Title: Guide to Programs, Fiscal Year 1998 Date: December 1, 1997 National Science Foundation Guide to Programs Fiscal Year 1998 NSF Funding Opportunities On the cover: Charles Evans (Caltech): "Neutron Star Collisions" Visualization by Ray Idaszak and Donna Cox, Illinois Supercomputer Center The head-on collision of two neutron stars. This is an extract from a more complete analysis of the changes in pressure and density that occur from the collision and eventual coalescence of two stars that have reached the final phase in their evolution. This particular sequence follows the trajectories of selected tracer particles that make up part of the material of the stars. While much of the fluid is expelled in the collision, some of it eventually falls back onto the surface of the final composite star that is formed. National Science Foundation Arlington, VA 22230 Neal Lane, Director Joseph Bordogna, Acting Deputy Director Editor: Christina Bartlett-Whitcomb Office of Legislative and Public Affairs (703) 306-1070 or cbartlet@nsf.gov The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants for research and education in the sciences, mathematics, and engineering. Visit the NSF Web site at: http://www.nsf.gov/ Location: 4201 Wilson Boulevard, Arlington, Virginia 22230 For general information (NSF Information Center): Telephone (703) 306-1234 TDD (for the hearing impaired): Telephone (703) 306-0900 To Locate NSF Employees: Telephone (703) 306-1234 Guide to Programs Fiscal Year 1998 NSF Funding Opportunities HOW TO USE THIS PUBLICATION The NSF Guide to Programs is a compilation of funding opportunities for research and education in science, mathematics, and engineering. General descriptions of NSF programs and research areas and sources for more information are provided in each chapter. Many NSF programs offer announcements concerning specific proposal requirements or eligibilities. To obtain additional information about these requirements, contact the appropriate NSF program offices listed in this Guide. Any changes in NSF's fiscal year 1998 programs occurring after press time for the Guide to Programs will be announced in the NSF Bulletin and in individual program announcements. For more information on the Bulletin and on how to obtain additional information, see the Information Resources for NSF Grant Applicants chart on pages vi and vii of this Guide. The chart provides sources for more information on applying for NSF grants. Deadlines and Target Dates Many of the programs listed in this publication have established deadlines or target dates for the submission of proposals. These dates are announced throughout the year in the NSF Bulletin, a publication produced by the NSF Office of Legislative and Public Affairs. The Bulletin also provides news about programs and funding opportunities, current publications, and meetings and conferences. In addition, throughout this Guide, sections titled "Deadlines and Target Dates" may contain additional program-specific information. The Bulletin (available monthly, except July and August) is available in print and electronically on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. The direct URL for recent issues is http://www.nsf.gov/od/lpa/news/publicat/bulletin/bulletin.ht m. To receive a sample printed copy of the Bulletin, write to: Editor, NSF Bulletin, National Science Foundation, 4201 Wilson Boulevard, Room 1245, Arlington, VA 22230. See also the Information Resources for NSF Grant Applicants chart on pages vi and vii of this Guide, which displays different publications and their relationship to the proposal submission process. Eligibility Requirements Certain requirements apply to all types of grants available through the National Science Foundation. These requirements are outlined here for general reference. In some cases, additional requirements also apply for grants within specific Directorates, departments, and programs. Throughout this Guide, you can quickly locate this type of information by looking for "Eligibility Requirements" headings, as shown above. Scientists, engineers, and educators usually initiate proposals which are officially submitted by their employing organization. Before formal submission, the proposal may be discussed with appropriate NSF program staff. Graduate students are not encouraged to submit research proposals, but should arrange to serve as research assistants to faculty members. Some NSF divisions accept proposals for Doctoral Dissertation Improvement Research Grants when submitted by a faculty member on behalf of the graduate student. NSF also provides support specifically for women and minority scientists and engineers, scientists and engineers with disabilities, and faculty at primarily undergraduate academic institutions. Categories of Proposers Universities and colleges: U.S. universities and two- and four-year colleges (including community colleges) acting on behalf of their faculty members. Non-profit, non-academic organizations: Independent museums, observatories, research laboratories, professional societies, and similar organizations in the United States that are directly associated with educational or research activities. For-profit organizations: U.S. commercial organizations, especially small businesses with strong capabilities in scientific or engineering research or education. An unsolicited proposal from a commercial organization may be funded when the project is of special concern from a national point of view, special resources are available for the work or the proposed project is especially meritorious. NSF is interested in supporting projects that couple industrial research resources and perspectives with those of universities. Therefore, it especially welcomes proposals for cooperative projects involving both universities and the private sector. State and local governments: State educational offices or organizations and local school districts may submit proposals intended to broaden the impact, accelerate the pace, and increase the effectiveness of improvements in science, mathematics, and engineering education in both K-12 and post-secondary levels. Unaffiliated Individuals: Scientists, engineers, or educators in the United States and U.S. citizens may be eligible for support, provided that the individual is not employed by or affiliated with an organization and: the proposed project is sufficiently meritorious and otherwise complies with the conditions of any relevant program announcement/solicitation; the proposer has demonstrated the capability and has access to any necessary facilities to carry out the project; and the proposer agrees to fiscal arrangements which, in the opinion of the NSF Grants Officer, ensure responsible management of Federal funds. Unaffiliated individuals should contact the appropriate program before preparing a proposal for submission. Foreign organizations: NSF rarely provides support to foreign organizations. NSF will consider proposals for cooperative projects involving U.S. and foreign organizations, provided support is requested only for the U.S. portion of the collaborative effort. Other Federal agencies: NSF does not normally support research or education activities by scientists, engineers, or educators employed by Federal agencies or Federally Funded Research and Development Centers (FFRDCs). However, a scientist, engineer, or educator who has a joint appointment with a university and a Federal agency (such as a Veterans Administration Hospital, or with a university and an FFRDC) may submit proposals through the university and may receive support if he/she is a bona fide faculty member of the university, although part of his/her salary may be provided by the Federal agency. Under unusual circumstances, other Federal agencies and FFRDCs may submit proposals directly to NSF. Preliminary inquiry should be made to the appropriate program before preparing a proposal for submission. Please consult the most recent Grant Proposal Guide (NSF 98- 2) for complete instructions on submitting proposals, as well as forms and checklists to help you through the process. Merit Review Criteria For the Selection of Research and Education Projects NSF receives nearly 30,000 new proposals for funding per year, and awards about one-third of them. Funding decisions are made largely through the process of merit review, in which expert evaluation by external peer reviewers contributes to recommendations by NSF program managers. NSF receives more than 170,000 external reviews each year. The general criteria for reviewing proposals were revised effective October 1, 1997. Under the new criteria, reviewers are asked to address two questions regarding every proposal: (1) What is the intellectual merit of the proposed activity? and (2) What are the broader impacts of the proposed activity? For each of the criteria, the review form suggests several questions to be considered, as follows: Criterion 1-How important is the proposed activity to advancing knowledge and understanding within its own field and across different fields? How well qualified is the proposer (individual or team) to conduct the project? (If appropriate, please comment on the quality of prior work.) To what extent does the proposed activity suggest and explore creative and original concepts? How well conceived and organized is the proposed activity? Is there sufficient access to resources? Criterion 2-How well does the activity advance discovery and understanding while promoting teaching, training, and learning? How well does the proposed activity broaden the participation of underrepresented groups (e.g., gender, ethnicity, geographic, etc.)? To what extent will it enhance the infrastructure for research and education such as facilities, instrumentation, networks, and partnerships? Will the results be disseminated broadly to enhance scientific and technological understanding? What may be the benefits of the proposed activity to society? Although the two general criteria are meant to apply to the full range of NSF proposals, some program announcements will contain additional or modified criteria. Proposals will continue to be rated on a five-category system, from "excellent" to "poor." The reviewer is asked to state the relative importance of each of the criteria to his or her overall proposal rating. The two criteria need not be weighted equally, but their relative weight should depend upon any additional published guidance provided by NSF for a particular program, and the reviewer's judgment of the relative importance of each of the criteria to the proposed work. For More Information For further information, see the following related documents: NSF Grant Proposal Guide (NSF 98-2), reissued effective October 1, 1997, and available in print and electronic format via the On-Line Document System on the NSF Home Page (http://www.nsf.gov/). To access directly, visit the following Web Site: http://www.nsf.gov/bfa/cpo/gpg/start.htm. NSB Merit Review Task Force Final Report (March 1997) (NSB 97-13), available by visiting the National Science Board Office Home Page (http://www.nsf.gov/home/nsb/) and clicking on the "documents" button. NSB Resolution, "New General Criteria For Merit Review of Proposals," available by visiting the National Science Board Office Home Page (http://www.nsf.gov/home/nsb/) and clicking on the "documents" button. NSF Important Notice 121 (issued July 10, 1997), "New Criteria for NSF Proposals," available via the On-Line Document System on the NSF Home Page, http://www.nsf.gov/. See also the Information Resources for NSF Grant Applicants chart on pages vi and vii of this Guide, which displays different publications and their relationship to the proposal submission process. Information Resources for NSF Grant Applicants The purpose of this chart is to help direct potential grant applicants to the proper NSF information resources during each stage of the proposal process. Section one identifies these stages, and section two lists appropriate sources for each stage. Brief descriptions of listed resources appear in section three. 