This solicitation represents a comprehensive effort on the part of the National Science Foundation (NSF) to enhance nanoscale science and engineering education. Its goals are to form strong partnerships between researchers in science and engineering and those in science education; to develop effective strategies and interventions for integrating nanoscale science and engineering that will inform other emerging areas of science and engineering, into formal education in grades 7-16; and to increase public awareness of advances in nanoscale research and technology and their impact on society. Among the activities that will be supported are doctoral programs in science education, the development of instructional materials and courses for adoption and implementation in classrooms, grades 7-16, and research on the cognitive and implementation aspects of the educational interventions. The goals are carried out through partnerships involving institutions with the requisite expertise in nanoscale science and engineering and in education.

A related program solicitation, Nanoscale Science and Engineering (NSF 03-043), is focused on fundamental research in emerging areas of nanoscale science, engineering, and technology.  This related solicitation contains three components: Nanoscale Interdisciplinary Research Teams (NIRT); Nanoscale Exploratory Research (NER); and Nanoscale Science and Engineering Centers (NSEC).  Other research and education projects in nanoscience and engineering will continue to be supported in the relevant programs and divisions.

To attain the overarching program goals, NSEE encompasses four independent components:

• [A] Centers for Learning and Teaching (NCLT):  Centers are intended to create educational leadership for emerging areas of science and engineering by creating doctoral programs, representing collaborations of researchers in nanoscale science and engineering, education, and cognitive and behavioral sciences.  Other objectives are to define and implement a research agenda focused on the learning and teaching necessary to introduce nanoscale science and engineering into classrooms at age-appropriate levels, and to develop strategies for providing effective teacher and faculty development.
     
• [B] Informal Science Education (NISE):  This national effort is intended to foster public awareness and understanding of nanoscale science and engineering through development of media projects (film, radio, television) and exhibits. 
  
  
• [C] Instructional Materials Development (NIMD):    This effort is intended to support development and rigorous testing of prototype instructional materials that promote student learning and interest in nanoscale science, engineering, and technology concepts and that show promise for large-scale adoption and implementation in some or all of the grades 7-12. 
  
  
• [D] Nanotechnology Undergraduate Education (NUE):  This effort continues an existing program to introduce nanoscale science and technology through a variety of interdisciplinary approaches into undergraduate education, particularly in the first two collegiate years.

NOTE.  These four components are related to existing programs at NSF.  Those organizations with an interest in more than one component must submit separate preliminary proposals (where required) and full proposals for each component of interest.

WORKSHOP FOR POTENTIAL APPLICANTS 

In view of the highly interdisciplinary nature of this initiative, both within science and engineering and among those disciplines and education, NSF will host a special workshop for potential applicants to the four components of this solicitation.  The workshop will be held at NSF Headquarters September 29-30, 2003.  Primary workshop goals are: (1) to provide information about existing projects in research and education related to nanoscale science and engineering, as well as projects in education of the type envisioned for this initiative; (2) to present a vision of the nature of the cooperation and synergy between the community engaged in research in nanoscale science and engineering and the community engaged in research and development in education; (3) to provide opportunities for members of these communities to begin to form partnerships; and (4) to provide an understanding of the evaluation of the NSEE program, in which all grantees will be required to participate.  The workshop will include presentations by representatives from NSF-supported centers engaged in nanoscale research and outreach activities, Principal Investigators (PIs) from education projects with goals similar to those articulated in this solicitation, and evaluators of education projects.  Participants are expected to cover their own travel and subsistence expenses.  Those with an interest in participating in this workshop should register by 5:00 p.m. (registrant's local time) August 25, 2003.  Details will be available through the Web site, http://www.nano.gov.  Every attempt will be made to accomodate those registered on or before that date.  Others will be placed on a waiting list. 

One nanometer (one billionth of a meter) is a magical point on the dimensional scale.  Nanostructures are at the confluence of the smallest of human-made devices and the largest molecules of living systems.  Nanoscale science and engineering here refer to the fundamental understanding and resulting technological advances arising from the exploitation of new physical, chemical, and biological properties of systems that are intermediate in size, between isolated atoms and molecules and bulk materials, where the transitional properties between the two limits can be controlled.  During the last few years, novel structures, phenomena, and processes have been observed at the nanoscale (from a fraction of nanometer to about 100 nm) and new experimental, theoretical and simulation tools have been developed for investigating them.  These advances provide fresh opportunities for scientific and technological developments in nanoparticles, nanostructured materials, nanodevices, and systems. 

