable access to learning;
  
• Learning of strategies for synthesizing solutions to open-ended or ambiguous problems such as those that occur in engineering design;
  
• Motivational, emotional, and social contexts of learning, including the roles of developmental, sociocultural, economic, political, historical, and environmental factors, and indigenous knowledge systems;
  
• Learning technologies, including intelligent tutoring systems, visualization tools, computer-supported collaborative environments, digital libraries, and real-time assessment tools;
  
• Mathematical, statistical, and computational modeling in any of the research areas mentioned above;
  
• Development of new tools and technology to support the science of learning.

A. Goals and Key Features

The goals of the SLC program are threefold:

• To advance the frontiers of all the sciences of learning through integrated research;
• To connect this research to specific scientific, technological, educational, and worforce challenges; and
• To enable research communities that can capitalize on new opportunities and discoveries and respond to new challenges.

To realize these goals, Science of Learning Centers will incorporate all of the following key features.  Catalyst projects, which are necessarily more limited in duration and scope, are expected to incorporate many but not all of the same key features:

• A long-term vision that extends the frontiers of the science of learning and broadens its impact on society;
• A strategic plan to realize that vision, suitable for up to 10 years of support at $3 to $5 million per year of NSF-contributed funding;
• An integrated, multidisciplinary research program focused on a clear intellectual core and connected to scientific, technological, educational and/or workforce challenges;
• Diverse teams at all organizational levels of the center, inclusive of women and men, underrepresented minorities, and persons with disabilities;
• Partnerships with schools, industry, international partners, professional societies and/or other appropriate external entities that involve significant exchanges of people and ideas;
• Mechanisms to share resources and disseminate ideas among the Center, its partners, and broader audiences of researchers, educators and the public;
• Innovative educational, research, and career development opportunities for all participants;
• A director and leadership team qualified to implement the Center's strategic plan and manage the Center;
• An active external advisory committee representing a broad range of expertise and interests;
• Experimental, computational, and/or other equipment and facilities needed to enable a robust research and learning environment.

B. Common Elements of SLC Proposals

Proposals for SLC Catalyst projects and Centers (preliminary and full proposals) differ in length, purpose, and emphasis, but SLC proposals of all types cover the following common elements:

•        Vision. A concise description of the project's vision within the context of the SLC principal goals, including the overall aims and the strategy for accomplishing them. The vision statement should convey the purpose of the project, how its integrated activities will lead to transformative advances in the science of learning, and the added value represented by a Center-scale investment.  The vision of an SLC Center should be guiding rather than constraining and adaptable to change over the lifespan of the project.
•        Background. A description of the current state of knowledge relevant to the research focus of this project, upon which the proposed activities will build.  The state of the art in the scientific, technological, educational, and workforce areas to which this project will connect should also be briefly described.
•        Research Plan and Strategy.   This includes a clear description of the Center’s research objectives and goals, in relation to the current state of knowledge on the science of learning.   The research plan should include sufficient detail to allow assessment of scientific merit, be of appropriate scope and scale to warrant a Center investment, and show how the various efforts will integrate with each other to realize the Center’s research vision.
•       Integration of Research and Education.  A detailed discussion of how the Center will develop and enrich education at the university, pre-college (including K-12 if appropriate) and practitioner levels  by integrating  research findings and emerging research areas  into new courses, course modules for insertion into existing courses, and new degree programs or degree options where appropriate.  In addition,  strategies to increase involvement of students in Center activities as well as foster strong interactions among participating students and faculty should be presented. This includes Center-initiated opportunities to enhance career development of students and postdoctoral fellows.
•        Diversity. Each Center must present specific plans and strategies for attracting and retaining high quality U.S. students, and strategies to increase participation of women and members of under-represented groups to participate in science of learning research and education activities.  The Center’s plans and capability to effectively improve current demographics and existing activities should be clearly articulated
•      Management Plan. A clear description of how project activities will be organized, including leadership, participants and their roles, and partners and their roles. This should include a timeline with anticipated dates for release of outcomes and the proposed Center's policies on Intellectual Property Rights.                               
•      Evaluation and Assessment. A description of resources to be allocated for project evaluation, benchmarks to assess the project's progress toward its scientific, educational, and management goals, and a strategy for ongoing evaluation to improve project operations.
•        Facilities, Equipment, and other Resources. A description of the organizational and institutional resources available to perform the effort proposed.                             
•     Sustainability. For Center projects, a brief discussion of plans and anticipated resources to sustain the Center's activities during  and beyond the period of NSF support.

In addition to the common elements listed above, proposals may address international aspects, as appropriate. Because of the great amount of research in learning being done abroad that could enhance and complement U.S. research efforts, and because of the need to train a globally competent workforce, NSF encourages submission of proposals that include substantive collaborations with foreign counterparts that will enable both synergistic research and the opportunity for U.S. students and postdoctoral researchers to gain international research experience.