1 - Applicant Information General Information What types of projects does NSF support? What types of publications are available? Specific Information Is NSF currently funding research like mine? Am I eligible for funding? Proposal Preparation and Follwoup How do I go about writing a successful proposal? Where do I get the forms? Any recent changes in eligibility? What is the deadline? Submission and Funding Where/To whom do I submit my proposal? Who is my Program Officer? Has the deadline changed (or been extended) for any reason? If I am awarded a grant, what is the next step? What is the status of my proposal? 2 - Resources General & Specific Information Grants Bulletin Board Catalog of Publications Grants and Awardees Listings Bulletin Custom News Service Fast Lane Guide to Programs Program Announcements Proposal Preparation Grant Proposal Guide/Proposal Forms Kit Program Announcements A Guide to Proposal Writing Fast Lane Bulletin Submission and Funding Program Announcements Grant Policy Manual Bulletin 3 - Resource Descriptions Bulletin: Published monthly (except July and August). This newsletter contains Foundation announcements, staff changes, and up-to-date information on program deadlines. Catalog of Publications (NSF 97-110): Published annually. Contains titles of NSF publications, including brochures, newsletters, catalogs, reports, grant opportunities, award listings, data briefs, etc. Custom News Service: An e-mail and Web-based alert service that allows users to select the types of information they want to receive, including information on NSF activities and new publications. FastLane: A Web site that can be used to submit proposals, check on proposal status, submit post-award forms, and obtain general information on NSF awards. Access from the NSF Home Page. Grant Policy Manual (NSF 95-26): Once an award has been granted, this manual details policies and procedures for compliance with award disbursement and regulations. Grant Proposal Guide (NSF 98-2)/Proposal Forms Kit (NSF 98- 3): Contains complete guidelines on proposal preparation, eligibility, proposal review criteria, continued support options and grant administration. Includes forms necessary to complete proposal. NOTE: Proposal Forms Kit is also available on its own. Grants and Awards Listings: A complete list of all NSF awards and their abstracts is available on FastLane. In addition, some NSF programs publish a list of their awards. Check the On-Line Document System on the NSF Home Page to find out what's available. Grants Bulletin Board: Interested persons add their names to this electronic mailing list to be notified of recent announcements and updates to NSF policies and procedures. Send request to grants@nsf.gov. Guide to Programs (NSF 97-150): Contains general information about all NSF programs, organized by directorate. Includes brief program descriptions, contact names and numbers for more information, and general deadlines/eligibility information for all NSF grants. A Guide to Proposal Writing (NSF 97-83): This is a helpful handbook that walks a writer through each stage of proposal writing, with sections on "Getting Started," "Writing the Proposal Narrative,"and "Little Things That Can Make a Difference." Program Announcements/Solicitations: Include information regarding proposal submission for a specific activity/program, including deadlines, eligibility requirements, and contact persons. Check the On-Line Document System on the NSF Home Page to find out what's available. http://www.nsf.gov Please note that the NSF Home Page is the primary resource for up-to-date information during all stages of the proposal process. Check with your Program Officer throughout the proposal process. Ordering Information To order a publication by telephone call: (301) 947-2722 E-mail: To order a publication electronically via the Internet, address message to pubs@nsf.gov. Come visit our home page: http://www.nsf.gov Sign up for the NSF Custom News Service to be notified when new publications are available. http://www.nsf.gov/home/cns/ To order a publication by mail write to: NSF Clearinghouse P.O Box 218 Jessup, MD 20794-0218 Unless otherwise indicated, publications with an NSF number are available free of charge. The first two digits of the publication number indicate the year of publication. In your request, include the NSF publication number and title, your name, and your complete mailing address. CONTENTS National Science Foundation Guide to Programs Fiscal Year 1998 Introduction Chapter 1 Biological Sciences Biological Infrastructure Environmental Biology Integrative Biology and Neuroscience Molecular and Cellular Biosciences Special BIO Competitions Chapter 2 Computer and Information Science and Engineering Computer and Computation Research Information, Robotics, and Intelligent Systems Microelectronic Information Processing Systems Advanced Scientific Computing Networking and Communications Research and Infrastructure Cross-Disciplinary Activities Chapter 3 Education and Human Resources Educational System Reform Elementary, Secondary, and Informal Education Undergraduate Education Graduate Education Human Resource Development Experimental Program to Stimulate Competitive Research Research Evaluation and Communication Chapter 4 Engineering Bioengineering and Environmental Systems Chemical and Transport Systems Civil and Mechanical Systems Design, Manufacture, and Industrial Innovation Electrical and Communications Systems Engineering Education and Centers Chapter 5 Geosciences Atmospheric Sciences Earth Sciences Ocean Sciences Chapter 6 Mathematical and Physical Sciences Multidisciplinary Activities Astronomical Sciences Mathematical Sciences Physics Chemistry Materials Research Chapter 7 Polar Programs United States Antarctic Research Arctic Research Chapter 8 Social, Behavioral, and Economic Sciences Social, Behavioral, and Economic Research Science Resources Studies International Programs Chapter 9 Crosscutting Areas of Research and Education Emerging Themes for FY 1998 Human Resource Activities Interdisciplinary Research and Education Index INTRODUCTION NSF is an independent federal agency created by the National Science Foundation Act of 1950, as amended (42 U.S.C. 1861- 75). Its aim is to promote and advance scientific progress in the United States. The idea of such a foundation was an outgrowth of the important contributions made by science and technology during World War II. From those first days, NSF has had a unique place in the federal government: It is responsible for strengthening the overall health of science and engineering across all disciplines. In contrast, other federal agencies support research focused on specific missions, such as health or defense. NSF is also committed to ensuring the Nation's supply of scientists, engineers, and science educators, as well as providing a high-quality education for every individual sufficient to enable them to pursue technical careers at all levels and meet the needs of the high-performance workplace of the future. NSF funds research and education in science and engineering. It does this through grants, contracts, and cooperative agreements to more than 2,000 colleges, universities, and other research and/or education institutions in all parts of the United States. NSF accounts for about 20 percent of federal support to academic institutions for basic research. Each year, NSF receives approximately 30,000 new or renewal support proposals for research, graduate and postdoctoral fellowships, and math/science/engineering education projects; it makes approximately 9,000 new awards. These typically go to universities, colleges, academic consortia, nonprofit institutions, and small businesses. The agency operates no laboratories itself but does support National Research Centers, certain oceanographic vessels, and Antarctic research stations. NSF also supports cooperative research between universities and industry and U.S. participation in international scientific efforts. NSF is led by a presidentially appointed Director and governed by the National Science Board (NSB). The Board is composed of 24 members, representing a cross section of American leadership in science and engineering research and education; appointed by the President to six-year terms, with one-third appointed every two years; and selected solely on the basis of established records of distinguished service. The NSF Director is a member ex officio of the Board. In addition to governance of NSF, the Board serves the President and the Congress as an independent advisory body on policies affecting the health of U.S. science and engineering and education in science and engineering. The NSF organizational structure reflects academic organization, with Divisions for the various disciplines and fields of science and engineering and science education. However, NSF recognizes that the excitement of science and engineering transcends disciplinary boundaries and that new fields are constantly emerging. NSF staff share review of proposals and funding of awards across programs, Divisions, and Directorates. NSF also uses a formal management process to coordinate research in selected areas that cross traditional disciplinary boundaries. NSF is helped by advisors from the scientific and engineering community and from industry who serve on formal review panels or review proposals by mail. This advisory system, which focuses on both program direction and specific proposals, involves more than 59,000 scientists and engineers a year. Proposals are reviewed in accordance with the merit review criteria approved by the National Science Board. The criteria are designed to be useful and relevant across NSF's many different programs; however, NSF will continue to employ special criteria as required to highlight the specific objectives of certain programs and activities. NSF program officers who are experts in a certain field or area use reviewer input to make award recommendations; applicants get anonymous verbatim copies of peer reviews and the program officer's explanation of the decision. For more information on the new criteria, see "Merit Review Criteria for the Selection of Research and Education Projects," on page iv of this Guide. These criteria also appear in Chapter III of the NSF Grant Proposal Guide (NSF 98-2). Awardees are wholly responsible for doing their research and preparing the results for publication; NSF does not assume responsibility for such findings or their interpretation. NSF welcomes proposals on behalf of all qualified scientists and engineers and strongly encourages women, minorities, and people with disabilities to compete fully in its programs. In accordance with federal statutes and regulations and NSF policies, no person on grounds of race, color, age, sex, national origin, or disability shall be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving financial assistance from NSF. Programs such as Facilitation Awards for Scientists and Engineers with Disabilities provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. For more information, see the program announcement (NSF 91-54), or contact the program coordinator at 703-306-1636. The National Science Foundation has TDD and FIRS capabilities, which enable individuals with hearing impairment to communicate with NSF about programs, employment, or general information. To access TDD, dial (703) 306-0090; for FIRS, dial (800) 877-8339. Biological Sciences The Directorate for Biological Sciences (BIO) promotes and advances