Nanotechnology is the creation and utilization of functional materials, devices, and systems with novel properties and functions that are achieved through the control of matter, atom-by-atom, molecule-by-molecule, or at the macromolecular level.  A revolution has begun in science, engineering and technology, based on the ability to organize, characterize, and manipulate matter systematically at the nanoscale.  Far-reaching outcomes for the 21^st century are envisioned in both scientific knowledge and a wide range of technologies in most industries, healthcare, conservation of materials and energy, biology, environment and education.  Nanoscale Science and Engineering (NSE) underpin innovations in critical areas ranging from manufacturing to medicine.  

The interdisciplinary nature of NSE involves all of the sciences and engineering. Its economic, environmental, social, and ethical dimensions require careful study as well. These interactions create important opportunities and challenges for education at the middle school, high school, and undergraduate levels (i.e., grades 7-16). If citizens are to understand and appreciate the potential for nanoscale science and engineering, it is imperative that our schools offer scientifically accurate and developmentally appropriate learning opportunities in the relevant disciplines and that ways be found to collaborate across disciplines and to transcend traditional boundaries. This, in turn, requires that the science education leaders and science teachers have not only a deep understanding of nanoscale science and engineering, but also an appreciation for the challenges of learning about related social and ethical implications of nanotechnology.

The Nanoscale Science and Engineering Education (NSEE) initiative provides funding for four types of projects that will explore educational challenges of this new field and generate practical ways of introducing nanotechnology into middle school, secondary, and undergraduate education and to the public at large.  Joining research in education with emerging research in nanoscale science and engineering creates opportunities for new interdisciplinary teaching strategies, for understanding and enhancing science literacy, for preparing the 21^st century workforce in these fields, and for engaging the interest and broadening the vision of science, engineering, and technology for a diverse group of talented students. 

This Solicitation covers work under four program components.  Descriptions and review criteria for each component follow.

[A]    CENTERS FOR LEARNING AND TEACHING IN NANOSCALE SCIENCE AND  ENGINEERING (NCLT) COMPONENT

The Centers for Learning and Teaching in Nanoscale Science and Engineering (NCLT) component represents broad-based efforts for integrating advances in nanoscale science and engineering into education, grades 7-16.  Centers will experiment with innovative approaches to such integration; conduct research on the conditions under which such integration is effective; and develop doctoral programs in science education focused on these objectives.  Support will also be provided for developing faculty and teacher leaders with expertise in integrating these emerging areas of science and engineering into grades 7-16 education and for conducting research on the efficacy of such integration.  Centers should have a specific disciplinary focus on nanoscale science and engineering and should serve as models and resources that support the introduction of relevant concepts and applications into middle school, secondary, and undergraduate classrooms, nationwide. NCLT projects must involve partnerships that include institutions with strong research programs in nanoscale science and engineering, institutions with strong education research programs, and at least one institution that grants doctoral degrees in related STEM education fields, and other relevant educational partners, grades 7-16.  These other partners may include state education agencies, two- and four-year colleges and universities, school districts, professional societies, government laboratories, private foundations, informal science education institutions, business and industry, and other public and private organizations (whether for profit or nonprofit).

NCLT Goals

Nanoscale science and engineering is inherently interdisciplinary with extensive applications for 21st century society.  Centers must include diverse stakeholders who can traverse traditional boundaries within and among disciplines and organizations.  They must incorporate disciplinary expertise in nanoscale science and engineering together with that from the cognitive sciences, educational research, teacher and faculty development, and educational materials design and implementation.  NCLT projects are expected to focus on understanding and facilitating the integration of emerging research in nanoscale science and engineering into educational practice.  The NCLT component  is intended to result in a broad-based, systemic approach to enriching the curricula and the workforce, grades 7-16, by infusing scientific advances into classrooms. 