C. Scope and Focus

Research. Every Center and Catalyst must be organized around a unifying research focus, appropriate to its own strengths and creative vision, that extends the frontiers of research on the science of  learning and builds on a broad base of relevant bodies of knowledge. The SLC program is open to a wide range of potential research foci and approaches, spanning across all areas of the science of learning.

Within the scope of the science of learning, NSF has no preferences regarding the research focus of a proposed Center. However, if an existing SLC or other NSF Center is already working in the proposed topic area, the proposing team should explain how it will pursue the topic from a different point of view and indicate how their efforts will be coordinated with the efforts of any such Centers.  Descriptions of  the first cohort of SLC Centers and access to their websites can be obtained at the SLC web site (http://www.nsf.gov/slc).

Integration of Research and Education. NSF seeks to integrate learning with the discovery of new knowledge, and the preparation of U.S. students for a broad, multidisciplinary set of career paths.   SLCs are expected to establish a culture for state of the art education of graduate and undergraduate students, enriching education at all levels by integrating research findings into new courses, course modules for insertion into existing courses, and new degree programs or degree options, where appropriate. All SLCs must evaluate their curricular contributions and disseminate those that are successful. When appropriate,  SLCs should deepen understanding of learning in educational contexts and how research advances can most effectively become integrated into the broadest array of educational settings, from K-12 to university levels. In addition, strategies to increase involvement of students in Center activities as well as foster strong interactions among participating students and faculty should be presented; this includes Center-initiated opportunities to enhance career development of students and postdoctoral fellows.

Diversity. The leadership, faculty, and students involved in a Center or Catalyst, as well as external participants and advisory group members, are expected to be inclusive of women and men, underrepresented minorities and persons with disabilities. Institutional partnerships are also encouraged to be diverse, including smaller institutions, minority-serving institutions, community colleges, and other institutions that have not been well-represented in NSF's portfolio.

Partnerships. Given the complexity of research efforts in the science of learning, it is expected that projects will typically be multi-faceted and require a group of collaborating investigators representing diverse perspectives and expertise. These collaborative efforts must be designed to advance the field beyond what might be possible through separate, independently conducted projects. Each member of such a collaborative team should bring a unique element to the project, resulting in a whole that is greater than the sum of its parts. Centers should also encourage partnerships that extend beyond traditional disciplinary and institutional boundaries, including international collaborations, partnerships with school districts and other educational institutions, and collaborations with appropriate industrial partners.

D. Catalysts

SLC Catalyst awards will support limited-duration research and partnership-building activities, both domestic and international,  that facilitate interdisciplinary approaches to questions that require multiple areas of expertise.  Catalyst projects are aimed toward exploring potential areas for intellectual integration, assessing needs, developing effective working relationships, and establishing organizational capital and critical intellectual mass. Activities directed at these objectives might include workshops, conferences, and prospectively oriented meta-analyses and studies.  Proofs of concept and other collaborative research outputs will be a key element of feasibility for many developing research groups; thus, it is anticipated that proof-of-concept research could also be a component of Catalyst projects.

E. Centers

The National Science Foundation supports activities that vary widely in scope. Centers represent a level of effort and organization at the high end. Centers provide a rich environment in which multidisciplinary research thrives, collaborations and partnerships flourish, and students are introduced to research at the frontiers of science.

Management. A Center's capacity to organize its efforts coherently and strategically will be a key to its success. Its director and senior management must be able to develop and lead a team to fulfill a clearly articulated and shared vision. The director is responsible for the management, staffing, and resource allocation of the Center; for administering the award in accordance with NSF policies and the terms of the grant or cooperative agreement; for serving as the liaison between the Center and a national network of SLC directors; and for arranging for evaluation of the Center's activities by a party external to the awardee institution and partners. Management structure should be tailored to the Center's individual strategic needs, but it is expected that each Center has dedicated full time leaders in key positions, and that Center management and education positions require full time personnel supported through the Center budget. Management concerns play a less critical role in Catalyst applications because of the limited scope and duration of those projects.

Oversight. Each Center will maintain an external advisory group selected by Center management, which will meet at least once per year to provide guidance and advice. The advisory group will ensure that the Center's activities are consistent with its vision, goals, and objectives, and will provide oversight for evaluations of the Center's activities. Members of this group may not have financial, institutional, or collaborative connections to the Center.

SLC National Network. The directors of Science of Learning Centers will serve as members of a national liaison team for the SLC program. The directors are responsible for developing, implementing, and maintaining a liaison structure with active participation of each Center. This network is charged with addressing the Centers' common goals, problems and opportunities; facilitating exchanges and cooperation among Centers; coordination and avoidance of duplication of effort between Centers; working in cooperation with NSF staff on the development of databases and other appropriate infrastructure for monitoring and evaluation of the Centers; and reporting on new findings and the evolving state of the art in science of learning research. Annually, a chair of the network will be elected by participating members and will serve a one-year term. Principal Investigators of Catalyst projects will also participate during the initial years of the SLC National Network.