scientific progress in biology largely through grants to colleges, universities, and other institutions. In addition, support is provided for the following: early development of academic faculty as both educators and researchers through programs such as Faculty Early Career Development; research workshops, symposia, and conferences; the purchase of scientific equipment for research purposes; maintenance and improvement of research collections; active research participation grants for undergraduates, integrative graduate education and research training, and postdoctoral research fellowships; and, in selected areas, doctoral dissertation improvement grants. The BIO Directorate comprises the following Divisions: Division of Biological Infrastructure (DBI) Division of Environmental Biology (DEB) Division of Integrative Biology and Neuroscience (IBN) Division of Molecular and Cellular Biosciences (MCB) In addition to the information in this chapter, more is available on the BIO Directorate Home Page at http://www.nsf.gov/bio/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. Eligibility Requirements The most frequent recipients of support for basic scientific research in the biological sciences are academic institutions and nonprofit research organizations. In special circumstances, grants are awarded to other types of institutions and to individuals. In these cases, preliminary inquiry should be made to the appropriate program officer before a proposal is submitted. Support may be provided for projects involving a single scientist or a number of scientists. Awards are made for projects confined to a single disciplinary area and for those that cross or merge disciplinary interests. See also page iii for basic eligibility requirements for all NSF grants. Group Proposals Increasingly, many important research problems in science can be addressed best by groups of investigators. A group approach not only may result in a more comprehensive treatment of many scientific problems, but also may provide innovative opportunities for the training of students. NSF has long recognized the importance of this mode of research by encouraging submission of group proposals. See the Grant Proposal Guide (NSF 98-2), which includes submission format. The need for increased attention to small group research and training in biology has been identified by several recent workshops such as the NSF/BIO Workshop, "Impact of Emerging Technologies on the Biological Sciences," and advisory committees such as the NSF Biologi-cal Sciences Advisory Committee. In response to these recommendations, the NSF Directorate for Biological Sciences encourages proposals from three or more investigators, who may come from more than one academic institution, for collaborative studies focused on a single problem. BIO programs will evaluate group proposals, in addition to proposals from individual investigators, as part of the programs' portfolio of activities within existing budgets. As is the case for proposals from individual investigators, group proposals may provide for the training of students. Industrial collaborations may be involved if appropriate. Investigators interested in submitting a group proposal may contact the appropriate BIO program for further advice and guidance. Submission of Proposals Incoming proposals are assigned to program officers within these divisions for merit review and recommendation. Support is normally not provided for bioscience research with disease-related goals, including work on the etiology, diagnosis, or treatment of physical or mental disease, abnormality, or malfunction in human beings or animals. Animal models of such conditions or the development or testing of drugs or other procedures for their treatment also are not eligible for support. Review of duplicate proposals that have been sent to another federal agency will be suspended until the other agency takes final action. Exceptions are made for proposals from beginning investigators, for conferences or workshops, or for fellowships, and in cases where a proposer and the federal program managers have previously agreed to a joint review and possible joint funding. A beginning investigator is defined as an individual who has not previously been a principal investigator on any federally funded award except a doctoral dissertation improvement grant, fellowship, or research planning grant. Applicants are encouraged to contact a program officer by phone or e-mail concerning their proposals. Deadlines and Target Dates Many programs in the BIO Directorate have an established deadline or target date for submission of proposals. To confirm a deadline or target date, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; review the BIO Directorate Home Page (http://www.nsf.gov/bio/) on the World Wide Web; or contact the appropriate program director. The earliest possible effective date for an award would be approximately six months after the target or deadline date. Unless there is a program announcement stating otherwise, proposals must conform to all format requirements in the Grant Proposal Guide (NSF 98-2), with special attention to page limitations, font size, and appendix materials. Some programs or specific competitions have program announcements that provide more details about the activities described in this Guide to Programs. These publications can be obtained from the NSF Home Page (http://www.nsf.gov/) on the World Wide Web; through the NSF Publications Clearinghouse; or through the program itself. See also page ii for basic information on deadlines for all NSF grants. See instructions on how to order in the front of this Guide to Programs. Crosscutting Activities The BIO Directorate, in conjunction with several other NSF Directorates, has an active role in the Advanced Materials and Processing Program (AMPP). For further information on this crosscutting activity, see Chapter 6, Mathematical and Physical Sciences. Biological Infrastructure The research programs in the Division of Biological Infrastructure (DBI) support varied activities that provide the infrastructure for contemporary research in biology and are arranged in three clusters: Instrument-Related Activities, Research Resources, and Training. Instrument-Related Activities Instrument-related activities are supported in the following areas: Multiuser Biological Equipment and Instrumentation Resources-Provides cost-shared support for the acquisition of major items of specialized multiuser instrumentation, thereby providing access to state-of-the-art instruments. The instrumentation must be used in the conduct of research that falls within the purview of the BIO Directorate. Cost- sharing of the capital cost by the institution is required. For more information, see the program announcement Multiuser Biological Equipment and Instru-mentation Resources (NSF 96- 91). Joint NSF/NIH Multiuser Instrumentation Activity-Offers support for the purchase of a single instrument with a total purchase cost exceeding $500,000. Proposals that would normally be eligible for submission to both National Institutes of Health (NIH) and NSF may be submitted to NIH for joint funding with NSF by including necessary NSF documentation as summarized in the program announcement Multiuser Biological Equipment and Instrumentation Resources (NSF 96-91). The agencies will evaluate such proposals in a special review group that will be convened by NIH as a special NIH study section with NSF participation. A program announcement for shared instrumentation grants will be published in the January issue of the NIH Guide for Grants and Contracts. There is one annual deadline date (usually in the last week of March) for receipt of applications. Instrument Development for Biological Research-Supports the development of new instrumentation to increase the accuracy, range, or sensitivity of observations for BIO research fields. Funding is also offered for related activities that enhance the value of existing instrumentation, including the development of software to extend the range or improve the performance of specialized instrumentation; research demonstrating proof of concept and the development of working prototypes; and, in special cases, technical improvements associated with the use of new and very expensive commercial instruments. For more information, see the program announcement Instrument Development for Biological Research (NSF 96-90). Improvements in Facilities, Communications, and Equipment at Biological Field Stations and Marine Laboratories (FSML)-Supports the refurbishment, rehabilitation, enhancement, acquisition, construction, and planning of field stations and marine laboratories. Sites are required to have a plan for archiving data in electronic form and for making these scientific databases available to the community. Support can be provided for necessary computer equipment, connectivity, and development of scientific databases and communication systems. Significant cost- sharing is required. For more information, see the publication Improvements in Facilities, Communications, and Equip-ment at Biological Field Stations and Marine Laboratories (NSF 96-11). Research Resources Research resources include the following areas: Computational Biology Activities (CBA) in the Biological Sciences-Promotes, supports, and facilitates the development and use of computational tools, algorithms, community software, and related research that will enhance biological sciences research and infrastructure. To achieve these goals, CBA encourages collaboration between biological scientists, mathematicians and computer scientists and engineers on research, workshops, and training at all levels. Research activities supported by this program are expected to have a large impact on the biological science community by (1) providing tools to help solve problems in the biological sciences, or (2) developing novel computational or mathematical approaches to these problems, particularly approaches that involve high performance computing environments and techniques. Database Activities in the Biological Sciences-Provides support for cross-disciplinary efforts to design, develop, implement, and use information resources. Research collaboration among biologists, computer scientists, and information retrieval specialists from both academic and commercial organizations is strongly encouraged. To facilitate access to current information technology, support is provided for planning, designing, prototyping, implementing, and distributing biological databases, algorithms, and software relevant to analysis of biological information and for new methods and software supporting construction, operation, and access to biological databases. Other focus areas include research on the development of new data structures and data management systems for biology; development of data dictionaries and common nomenclature for biology; activities that will facilitate the exchange of ideas among those engaged in database work; and activities that promote the development and use of biological information resources. For more information, see the program announcement Database Activities in Biological Sciences (NSF 96-6). Plant Science Initiatives-Currently includes the DOE/NSF/USDA Collaborative Research in Plant Biology (CRPB) Program and the Arabidopsis genome research initiative. CRPB, a program funded jointly by the Department of Energy, the National Science Foundation, and the U.S. Department of Agriculture, supports interdisciplinary and multi- institutional re-search collaborative networks and other collaborative projects in all fields of plant biology. For more information, see the program announcement DOE/NSF/USDA Joint Program on Collaborative Research in Plant Biology (NSF 93-115). The Division of Biological