Centers must address three equally important goals: create national leadership for advancing nanoscale science and engineering education, develop the instructional workforce, and research national issues critical to STEM education. The three goals must inform one another and support the Centers' major research foci. Specifically, the goals are:

• Develop a diverse cadre of national STEM education leaders focused on the emerging field of nanoscale science and engineering:  Centers must provide basic and advanced education for doctoral and post-doctoral students who specialize in adapting and adopting emerging technologies into STEM education; provide the expertise for assessing and/or evaluating educational innovations; conduct research on STEM teaching and learning; inform development of the next generation of curricular and professional development materials that incorporate key ideas and concepts inherent in nanoscale science and engineering; and/or guide future directions in both formal and informal STEM education.

• Provide professional development to teachers, grades 7-12, and undergraduate faculty:  Centers should create exemplary strategies and resources for developing educational leaders, fully grounded in the disciplines and scientific processes of nanoscale science and engineering.  These educators should participate in the testing, development, and implementation of related educational materials.  Dissemination of these strategies and resources are intended to accelerate the introduction of nanoscale science and engineering concepts into classrooms, grades 7-16. 
  
  
• Conduct research on issues related to integrating advances in nanoscale science and engineering into middle school through undergraduate curriculum:  NCLT focuses on nanoscale science and engineering which currently has limited education exposure.  Centers should therefore conduct research on how to incorporate nanoscale science and engineering into classrooms.  The research should investigate strategies for identifying age-appropriate topics; developing educational experiences and materials that embed these topics into curricula; and scaling and sustaining these efforts. It is anticipated that Center research should inform future efforts in other emerging areas of science and engineering.

Center activities should build on what is already known as effective strategies and existing educational and disciplinary research bases.  They should provide opportunities for doctoral and post-doctoral students to gain the knowledge and skills necessary to educate the next generation of 7-12 teachers and undergraduate faculty capable of bringing advances in science into the education system.  NCLTs are expected to draw on the expertise of major NSF-supported nanoscale science and engineering research centers and networks; to provide relevant education expertise to strengthen their education outreach activities; and to disseminate the products of their efforts to the education community nationally on an on-going basis. 

NCLT Project Description

The project description for Centers for Learning and Teaching in Nanoscale Science and Engineering (NCLT) proposals should address the following critical components: 

a.  Focus.   NCLTs are expected to develop strategies for meeting the professional development needs of the prospective and current instructional workforce, grades 7-16, and to provide STEM education professionals -- through doctoral, post-doctoral, and internship opportunities -- expertise in emerging areas of nanoscale science and engineering research.  Because the purpose of NCLT is to change the educational system, the development of teachers and undergraduate faculty should be an ongoing activity of collaborating institutions, and integral to the Centers' programs of study for undergraduates, graduate students, and interns. 

NCLT projects are expected to be a resource for, and learn from, the education outreach efforts of other nanoscale science and engineering research projects, e.g., Nanoscale Science and Engineering Centers (NSEC), National Nanofabrication Users Network (NNUN), Network for Computational Nanotechnology (NCN), Science and Technology Centers (STC), Materials Research Science and Engineering Centers (MRSEC), and Engineering Research Centers (ERC).  NCLT projects are encouraged to form partnerships with one or more of these research centers (a listing can be found at: www.nsf.gov/nano).

NCLT projects should have, or be able to develop, the capability to carry out basic research on the learning of the complex, interdisciplinary ideas associated with nanoscale science and engineering.  It is expected that the foundation for this research will be developed through gathering and evaluating extant educational materials, exemplars, models, and resources from both the efforts mentioned above, as well as from other sources.  An important contribution of the NCLTs is to organize, study, reshape, adapt, and augment the existing knowledge base and resources in meeting the objectives of this effort.

b.  Coverage.  Centers must focus on understanding and facilitating the integration of nanoscale science and engineering into education practice.  Centers may expand this focus to include the implications of advances in nanoscale science and engineering for technology education.  Each Center must exhibit a comprehensive plan for integrating advances in nanoscale science and engineering research into the entire education spectrum relevant to this solicitation.  The research agenda must also encompass issues across the grades 7-16 spectrum; however, a Center could place special emphasis on a particular grade band.  Proposals must provide the rationale for this emphasis and clearly articulate the area of national need being addressed, as well as expectations for the Center's contribution to the body of knowledge on STEM teaching and learning. 

Centers should be a fully cooperative effort among and, as appropriate, within institutions.  In addition to higher education institutions, Centers may leverage the expertise of state or local education agencies, school districts, government laboratories, business and industry, and international institutions, as appropriate.  Within the Center, at least one U.S. partner must grant doctoral degrees in related STEM education.  Doctoral students, post-doctoral students, and interns might pursue different parts of their education at different institutions and/or Centers in order to develop specialized expertise.  At least one partner must be a school district or a collection of schools (e.g., specialized schools).

c.  Doctoral, Post-Doctoral, and Internship Programs:  Doctoral, post-doctoral, and internship programs for this interdisciplinary effort could recruit from university teacher educators; scientists and engineers; curriculum developers; district- or state-level supervisors and coordinators; lead teachers; informal science educators; assessment specialists; education administrators; and others.  Proposals should describe programs of studies for these individuals and clearly delineate the type of degree (Ph.D. or Ed.D.).  Innovative ways to involve the Center's collaborative partners are strongly encouraged.

Doctoral programs and post-doctoral education at these Centers should impact both content preparation and quality of the STEM education infrastructure.  Proposals should include clear statements of focus, indicating the backgrounds and experiences that are required for entrance and discussing how the program of study might be adapted for applicants with varying backgrounds.  Programs of study should, for example:  (1) provide rich opportunities to conduct research, development, and assessment studies in STEM learning and teaching; (2) provide in-depth experiences relevant to K-12 STEM education for doctoral and post-doctoral students and interns coming from STEM disciplines; and (3) provide rich education and learning experiences in the disciplines for doctoral and post-doctoral students, as well as interns, from education backgrounds.

d.  Educator Component.  Centers may employ a wide range of strategies to integrate new areas of science and engineering into education, including professional development of the prospective and current instructional workforce, grades 7-16; internships; or some combination of these and other approaches.  Centers may develop or revise Master's programs,  providing coursework and laboratory experiences for teachers, grades 7-12, to assist them in acquiring knowledge and understanding of nanoscale science and engineering.  Centers should provide opportunities for professionals to apply their developing knowledge in realistic settings; provide extensive mentoring; and help develop a broad network to support them after the program of study is complete.  Educators at all levels will be assisted in learning content and related instructional strategies in cooperation with scientists and engineers.  Educational experiences should go beyond standard courses or generic professional development, be based on national standards, and include effective pedagogy for adult learning.  Innovative ways of providing ongoing support for Center participants are encouraged.

e. Recruitment Strategies.  Center proposals must present clear plans for recruiting highly qualified candidates (e.g., teachers, doctoral and post-doctoral students, faculty, interns) into its programs.  Of particular interest are creative approaches for recruiting individuals with strong disciplinary backgrounds and for expanding diversity of the STEM education workforce.  Proposals should describe how these strategies build on existing efforts that have been demonstrated to be effective. 

f. Research Component.  Proposals must articulate an overarching research agenda that addresses the Center's focus and links to both the doctoral education and educator efforts.  Basic research should be conducted on the age-appropriate learning of the complex, interdisciplinary ideas associated with nanoscale science and engineering.  Centers should develop effective strategies for communicating innovations, new instructional developments, and research findings to important stakeholders in relevant education and disciplinary communities in order to extend the impact of their work. 

g.  Institutionalization.  Proposals must include plans for ensuring continuation of various aspects of the Centers after NSF support ends.  In particular, doctoral and educator programs need to be institutionalized.  The collaborating institutions should archive resources developed by the Center and provide plans for continuing support for educators in adopting and adapting these resources. 

h.  Evaluation.  Centers are required to conduct formative and summative evaluation of the educator, doctoral, post-doctoral, and internship components.  The evaluation plans must describe evidence to be used in ensuring that Centers' goals are being met; identify indicators, benchmarks, and relevant data; evaluation techniques to be used; and a timeline for the evaluation process.  Evaluations should be designed to document the impact on students, teachers, undergraduate faculty, and graduate students, in addition to the impact on institutional environments.  They should also document the effectiveness of its strategies for transforming classroom instruction and informing issues related to state/district curricula adoption and implementation, grades 7-12 (if appropriate).  Proposed Centers must commit to cooperating with an NSF third-party evaluation (funded independently by NSF), which will include a longitudinal study of impact.  Centers will be responsible for providing requested data to multiple program evaluators.

i.  Dissemination.  The proposal should include strategies for communicating activities and outcomes of the Center to relevant education and research communities, including professionals in NSF-supported STEM research centers responsible for education outreach, both during and after the project. 