Infrastructure provides both national and international coordination of the multinational Arabidopsis genome research project. For more information, see the most recent annual progress report, Arabidopsis thaliana Genome Research Project Progress Report: Year Six (NSF 97-131). Past issues are also available from the division. Support of Living Stock Collections-Supports repositories of research organisms, genetic stocks, cell lines, seeds, and clones that are essential resources for national or international scientific research in the biological sciences. Funds are also provided for curatorial databases and for linking the information associated with the collection to other information resources or scientific databases. Long-term support of a collection or repository will require the development and use of such databases. For more information, see the program announcement Guidelines for Proposals for Support of Living Stock Collections (NSF 97-80). Research Collections in Systematics and Ecology-Supports projects for the improvement and preservation of research collections. The program particularly encourages the development of computerized databases that will be openly available and easily accessible to the research community via electronic networks. For more information, see the latest RCSE program announcement (in progress). Training Training-related activities are supported in the following areas: Research Experiences for Undergraduates (REU) Sites-Provides opportunities for undergraduate students to experience hands-on participation in research and related scholarly activities. BIO provides support to grantees who involve students in special training programs and ongoing research through the REU Sites Program. For more information, see the program announcement Research Experiences for Undergraduates (NSF 96-102). Collaborative Research at Undergraduate Institutions-Supports multidisciplinary collaborative research groups at predominantly undergraduate institutions. These groups are composed of at least three faculty members representing at least two disciplinary areas and up to 10 undergraduates who will work on a biological research project that requires a cross-disciplinary ap-proach. Submission of a preproposal is required before a full-length proposal will be accepted. Competitions will be on a biennial cycle with the next one anticipated in fiscal year 1999. For more information, see the program announcement Collaborative Research at Undergraduate Institutions (NSF 96- 116). Integrative Graduate Education and Research Training-To meet the need for a cadre of broadly prepared Ph.D.s with the technical, professional, and personal skills essential to addressing the varied career demands of the future, the NSF has developed a new, agency-wide initiative that will sponsor the development of innovative, research-based graduate education and training programs in Ph.D.-granting institutions. The Integrative Graduate Education and Research Training (IGERT) Program will support projects based on multidisciplinary research themes and organized by diverse groups of investigators with appropriate research and teaching expertise. The use of a multidisciplinary research theme provides a framework for the integration of research and educational activities, and for collaborative efforts in training that span disciplinary areas. Thus, an IGERT project may involve investigators from one or more departments within a single institution or from more than one institution. The emphasis of the IGERT program is on the training of graduate students; however, the program will support efforts that include undergraduate and/or postdoctoral training if such participation will strengthen the proposed training program. More information, including answers to frequently asked questions, detailed instructions on preparing and submitting an IGERT preproposal (or a formal proposal), and the names of cognizant NSF staff, is available in the IGERT Program Announcement (NSF 97-112), available only in electronic format on the NSF Home Page (http://www.nsf.gov/) under the section "Crosscutting Programs," on the World Wide Web. Postdoctoral Research Fellowships-Are offered in selected areas to U.S. citizens, nationals, and lawfully admitted permanent resident aliens. Applicants choose a sponsoring scientist and present a research and training plan. These fellowships are awarded to individuals for research and training at any appropriate U.S. or foreign institution, total $80,000 for two years, and require a change from the Ph.D. institution. Specific activities for submission of applications are described below. Minority Postdoctoral Research Fellowships-Seeks to prepare minority scientists who are within four years of receipt of their doctoral degrees for leadership positions in academe and industry. The term "minority," as used here, refers to those racial or ethnic groups that are significantly underrepresented at advanced levels of science and engineering in the United States. These include American Indians or Alaskan Natives (Native Ameri-cans), Blacks (African Americans), Hispanics, and Pacific Islanders. Tenure at a foreign institution can be followed by an additional third year of support at a U.S. institution. Fellows are invited to an annual meeting at NSF and are eligible to apply for research starter grants. Minority graduate students within 18 months of their doctoral degree are eligible for travel awards to visit prospective sponsors prior to preparing a fellowship application. For more information, see the program announcement Minority Postdoctoral Research Fellowships and Supporting Activities (NSF 94-133). Postdoctoral Research Fellowships in Biosciences Related to the Environment-Supports research and training in any field of biological science that studies the fundamental mechanisms underlying the interactions between organisms and their environment at the molecular, cellular, organismal, population, community, and/or ecosystem levels. Tenure at a foreign institution can be followed by an additional third year of support at a U.S. institution. Applicants must be within three years of having received their doctoral degrees. Fellows are eligible to apply for research starter grants at the end of the fellowship. For more information, see the program announcement Postdoctoral Research Fellowships in Biosciences Related to the Environment (NSF 94-114). Postdoctoral Research Fellowships in Molecular Evolution-This program is administered jointly by the Alfred P. Sloan Foundation and NSF as part of a five-year effort to encourage and train recent Ph.D. scientists in molecular evolution. Applicants must be within four years of earning their doctoral degree and are expected to submit research plans that differ from those of their doctoral training or current postdoctoral research. For more information, see the announcement Postdoctoral Research Fellowships in Molecular Evolution (NSF 93-151). Environmental Biology The Division of Environmental Biology (DEB) supports fundamental research on the origins, functions, relationships, interactions, and evolutionary history of populations, species, communities, and ecosystems. Scientific empha-ses include biodiversity, molecular evolution, mesoscale ecology, computational biology (including modeling), conservation biology, global change, and restoration ecology. DEB also supports (1) a network of long-term ecological research sites; (2) doctoral dissertation research; (3) research conferences and workshops; and (4) a variety of NSF- wide activities. Research programs in DEB are arranged in two clusters: Systematic and Population Biology, and Ecological Studies. Systematic and Population Biology This cluster supports research on the patterns and causes of diversity within and among populations and species. Research projects may involve any group of organisms, including terrestrial, freshwater, and marine taxa, and range in subject from microbes to multicellular plants, animals, and fungi. Research areas are arranged in the following groups: Population Biology-Focus areas include (1) molecular population studies including analyses of the causes and consequences of variation and change in biochemical characteristics; RNA and DNA sequences; the population genetics of mobile elements; the evolution of genic and genomic organization and functioning; and the evolution of organismal development; (2) population and quantitative genetics directed at understanding the genotypic and phenotypic variation of populations during microevolution; geographical differentiation; organismal adaptation to changing environments; natural hybridization; and speciation; and (3) studies from an ecological and evolutionary perspective of the life history and life cycle phenomena of terrestrial, freshwater, and wetland organisms; animal and plant demography of age- and stage-structured populations; and population dynamics including linear, nonlinear, and stochastic approaches. Systematics-Focus areas include (1) phylogenetic analyses that produce or test phylogenetic hypotheses or models and the use of derived phylogenies to elucidate patterns of structural, developmental, or molecular evolution; (2) studies that lead to improved classifications, better methods of taxonomic identi- fication, contributions to classificatory theory, and nomenclatural reform; included here are the Special Competitions for Partnerships for Enhancing Expertise in Taxonomy (PEET), the deadline dates for which are announced via special solicitations (see the latest program announcement/guidelines, Special Competition in Systematic Biology: Partnerships for Enhancing Expertise in Taxonomy (PEET), NSF 97-21); (3) understanding of processes that underlie the origin and maintenance of taxonomic diversity; and (4) theoretical and empirical studies of biogeographical, co-evolutionary, and paleobiological patterns to develop models of the origin, diversification, distribution, and extinction of species and evolutionary lineages and to determine the tempo and mode of evolutionary change. Biotic Surveys and Inventories-Focuses on collecting and recording the diversity of life on Earth. Permanent, well- curated collections and computerized databases are strongly encouraged as products of the program's support. See program announcement, Biotic Surveys and Inventories, NSF 97-136. Ecological Studies This cluster supports research on natural and managed ecological systems, primarily in terrestrial, wetland, and freshwater habitats. Research areas include experimental, theoretical, and modeling studies on the structure and function of complex biotic-abiotic associations and the coupling of small-scale systems to each other and to large- scale systems. Projects are encouraged that develop conceptual and synthetic linkages, such as theoretical and modeling studies, that are conducted at one or more scales of ecological organization, and that synthesize empirical and theoretical findings into new ecological paradigms. Research areas are arranged in the following groups: Ecosystems Studies-Supports mechanistic or empirical investigations of whole-system ecological processes and relationships in the following areas: (1) biogeochemistry, such as studies of decomposition, global and regional elemental budgets, and biotic versus abiotic controls of nutrient cycles; (2) primary productivity, particularly ecophysiology within an ecosystem framework; and (3) landscape dynamics with an emphasis on quantitative models of disturbances, ecosystem resilience, and successional patterns. Ecology-Supports community ecology and population interactions in such areas as (1) dynamics and processes within specific communities or habitats; (2) food-web structure and landscape patterns formed by community dynamics; (3) paleoecology; and (4) organismal interactions such as mutualism, plant-animal interactions, competition, predation, co-evolution, and chemical or evolutionary ecology. Long-Term Ecological Research (LTER)-Supports investigations of whole ecosystems and their component organisms and processes at sites that represent major biomes. Projects are multidisciplinary and actively encourage collaborative research with nonecological investigators. The deadline date for submission of proposals is announced only via special solicitations; unsolicited proposals will not be accepted. Long-Term Research in Environmental Biology (LTREB)-Supports smaller studies that focus on evolutionary or ecological phenomena and that require long-term investigation. These awards are designed to provide funding to help maintain an on-going long-term research project; LTREB awards are not a source of start-up funds to initiate long-term research nor does DEB envision that LTREB projects will be the main source of extramural support for investigators. Integrative Biology and Neuroscience The Division of Integrative Biology and Neuroscience (IBN) supports research aimed at understanding the living organism-plant, animal, microbe-as a unit of biological organization. Such research encompasses: the mechanisms by which plants and animals develop, grow, reproduce, regulate their physiological activity, and respond to their environment; the integration of molecular, subcellular, and cellular approaches to understand the development, functioning, and behavior of organisms in both laboratory and natural settings; all aspects of the nervous system, including its structure, function, development, and integration with the physiological and behavioral systems impacted by it; factors influencing the behavior of animals in the laboratory and field; whole-organism approaches to physiological ecology; and the form and function of organisms in view of their evolution and environmental interactions. Synthetic and analytic approaches that address this integration often require advanced computational techniques and interdisciplinary perspectives involving other areas of biology, behavioral science, physical science, mathematics, engineering, and computer science. In addition, the development and use of a wide diversity of organisms as biological models is encouraged to assist both in identifying unifying principles common to all organisms and in documenting the variety of mechanisms that have evolved in specific organisms. Current scientific emphases include biotechnology, biomolecular materials, environmental biology, global change, biodiversity, molecular evolution, plant science, microbial biology, and computational biology (including modeling). Research projects generally include support for the education and training of future scientists. IBN also supports doctoral dissertation research; research conferences, workshops, and symposia; and a variety of NSF- wide activities. The research programs in the IBN Division are arranged in three clusters: Developmental Mechanisms, Neuroscience, and Physiology and Ethology. Activities are not necessarily limited to the specific areas described. Developmental Mechanisms This cluster supports research on the nature and control of those processes that comprise the life cycle of organisms. Approaches range from molecular genetic analysis of developmental processes to the experimental manipulation of whole organisms. Research with microorganisms, plants, and animals is supported. Other areas of focus include gametogenesis, fertilization, embryogenesis, differentiation, pattern formation, morphogenesis, seed and fruit development and ripening, incompatibility, and senescence. Neuroscience This cluster supports research on all aspects of nervous system structure, function, and development. Integrative approaches to basic research range from fundamental mechanisms of neuronal function at the molecular and cellular levels to adaptations of the brain for appropriate behavior in particular environments. A major focus is the development and use of a wide diversity of organisms as biological models for understanding fundamental principles of neuroscience. Multidisciplinary collaborative research projects are encouraged to apply different types of research techniques to single, focused problems in neuroscience. Research areas in this cluster are arranged in the following groups: Behavioral Neuroscience-Focuses on the neural regulation of behavioral events ranging from simple movements to complex adaptive and interactive responses. Major activities are sensorimotor integration, biological rhythms, and cognitive functions such as attention, spatial representation, and learning and memory. Approaches that use novel techniques to study behavior within an evolutionary and ecological context are encouraged. Computational Neuroscience-Focuses on the computational functions of neurons, neural circuits, and nervous systems and encourages the development and testing of mathematical or computer models of neural systems. In addition to experimental studies on animals, the activity also welcomes theoretical approaches for developing innovative, testable concepts that will clarify and extend current experimental observations in all areas of neuroscience. Developmental Neuroscience-Focuses on the development, regeneration, and aging of the nervous system. Use of model systems to elucidate basic mechanisms and principles that typically apply to many neuronal systems is encouraged. Current studies include aspects of axonal navigation and cell migration, cell lineage and determination, neuronal morphogenesis and neuron-glia interactions, synaptic specificity and plasticity, cell death, and the relationship of neural developmental mechanisms with learning. These studies may employ a wide range of approaches, from the use of cellular and molecular techniques to the study of development at the system or behavioral level. Neuroendocrinology-Focuses on understanding multifacted relationships among the central nervous system, hormones, and behavior, especially in relation to environmental factors. This includes how the brain controls endocrine secretion and the effects of steroid and peptide hormones on the brain. Research ranges from the basic mechanisms underlying neuroendocrine development and regulation to the use of molecular biological tools to examine the interaction between physiologically and behaviorally related events and gene expression. Neuronal and Glial Mechanisms-Focuses on innovative approaches and techniques using novel model systems to explore the cellular and molecular mechanisms of neuronal and glial cell function, including energy metabolism, ion and substrate transport, and synaptic mechanisms. Major thrusts include the genetic and biophysical bases of a membrane's electrical properties, their regulation by intracellular second messengers, and the integration of metabolism and signaling activity by interactions between neurons and glia in both the peripheral and central nervous systems. Sensory Systems-Focuses on the mechanisms by which the nervous system acquires, encodes, and processes information about the environment. This includes research on neural processes at the molecular, cellular, systems, and behavioral levels and psychophysical correlates of sensory neural processes. Topics include sensory transduction, neural coding and integrative mechanisms, and comparative aspects of sensory capabilities including vision, hearing, touch, taste, smell, equilibrium, electrosensation, magnetic sensation, and other senses. Physiology and Ethology This cluster supports integrative studies of physiological functions at the cellular, systemic, and organismal levels and animal behavior in both field and laboratory settings. Research areas in this cluster are arranged in the following groups: Animal Behavior-Focuses on the mechanisms, development, functions, and evolution of all animal behavior, studied observationally and experimentally in laboratory and natural settings. Specific areas include behavioral ecology and evolution, nonhuman learning and cognition, behavioral genetics, development of behavior, and behavioral physiology and motivation including behavioral endocrinology, animal communication, and animal orientation. These areas are neither limiting nor mutually exclusive, and interdisciplinary collaborations and other projects that integrate diverse approaches to the study of behavior are particularly encouraged. Ecological and Evolutionary Physiology-Supports research that addresses ecological or evolutionary questions in the areas of morphology, comparative physiology, physiological ecology, and biomechanics of plants, animals, protists, fungi, and bacteria, with emphasis on the study of whole organisms, living or extinct. These studies focus largely on how physiological or morphological mechanisms have evolved and how they may influence evolutionary pathways or interactions between organisms and their biotic or physiochemical environment. Integrative Animal Biology-Focuses on the basic physiological mechanisms at the molecular, cellular, tissue, organ, and whole-animal levels. The program's encompassing theme is "the whole animal as an integrated system." It includes research on integrative aspects of comparative physiology, functional morphology, endocrinology, epithelial transport, and biomechanics. Note that studies focusing on the nervous system are supported by the Neuroscience cluster (see page 1-9). Integrative Plant Biology-Supports research on plants as functional units and combines molecular, biochemical, and biophysical approaches to the understanding of plant form and function. Examples include whole-plant, tissue, and organ physiology; sensory mechanisms; and hormonal and environmental regulation of plant function. Examples also include plant physiological interactions with pathogens, nitrogen-fixing organisms, mycorrhizae and other beneficial or pathogenic organisms in the rhizosphere; and interactions with parasites, epiphytes, endophytes, and other commensal interactions. The emphasis is on understanding the physiological and metabolic basis of plant responses to such interactions. Also supported is research on the physiological and biochemical mechanisms through which plant function adapts to accommodate changing environmental conditions. Molecular and Cellular Biosciences The Division of Molecular and Cellular Biosciences (MCB) supports research and related activities that contribute to a fundamental understanding of life processes at the molecular, subcellular, and cellular levels. MCB supports fundamental research that will lead to technological innovation and multidisciplinary and small group research. Other focus areas include biodiversity and biotechnology, microbial biology, plant biology, theoretical or computational aspects of molecular and cellular studies, molecular evolution, and biomolecular materials. Also considered are proposals for the support of special meetings and workshops-both domestic and international-and a variety of NSF-wide activities. The research programs in the MCB Division are arranged in four clusters: Biomolecular Structure and Function, Biomolecular Processes, Cell Biology, and Genetics. Biomolecular Structure and Function This cluster supports research aimed at understanding the structure and function of biological macromolecules, including proteins, nucleic acids, polysaccharides, and lipid assemblies. The research supported by this cluster encompasses a broad range of topics and techniques. The cluster encourages multidisciplinary and innovative efforts between biology and physics, chemistry, mathematics, and computer sciences. The cluster supports research in the following areas: Molecular