j.  Relationship to other Projects supported by NSF.  Proposed Centers may include partners from major NSF-supported nanoscale science, engineering, and technology projects, (e.g., Nanoscale Science and Engineering Centers (NSEC), National Nanofabrication Users Network (NNUN), Network for Computational Nanotechnology (NCN), Science and Technology Centers (STC), Materials Research Science and Engineering Centers (MRSEC), Engineering Research Centers (ERC)), or large-scale education projects (e,g., the Advanced Technology Education Centers, Math and Science Partnership projects).  Proposals should carefully delineate plans to avoid duplication of effort and should provide strategies for cooperation.  Details should be given for linking the NCLT research agenda to the work of other projects.  Of particular concern is the need for coherence in goals and effort of work with educational partners.  Center proposals that include partner(s) playing a key role in an existing or proposed large-scale project must provide evidence of capacity to carry out the proposed work of both projects; of alignment among goals and strategies; and of management structures that further the goals of both projects without inhibiting the attainment of the goals of each.

 

[B]  INFORMAL SCIENCE EDUCATION IN NANOSCALE SCIENCE AND ENGINEERING (NISE) COMPONENT

NISE Goals

In response to NSF's focus on nanoscale science and engineering, the Informal Science Education (ISE) program encourages development of NISE projects to promote public understanding of nanoscale science and engineering concepts, scientific processes, and applications to society.  The purpose of these efforts is to ensure that the public is kept abreast of advances in the field.  Projects can include, but are not limited to, television programs, films, and traveling exhibits, that are designed to reach broad audiences, to complement formal education, and/or to inform youth and their parents about opportunities for pursuing advanced study and careers.  Projects must involve experts at the forefront of nanoscale science and engineering research, as well as those experienced in the design and implementation of relevant types of informal science education.  This solicitation is intended to encourage partnerships among science centers and museums, universities, schools, and other institutions in which each contributes in its areas of expertise.  Such collaboration should be evident in both the planning and implementation of the proposed project.  All proposals to this solicitation must conform to the guidelines for the development of informal science education projects in the Informal Science Education Program Solicitation (NSF 03-511).

Proposals similar to those defined by this Solicitation cannot be simultaneously submitted to both the NSF Informal Science Education (ISE) program managed by the Division of Elementary, Secondary, and Informal Education; see http://www.ehr.nsf.gov/esie/programs/ise/ise.asp. 

NISE Project Description

NISE projects must have strong intellectual merit with a firm basis in nanoscale science and engineering and demonstrate the capacity for broad impacts.

a.  Exhibit Projects.  ISE supports traveling and permanent exhibits.  It is anticipated that exhibits will be visitor-centered, inquiry-based, and promote active learning.  In addition to addressing the overall ISE narrative requirements (see NSF 03-511), proposals are expected to include the following information that relates specifically to the exhibit format: an exhibit walk-through from the visitor's perspective that highlights key design elements and visitor experiences; details about the exhibit's accessibility; logistics regarding the exhibit's traveling (if applicable); and evaluation procedures that will be implemented (including front-end, formative, and summative evaluation procedures.)  [see: Dierking, Lynn D. and Pollock, Weny. (1998). Questions and Assumptions: An Introduction to Front-End Studies in Museums.  Ann Arbor, MI: Mallow Lithographing, Inc. and, User Friendly Handbook for Project Evaluation: Science, Mathematics, Engineering and Technology Education (NSF 93-152, revised 2/96); http://www.ehr.nsf.gov/EHR/RED/EVAL/Handbook/handbook.htm.]

Where possible, projects are encouraged to include smaller versions of exhibits or exhibit components for dissemination to other venues, such as small museums and science centers, libraries, and community centers.  To the extent feasible, and within professional museum and conservation standards, efforts should be made to ensure that exhibits are designed and fabricated using the most environmentally friendly materials and processes possible.

b.  Media Projects.  Media projects supported by the ISE program generally are designed for national distribution.  If the content is especially relevant to a particular area of the country, media projects designed for regional broadcast can be supported.  Viable proposals should include documentation of interest or commitment from a major national or, if appropriate, regional broadcast or cable outlet, or an indication of interest and distribution plan for a non-broadcast film.

Proposals for media projects must clearly describe the scope of the science and how it will be presented.  In additional to an explanation of the program/series content and format in the body of a proposal, competitive submissions should generally include a treatment for one or more programs as a supplementary document.  Similarly, proposals should include a plan for outreach that is designed to extend the learning experience of the target audience for the media component.