Biochemistry-Emphasizes the correlation of function with the known structure of biological macromolecules and supramolecular structures such as multienzyme complexes, membranes, and viruses. Additional areas include ribosomal function; the mechanism and regulation of enzyme and RNA catalysis; biochemical reactions involved in bioenergetic processes and photosynthesis; key biochemical processes involved in protein synthesis and folding; and the synthesis of biomolecular materials. To address these topics, approaches typically include combinations of biochemical, molecular biological, chemical, physical, and genetic techniques that are applied in an integrative manner. Molecular Biophysics-Supports research on the structure, dynamics, and interactions of biological macromolecules. This includes the determination and study of three- dimensional structure of macromolecules; assembly and architecture of supramolecular structures such as multienzyme units, viruses, membranes, and contractile proteins; energy transduction; structure and dynamics of photosynthetic reaction centers; and mechanisms of electron and proton transfer in biological systems. Typical methodologies include theory and computation; x-ray diffraction; magnetic resonance; optical spectroscopy; specialized microscopy such as atomic force; and mass spectrometry. Biomolecular Processes This cluster supports research on molecular mechanisms by which genetic and metabolic processes occur in plant, animal, and microbial organisms. These processes and related regulatory features are the primary areas of emphasis. The cluster supports research in the following areas: Biochemistry of Gene Expression-Supports research using biochemical and molecular biological methods to investigate mechanisms for the replication, expression, transfer, and stability of genetic information, both DNA and RNA. These studies involve primarily in vitro biochemical approaches. Gene expression mechanisms are a major focus that includes tran- scription and processing of mRNA regulatory features including chromatin architecture, RNA stability, and translational mechanisms. Other areas of study include DNA replication, mutation, and repair. Metabolic Biochemistry-Supports research on many aspects of the dynamic activities of cells, including characterization of the biochemical pathways and other processes by which all organisms acquire, transform, and utilize energy from substrates and synthesize new small molecules and macromolecular cell components. Major topics of interest include the diversity of primary and secondary metabolism and mechanisms of metabolic regulation, in response to both internal and external signals. Also of interest are biotransformations of environmentally significant compounds; manipulations of metabolism with practical applications; quantitative and temporal aspects of metabolism; integration and subcellular organization of metabolic processes; and the use of new methods and technologies to conduct metabolic studies. Cell Biology This cluster supports research on the structure, function, and regulation of plant, animal, and microbial cells. Research areas are organized under the following subjects: Cellular Organization-Supports studies of the structure, function, and assembly of cellular elements such as the cytoskeleton, membranes, organelles, intracellular compartments, intranuclear structures, and the extracellular matrix including cell walls. This encompasses structural and dynamic aspects of cellular and intracellular motility, meiosis and mitosis, and cell shape and polarity, including the mechanisms of endocytosis, exocytosis, and intracellular trafficking of membranes and macromolecules. Signal Transduction and Cellular Regulation-Supports the study of intracellular and transmembrane signal transduction mechanisms and functions. These include signal reception, second messenger and signaling cascades, cellular mechanisms of recognition and defense, and the regulation of cell cycle progression. Genetics This cluster supports a wide range of studies directed toward answering significant questions of organization, recombination, function, regulation of function, and transmission of heritable information in all organisms, from viruses and microorganisms to plants and animals. Specific areas include but are not limited to mechanisms of gene regulation, chromosome structure and replication, epigenetic phenomena, DNA repair and recombination, sex determination, genetic interactions between genomes, and molecular evolution. The methodology to be used should be appropriate to the questions asked about genetic structure and function. The review process for proposals is organized around the areas described below, although interdisciplinary proposals or proposals that ask genetic questions but use methodology from other scientific disciplines will be co-reviewed in a manner that will ensure effective and fair evaluation of each proposal. Eukaryotic Genetics-Supports genetic studies of eukaryotic organisms, with the exception of fungi, as experimental organisms. Other research topics include organelle and nuclear genomes, viruses of eukaryotic organisms, and any parasitic or symbiotic interaction at the genetic level. Epigenetic phenomena and molecular evolution are also areas of interest. Microbial Genetics-Supports genetic studies of eubacteria, archaebacteria, and fungi, including yeast, as experimental organisms. Also supported are studies on the genetics of bacterial viruses and other infectious agents of bacteria and fungi. Investigations of microbial interactions with other organisms are considered if the emphasis of the study is on the microbe. Studies on molecular evolution of microbial genes are also considered. Special Bio Competitions The following is a description of some of the other funding activities available through the BIO Directorate. Doctoral Dissertation Improvement Grants Provide partial support for dissertation research with an ecological, evolutionary, or behavioral focus. Grants are typically awarded for 24 months and range from $3,000 to $10,000. The guidelines for dissertation proposals are substantially different from those for conventional proposals. For more information on these special guidelines, see the program announcement Doctoral Dissertation Improvement Grants in the Directorate for Biological Sciences (NSF 96-132). Continuing Activities Investigators seeking funds for any of the following continuing activities should submit proposals directly to the appropriate coordinating program by the target date announced for each. Information about these activities is available on the BIO Directorate Home Page (http://www.nsf.gov/bio/) on the World Wide Web. Basic Research in Conservation and Restoration Biology-Invites proposals for fundamental research aimed at elucidating the underlying principles of the conservation and restoration of biological diversity. Biological diversity is broadly defined as the variety of life and its processes. There is particular interest in proposals that focus on scientific principles of and approaches to the restoration of biological diversity. Biosystems Analysis and Control-Supports cross- disciplinary research to develop innovative techniques and approaches for the analysis and control of complex natural and artificial dynamic systems. Such studies will extend our understanding of how biological systems interpret sensory signals, control physiological processes, and adaptively monitor and control motor functions. The expected outcomes of these activities include (1) the development of software and hardware models of neural circuits involved in information processing; (2) the design of mathematical tools for understanding nervous systems; and (3) the development of engineering control system architectures based on biological prototypes. Biotechnology-The NSF is one of 12 federal agencies participating in a government-wide effort under the National Science and Technol-ogy Council (NSTC), to coordinate and maximize the impact of the federal investment in research in biotechnology. Analysis of the biotechnology research programs and budgets of these 12 federal agencies shows that the pattern of federal support for biotechnology research has left important gaps in the knowledge base underlying future applications in several critical areas, including biotechnology related to the environment, manufacturing/bioprocessing, agriculture, research on the social impact of biotechnology, and the infrastructure and training specific to biotechnology research in these areas. NSF internal working groups and outside advisors have identified six areas of interdisciplinary biotechnology research in which NSF can make major contributions. Environmental Biotechnology-Researches mechanisms that maintain ecosystem integrity and function; use of individual organisms, groups of interacting organisms, and their products for environmental rehabilitation; whole ecosystem bioremediation; exploration of organismal diversity from different habitats; and development of bases of information on properties of different microbes. Plant (Agricultural) Biotechnology-Uses techniques of molecular biology to enhance understanding of basic plant biology such as flower initiation; regulation of gene expression in plants; elucidation of the metabolic pathways leading to production of useful plant chemicals; mechanisms by which plants respond to environmental signals and stress; and how plants interact with pests, pathogens, and symbionts. Bioprocessing and Bioconversion-Researches the efficient production of commercially valuable molecules such as specialty chemicals and biopolymers; conversion of low-cost raw materials into useful products such as biomass or low- grade ores; studies of the physiology, biochemistry, and genetics of suitable organisms; biosensor development; and design and scale-up of bioreactor systems and of separation and purification systems. Bioelectronics and Bionetworks-Develops techniques, materials, and devices based on computational and molecular transduction mechanisms that work in living systems; and develops stable biosensors and voltage-sensing devices, methodology for interfacing neurons and electronic circuitry, and instrumentation based on principles of biological systems. Marine Biotechnology-Fundamental studies to elucidate the molecular genetics, biochemistry, and cell biology of marine organisms, and their products and processes; applications of molecular biology techniques to an understanding of the role of marine organisms in the global carbon and elemental cycles; studies on molecular adaptations of organisms from extreme environments such as deep-sea hydrothermal vents and polar environments; use of marine viruses in genetic engineering; biodegradation of toxic substances; and studies of nutrition, physiology, reproduction, defense mechanisms, and genetics of economically important fish and shellfish. Social and Economic Dimensions of Biotechnology-Studies of the processes of innovation, management, and dissemination of biotechnology; mutual influences of biotechnology innovation and social, economic, and legal structures and processes; effects of biotechnology innovation on labor force composition, educational needs, national productivity, international competitiveness, and international relations; identification and management of risks and benefits of biotechnology; and examinations of public opinion, acceptance, and ethical considerations in biotechnology research, development, and application. Research infrastructure and human resources for biotechnology in these areas are important components of the biotechnology effort. NSF's approach to this crosscutting area is interdisciplinary, with an emphasis on fundamental and "proof-of-concept" research, training, instrumentation, research resources, and university/industry cooperation. The BIO, ENG, GEO, MPS, and SBE Directorates and OPP contribute to the biotechnology area. A variety of funding modes is utilized including individual investigator awards, interdisciplinary groups, and centers. In supporting biotechnology research, NSF continues to rely on the scientific and engineering communities to develop specific projects within the six identified areas. For More Information For further information contact the following: In the BIO Directorate: Division of Molecular and Cellular Biosciences Dr. Maryanna Henkart, Director (703) 306-1440 In the MPS Directorate: Division of Chemistry Dr. George Rubottom, Program Director (703) 306-1851 In the ENG Directorate: Biotechnology Program Dr. Fred Heineken, Program Director (703) 306-1319 Collaborative Research in Neuroscience, Computer and Mathematical Sciences, and Engineering (CRI)-Supports the planning and initiation of novel research by neuroscientists in collaboration with investigators in mathematical, computer and information sciences, and engineering to address problems of the design, development, and implementation of electronic and information technology resources for functional studies of the nervous system. One of the most exciting and challenging scientific research opportunities addresses the mapping of function onto structure of the brain. This cross-disciplinary research is expected to lead to the development of novel solutions to problems of neuro- science information modeling, storage, visualization, integration and communication. Environmental Endocrinology/Endocrine Disruptors-NSF supports fundamental research in the area of environmental endocrinology including endocrine disruptors. This area includes research on the multilevel analysis of molecular, cellular, and genetic processes (both receptor and non- receptor mediated) of hormone activity associated with behavioral, physiological, developmental, and eco- logical systems in a variety of environments. This area includes studies of molecular mechanisms, evolutionary significance, functional and molecular analysis, and the degree of conservation of hormones and hormone systems across invertebrates and vertebrates (particularly non-mammalian) and in equivalent regulatory systems in plants and interactions between plants and animals. Microbial Biology-Encourages proposals focused on a single project from individual investigators or small groups of investigators directed toward research on microorganisms, especially prokaryotes and filamentous fungi, that occupy diverse habitats. BIO is particularly interested in receiving proposals for basic research studies on previously neglected or presently unknown microbes. The scope of research encouraged includes but is not limited to: studies of microbial, metabolic, and structural features that allow growth and survival in unusual, natural environments; studies on the mechanistic basis of interactions among microbes and of microbes with other cohabiting species; studies of genes and environmental factors that influence the frequency of genetic exchange between microorganisms in natural environments; studies of the diversity of microbial processes for anaerobic and aerobic flow of energy and cycling of nutrients in water/water and air/water interfaces of streams, the rhizosphere/phylosphere of plants, and the sediments of lakes and wetlands; and development of instrumentation and chemical, biological, and computational methods that enhance the study of microorganisms in their natural environment and of methods for the management and analysis of data related to microorganisms. Modeling of Biological Systems-The Interface of Biology, Mathematics, and the Physical Sciences-Characterization of biological systems has reached an unparalleled level of detail. To organize this detail and arrive at a better fundamental understanding of life processes, it is imperative that powerful conceptual tools from mathematics and the physical sciences be applied to frontier problems in biology. Modeling of biological systems is an important partner of experimental work. All facets of biology-environmental, organismal, cellular, and molecular-are accessible to chemical, physical, and mathematical approaches. NSF encourages increased collaboration among physical scientists, mathematicians, and biologists in addressing biological problems. Most NSF resources for biosciences have been directed toward experimental investigation. An enhanced cooperative effort to emphasize theoretical approaches will provide new conceptual frameworks for experimentalists and attract scientists with diverse skills and training to foster multidisciplinary cooperation in the study of biological problems. All divisions in the BIO Directorate and the Divisions of Physics, Chemistry, Mathematical Sciences, and Materials Research, in the MPS Directorate, are coordinating efforts to respond appropriately to multidisciplinary modeling proposals. For more information For further information, contact any of the following, based on your area of interest: Division of Molecular and Cellular Biosciences Dr. Kamal Shukla (703) 306-1444 Division of Integrative Biology and Neuroscience Dr. Daniel Hartline (703) 306-1416 Division of Environmental Biology Dr. Mark Courtney (703) 306-1481 Division of Biological Instrumentation and Resources Dr. Karl Koehler (703) 306-1469 Dr. Thomas Quarles (703) 306-1470 In the MPS Directorate: Division of Materials Research Dr. Bruce Taggart (703) 306-1834 Division of Physics Dr. Rolf Sinclair (703) 306-1809 Dr. Jack Lightbody (703) 306-1806 Division of Mathematical Sciences Dr. Michael Steuerwalt (703) 306-1878 Supplemental Funding Opportunities The following programs allow NSF grantees to apply for supplemental funding to support re-search experiences for faculty at two- and four-year colleges, undergraduate students, and high school students. For more information, contact the cognizant program director or refer to the program announcement listed for each activity. Research Opportunity Awards (ROA) These supplemental awards are designed for faculty at two- or four-year colleges who want to participate in NSF- supported research projects. A request letter should briefly outline the nature of the planned research and include an expression of interest from the host scientist and the curriculum vitae of the guest scientist. These supplements may include (if applicable) summer or partial sabbatical salary and a modest amount for supplies and travel for the participant. For more information, see the latest Grant Proposal Guide (NSF 98-2). Research Experiences for Undergraduates (REU) Supplements These supplemental awards allow undergraduate students to participate in NSF-supported research projects by providing support for stipends, supplies, and other reasonable costs. To be eligible for support, a student must be a U.S. citizen or permanent resident and must be an undergraduate who will not have received a baccalaureate degree prior to the receipt of the stipend. An REU request letter should be specific with regard to the student's qualifications and role in the research project. We particularly encourage requests that include students from groups traditionally underrepresented in science. For more information, see the program announcement Research Experiences for Undergraduates (NSF 96-102). REU also offers special training programs through the REU Sites Program. For more information, see the section on "Training" under the Division of Biological Infrastructure, earlier in this chapter. Research Assistantship for Minority High School Students (RAMHSS) The purpose of these supplemental awards is to encourage high school students from groups traditionally underrepresented in U.S. science to participate in NSF- supported research projects. Please be specific in your letter about the student's minority status, qualifications, and nature of participation in the research. For more information, see the program announcement Research Assistantships for Minority High School Students (NSF 89-39, currently in revision). Computer and Information Science and Engineering The programs in the Computer and Information Science and Engineering (CISE) Directorate improve the fundamental understanding of computing and information processing in the broadest sense of the terms, enhance the training of scientists and engineers to contribute to that understanding, and encourage and facilitate the use of state- of-the-art information technologies and computational techniques in scientific and engineering research. Computing and information processing include the creation, representation, storage, transformation, and transmission of information. Special attention is given to the computing and communications technologies-including software-employed to manage these processes and to selected areas of application. Parallel processing, automation and robotics, large-scale integrated electronic systems, advanced scientific computing, human-centered systems, high-confidence systems, knowledge networks, and networking are current areas of emphasis. CISE supports the NSF-wide effort in Knowledge and Distributed Intelligence, which includes fundamental research in a wide range of areas, including learning technologies; understanding knowledge creation, discovery, and organization in networked environments; and innovative ways of understanding complex phenomena from numerical simulations and computer controlled experiments. The CISE Directorate comprises the following Divisions: Division of Computer and Computation Research (CCR) Division of Information, Robotics, and Intelligent Systems (IRIS) Division of Microelectronic Information Processing Systems (MIPS) Division of Advanced Scientific Computing (ASC) Division of Networking and Communications Research and Infrastructure (NCRI) Office of Cross-Disciplinary Activities (CDA) In addition to the information in this chapter, more is available on the CISE Directorate Home Page at http://www.cise.nsf.gov/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. CISE is inherently multidisciplinary. In addition to supporting computer and information scientists and engineers, it also encourages their collaboration with scientists and engineers in all NSF-supported disciplines of research and education. Several CISE programs, such as Research Infrastructure, Instrumentation, and Educational Innovations, encompass all fields of computer and information science and engineering and are managed on a cross-divisional basis. Its fields are unique in combining science and engineering methods and in the close coupling of basic and applied research methods. Support to academic institutions is provided through research awards to individuals, groups, and centers; instrumentation grants; research initiation grants; and infrastructure improvement grants. In addition to supporting research, CISE provides the general scientific community with access to advanced computing and networking capabilities. Partnerships for Advanced Computational Infrastructure give access to extremely powerful computing resources, train users, and develop the software required for effective use. Networking activities offer and build a national infrastructure for computer and human interaction, as well as communication for research and education. In addition, CISE supports capabilities for rapid prototyping of microelectronic components and systems for research and education, and educational development through various activities such as educational infrastructure and educational supplements. Eligibility Requirements CISE welcomes proposals from all qualified scientists and engineers and especially encourages those initiated by