[C]  INSTRUCTIONAL MATERIALS DEVELOPMENT (NIMD) COMPONENT

NIMD Goals.

In response to NSF's focus on nanoscale science and engineering, the Instructional Materials Development (IMD) program encourages creation and dissemination of a limited number of exemplary instructional materials on nanoscale science, engineering, and technology targeted at middle- and secondary-school levels. These materials should address one or more of the following goals:

• integrate nanoscale science and engineering concepts and applications into existing standards-based STEM instructional resources;

• create modular units and/or laboratory experiments that present nanoscale science and engineering concepts and applications in a real-world context;

• emphasize the interdisciplinary nature of science through nanoscale science and engineering examples and applications; and,

• emphasize core concepts in technology and connections between science and technology through nanoscale science and engineering examples and applications.

The materials should extend understanding of how science, mathematics, and technology standards developed by national professional organizations (American Association for the Advancement of Science, the National Research Council, the National Council for Teachers of Mathematics, and the International Technology Education Association) can be addressed through the study of cutting edge, interdisciplinary science.  The proposal should describe how inherently interdisciplinary content can be used to help students learn key concepts in science and technology. 

Projects should develop both instructional materials for students that include embedded assessment of student learning, as well as materials for teachers that facilitate their implementation.  The materials should enable students to meet the following learning goals:

• recognize how size can make a difference in the properties of materials;

• appreciate the interdisciplinary nature of science and engineering;

• understand the relationship between science and technology;

• become familiar with nanoscale science and engineering content and careers;

• apply nanoscale concepts to relevant student experiences; and,

• explore technological, economic, and social implications of nanoscale science and engineering. 

The NIMD component emphasizes development, dissemination, and implementation of instructional materials and assessments in STEM education, as well as research on their effectiveness.   These materials should align with standards, reflect research on learning and teaching, and develop a coherent understanding of how disciplinary research is performed.  The materials should be developed through collaboration of practicing researchers, educators, and teachers.   External consultant(s) should evaluate the effectiveness of versions of the materials following pilot and field trials, the results of which should be used to revise the materials where needed.  The materials should also incorporate resources for the professional development of teachers. 

For convenience, a summary from the IMD program solicitation is provided here.   All proposals must conform to the full guidelines for developing instructional materials as described in the IMD Program Solicitation (NSF 03-524).  Of particular importance are the Project Description and Additional Review Criteria sections found in the Student Materials Component of the IMD solicitation. 

NIMD Project Description

Exemplary projects should contain the following elements, which should be addressed in the Project Description section of the proposal.   Proposal reviewers will examine the extent to which these elements are effectively incorporated in the overall project plan.

a. Goals and Objectives.   Describe the major goals for the project, as well as the anticipated outcomes for students and teachers. 

b.  Project Evaluation.   Describe the evidence that will be accepted to determine the extent to which goals are achieved, as well as the evaluation strategies that will be used to obtain that evidence.  Each major aspect of the project should be evaluated -- the development process, implementation, student learning, change in teacher practice, etc.  Formative evaluation, designed to affect development efforts may be conducted by an internal evaluator.  Summative evaluation should be conducted by an external evaluator.

c.  Anticipated Products.   Describe the materials to be produced (e.g., print, software, videos, CD-ROMs, scholarly publications, monographs), including the specific learning activities to be developed (laboratory experiments, student projects, assessments, etc.). 

d.  Rationale.   Describe how proposed instructional materials will meet the learning goals for students and teachers with regard to scientific concepts central to nanoscale materials and devices.  Describe how these materials relate to, and build upon, previous and ongoing efforts.  Relevant literature should be referenced to indicate knowledge of disciplinary and pedagogical issues.

e.  Work Plan.  Explain how the instructional materials will be created (or revised), reviewed, pilot-tested, field-tested, evaluated, and published.  A detailed plan, including a complete timeline that indicates who is responsible for each facet, helps reviewers understand the flow of work.  Draft materials must be pilot-tested with master teachers; field-tests must include a broad range of teachers with diverse backgrounds who teach target student populations.  It is expected that results of these trials will be used to inform revisions of the materials, and that both the results of the trials and the revisions will be submitted to NSF. 

f.  Content and Pedagogical Strategies.   Describe how the instructional materials' content and pedagogical strategies align with standards developed by national professional organizations; how these materials will prepare and motivate students to pursue further study of STEM disciplines; and how the materials will account for potential differences in students' prior knowledge.

g.  Assessment.  Describe tools and strategies for student assessment to be included in the instructional materials.  It is critical that embedded student assessments be clearly aligned with the desired student learning outcomes and be informed by the nationally developed standards in mathematics, science, and/or technology.  Assessments should address both formative and summative aspects of learning.

h.  Professional Development.  Describe the products (e.g., print, CD-ROM, Web-based) to be produced that will support teachers and administrators in effectively implementing the materials with fidelity to the developer's intent.  It is expected that teaching guides will accompany the student materials.

i.  Caregiver and Community Involvement.   Describe strategies for communicating to school boards, administrators, and educators how the materials will enhance learning of significant subject matter content and increase student interest in science, mathematics, and technology.

j.  Dissemination and Implementation.  Explain how information about the materials will be shared with professionals and practitioners in STEM education communities both during and after the project.  Instructional materials typically will be published and distributed commercially, although in some instances "free" distribution (e.g., through a refereed and highly visible Web site) might be an appropriate outlet.

k.  Personnel.  Describe the expertise and experience of the key personnel.  It is expected that the development team will include -- as active participants -- appropriate STEM researchers; cognitive scientists; STEM educators; classroom teachers; assessment, evaluation and research experts; technology experts; instructional technologists; and professional developers.  The proposal should include a detailed description of the role and commitment level of each of the key personnel.

Proposals similar to those defined by this Solicitation may also be submitted to the NSF Instructional Materials Development (IMD) program managed by the Division of Elementary, Secondary, and Informal Education, see http://www.ehr.nsf.gov/esie/programs/imd/imd.asp . The same proposal, however,  cannot be simultaneously submitted to both NIMD and the IMD program.

[D]  NANOTECHNOLOGY UNDERGRADUATE EDUCATION (NUE) COMPONENT

NUE Goals

Advances in nanotechnology research provide new opportunities in undergraduate education.  With their focus on imaging and manipulating the ultimate building block of matter - the atom - nanoscale science and engineering provide a multitude of new interdisciplinary teaching opportunities for engaging student interest and for broadening their vision of science, engineering, and technology.  Nanoscale science and engineering thus permit new strategies for enhancing science literacy, preparing the workforce for emerging technologies, and attracting a diverse group of talented students to the workforce of tomorrow. 

Nanoscale science and engineering provides creative opportunities for invigorating undergraduate education through new courses and research experiences.   It blends chemistry, physics, biology, mathematics, computer science, materials science, geology, behavioral and social sciences, and/or engineering.  As such, it provides new opportunities for faculty collaboration, both in teaching and in research, that cross traditional disciplinary departmental boundaries.  Some examples of nanotechnology-based topics that can be introduced into the curriculum include scanning probe methods, nanotubes, bottom-up and top-down syntheses of nanoscale materials, self-assembly, nanobiotechnology, environmental aspects of nanotechnology, applications of nanotechnology to information technology, properties and fundamental phenomena in nanoscale materials, computational methods for modeling nanoscale materials, nanoscale devices, and the societal, ethical, economic and environmental implications of nanotechnology.  See http://www.nsf.gov/nano and http://www.nanofab.psu.edu/education/nsf-nue-program.htm for additional examples.

NUE projects are intended to enable individuals, departments, programs, or campuses to integrate nanoscale science and engineering into their curricula.  Integration could take the form of a new course or courses, or modification of existing courses so that a substantial portion of the course content is based on nanoscale science and engineering.  Although proposals involving any part of the undergraduate curriculum are eligible, special emphasis is placed on first- and second-year undergraduate courses, given their pivotal role in influencing science literacy and career paths.  

NUE emphasizes new approaches to undergraduate education through interdisciplinary collaborations. These collaborations could lead to, but are not limited to:

• new examples of introductory undergraduate STEM courses that are presented through the development of manuals and other written materials, software, laboratory and demonstration experiments, and web-based resources;

• development and dissemination of new teaching modules for nanoscale science and engineering that can be used in existing undergraduate STEM courses; and,

• incorporation of undergraduate research opportunities based on nanoscale science and engineering into the curriculum at any level, particularly during first- and second-year studies.

Proposals similar to those defined by this Solicitation may also be submitted to the NSF Course, Curriculum, and Laboratory Improvement (CCLI) program managed by the Division of Undergraduate Education, see http://www.ehr.nsf.gov/due/programs/ccli.  The same proposal, however,  cannot be simultaneously submitted to both NUE and the CCLI program.

NUE Project Description

The project description for NUE should contain the following components:

a.  Goals and Objectives.  The goals of the project should be stated clearly and concisely in relation to the goals of the NUE component.

b.  Results of Prior NUE Support.  In addition to results of prior support as required by the NSF GPG, institutions participating in prior NUE awards must describe the relationship of that award to this new proposal.

c.  Detailed Project Plan.   The project plan should be the longest section of the Project Description. It should include description of the project's features, clearly delineating the plan to introduce or enhance nanotechnology in the undergraduate curriculum.  The plan should include:

• a background on the proposed project describing how it builds on nanoscale and/or pedagogical research;

• a statement describing the expected impact of the project on the undergraduate curriculum at the participating institution(s) and, if applicable, elsewhere;

• number and percentage of undergraduate students who would be impacted by the project at the participating institution(s), and the extent to which under-represented groups would be served; 

• plans for institutionalization of projects;  and

• references to required letter(s) of institutional and departmental commitments noted under Supplementary Material (see below).

d.   Experience and Capability of the Principal Investigator(s).  Briefly describe the experience and capability of the PI(s).  Include a brief description of the rationale for including the specific faculty members and institutional units within the project.  State the role of each and cite the expertise that each will contribute to the project.

e.  Evaluation Plan.  Describe criteria to be used in evaluating the quality and impact of the project, how the project's impact on student learning will be assessed, and the process for collecting and analyzing information at the applicant's institution or from others involved in testing of course materials developed.  The following references may be helpful in designing the evaluation plan:

• User Friendly Handbook for Project Evaluation: Science, Mathematics, Engineering and Technology Education (NSF 93-152, revised 2/96). See: http://www.ehr.nsf.gov/EHR/RED/EVAL/Handbook/handbook.htm   
  
  
• User Friendly Handbook for Mixed Method Evaluations (NSF 97-153). See: http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/start.htm  

• Online Evaluation Resource Library. See: http://oerl.sri.com

• Field-tested Learning Assessment Guide (FLAG). See: http://www.wcer.wisc.edu/nise/CL1/flag/

f.  Dissemination of Results.  Describe plans to communicate the results of the project to other professionals in the STEM and education communities, both during and after the project.  Describe the information or materials to be disseminated (e.g., computer presentations, laboratory manuals, software, multimedia materials); how the material will be made available to other institutions; the means of dissemination (e.g., faculty development workshops, journal articles, conference presentations, electronic networks, media); and the procedures for determining the success of the dissemination effort.  Describe procedures to be used to maintain the quality and currency of any material developed, to provide support for faculty users, and to publicize the availability of materials.

Investigators are encouraged to use the National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL), as part of their dissemination efforts, see http://nsdl.org.  To ensure that educational materials can be indexed and cataloged within the appropriate collections of NSDL, standard metadata elements and tags should be embedded in web-based products, e.g. documents, animations, simulations, and modules.  A variety of review and user annotation procedures are also under development as NSDL services.   Information about metadata standards is available from the Dublin Core Metadata Initiative at http://dublincore.org and the NSDL Metadata Primer at http://metamanagement.comm.nsdlib.org/outline.html.  The NSDL Communications Portal at http://comm.nsdlib.org provides updates of ongoing NSDL efforts and discussions.

g. Supplementary Material.  Letter(s) describing commitment of institutional and academic department(s) signed by a senior academic officer (dean or above) with budget authority to implement the activities listed in the proposal (if awarded) must be included as a Supplementary Document.  The letter(s) should be referenced in the Project Description and outline the school's and department's commitment to the project and how the project may effect a lasting change at the institution.  If these signed statements are not included in the Supplementary Documents section of FastLane, the proposal will be returned to the Principal Investigator without review.

Because the NUE component does not require preliminary proposals, potential PIs are encouraged to contact the cognizant NSF program officer listed in this solicitation before submitting an NUE proposal.  This will facilitate determining whether the proposed work is appropriate for NUE.