women, minorities, and persons with disabilities. Scientists and engineers initiate proposals that are usually submitted on their behalf by their employing institution. Most recipients of support for basic projects are colleges, universities, and nonprofit research organizations; in special cases, as noted in the introduction to this Guide to Programs, grants also go to other types of institutions or individuals. In these cases, a preliminary inquiry should be made to the appropriate program officer before a proposal is submitted. Support may be requested for projects involving one or more researchers. Awards are made for projects in a single discipline and for those that cross or merge disciplinary lines. See also page iii for basic eligibility requirements for all NSF grants. Deadlines and Target Dates Many programs in the CISE Directorate have an established deadline or target date for submission of proposals. To confirm a date, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; visit the CISE Directorate Home Page (http://www.cise.nsf.gov/) on the World Wide Web; or contact the appropriate program director. Most programs that do not have an established deadline will accept proposals at any time. It takes approximately six months to process a proposal. See also page ii for basic information on deadlines for all NSF grants. For More Information For further information or answers to specific questions, contact the appropriate CISE division director, National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230; or visit the CISE Directorate Home Page (http://www.cise.nsf.gov/) on the World Wide Web. Crosscutting Activities The CISE Directorate takes an active role in several areas of crosscutting research not mentioned in this chapter. The following is a list of these activities. For more information on these programs, refer to the chapter indicated. Advanced Materials and Processing Program (AMPP) (see Chapter 6, Mathematical and Physical Sciences) Manufacturing (MAN) (see Chapter 4, Engineering) Computer and Computation Research The Division of Computer and Computation Research (CCR) supports research in the following areas: Theory of Computing-Supports fundamental research in three areas: (1) Core Theory establishes solid foundations for cryptography, interactive computation, computational learning, parallel and distributed computation, computation on random data, on-line computation, and reasoning about knowledge; (2) Funda- mental Algorithms develops combinatorial, approximation, on-line, numerical, geometric, and graph algorithms that transcend application domains; and (3) Application-Specific Theory develops models and techniques for solving problems that arise in areas of science and engineering, such as molecular biology, quantum computation, communications networks, and computational linguistics. Although Theory of Computing is designated as a distinct program, it should be recognized that theory plays an important part in all areas of computer and computation research. Investi-gators whose use of theoretical techniques is applied to topics within the scope of one of the topic- oriented programs are encouraged to apply to that program. Numeric, Symbolic, and Geometric Computation-Supports research in several areas in which advanced computational techniques are coupled with mathematical methods of analysis. These include numerical computation and modeling of physical processes, computational geometry, computer graphics and imaging, computational mathematics, computational logics, and automated deduction. Innovative applications of advanced computational techniques in areas such as manufacturing and design, proof support systems, and problem-solving environments for science and engineering are welcomed by this program. Software Engineering and Languages-Supports research on technical issues underlying the design, validation, and evolution of software-based systems. Topics include programming languages such as domain-specific language for specification and design; design automation for software; issues of modularity and composition; techniques to enhance confidence and quality; and software design environments. Experimental approaches to concept validation are strongly encouraged. Computer Systems, Architecture, and Software-Supports research to develop new concepts for the architecture of computer systems and the software that runs them. It includes research in processor, memory system, and I/O architecture; multiprocessor architecture; operating systems; distributed computing systems; techniques for design and optimization of compilers; and parallel computing. Some particularly important issues are software for heterogeneous distributed computing systems, network- based computing, system performance and service guarantees, and architectural support for system security. Experimental Software Systems-Supports research projects awarded by any of the CCR Divisions that have a significant experimental component and is particularly interested in topics that fall within the scope of any or all of the programs within these divisions. Projects involving small teams of investigators can incorporate expertise from several different subareas of computer science. Interdisciplinary projects are particularly welcomed. Projects may consist of several phases, including planning, building experimental software prototypes, measurement, and evaluation. Successful projects may produce design artifacts that contribute to the infrastructure of further experimentation. Information, Robotics, and Intelligent Systems The Division of Information, Robotics, and Intelligent Systems (IRIS) supports research in the following areas: Database and Expert Systems-Supports research essential to the design, development, management, and use of data bases, information retrieval, and knowledge-based systems. Topics include more expressive data/information/knowledge models, including temporal, multimedia, and scientific data bases; enhanced query processing including intelligent answering, interoperability in distributed or mobile heterogeneous systems, and query optimization; reliable storage, access, and manipulation of very large volumes of highly distributed data; and information systems evolution. Information Technology and Organizations-Supports research on the design and use of computer and communications systems that are used to coordinate work and decision-making. Topics include theory and models of information processing in organizations; information systems in networked environments for scientific collaboration; digital libraries; distributed artificial intelligence; and impacts and policy implications of information technology on society. Interactive Systems-Supports research central to the design of systems to support human communication with computers and in using computers. Topics include information access and usability; speech recognition and natural language understanding; alternative input and output modalities such as gesture, facial recognition, and haptics; interfaces for people with disabilities; and virtual environments where natural and artificial entities interact with shared resources. Knowledge Models and Cognitive Systems-Supports the development of intelligent systems. These are computational systems that produce behaviors characteristic of intelligence in humans, including planning, perception, reasoning, and problem-solving. Research topics include the representation of knowledge within intelligent systems, internal organizations for intelligent systems, and the acquisition of knowledge to modify the behavior of intelligent systems such as learning. Robotics and Machine Intelligence-Supports research essential to the design of automated systems that implement characteristics of intelligence. Topics include computer vision and visual information management, sensor-based control in intelligent robots, and automatic reasoning and planning for complex tasks that involve temporal and spatial relationships. Particular emphasis is placed on (1) the development of more intelligent and robust behavior and (2) systems of reduced complexity but of advanced capabilities that will minimize the dependency on detailed human intervention, as well as facilitate end-user implementation of robotic systems. Proposals Involving Human Subjects Collectively, the IRIS Division supports research on human- centered information systems and digital libraries. Proposals that involve human subjects or those that use information about individuals must ensure that the subjects are protected from research risks in accordance with the Common Rule on Protection of Human Subjects (45 CFR 690) and must include the appropriate documentation. For more information, see the section titled "Proposals Involving Human Subjects" on page 14 of the NSF Grant Proposal Guide (NSF 98-2). Microelectronic Information Processing Systems The Division of Microelectronic Information Processing Systems (MIPS) supports research in the following areas: Design Automation-Supports research on automating the design process for integrated circuit (IC) chips and systems. Exploration of novel approaches that promote automation of design in complex, high-speed, high-density technologies is encouraged. Of particular interest are techniques for design in existing (e.g., CMOS, analog), emerging (e.g., optical, MEMS), and mixed technologies. Research areas include theoretical foundations for the IC design process; models, algorithms, methodologies, tools, and frameworks for IC design; analysis and synthesis automation at all levels of design; simulation, validation, and verification methodologies; and manufacturing test algorithms and techniques. Prototyping Tools and Methodologies-Supports research on technologies, tools, methodologies, and services for prototyping experimental information processing systems. Of particular interest are issues in rapid system prototyping for experimentation and manufacturing, including the use of field-programmable gate arrays; new interconnect technologies for building high performance computing systems such as multichip modules and optoelectronics; and systems issues including interfacing, standards, and tool integration. Current approaches seek to extend the VLSI design paradigm to novel fabrication technologies, including solid free-form fabrication and micro-electromechanical systems. Other activities include design tool research that focuses on implementation issues and the physical level of system design, and the support of microelectronics education including workshops, conferences, the development of curricular and courseware materials, and educational support services such as the Metal Oxide Semiconductor Implementation System (MOSIS). Experimental Systems-Supports research projects that involve building, evaluating, and experimenting with information processing or computing systems. Systems supported by the program may include hardware or software components. These are goal-oriented projects usually undertaken by teams of designers, implementers, and users. Researchers are to implement their system and use it to perform research experiments that address significant and timely research questions. System design and implementation must represent a major intellectual effort that will advance the understanding of information processing systems architecture. The system prototypes should be suitable for exploring applications and performance issues. Computing Systems Research (CSR)-Supports the development of a fundamental understanding of computing systems, including their design, architecture, implementation, and evaluation. The styles of research employed include theoretical studies, simulations, limited proof-of-concept prototyping, and measurement of existing systems. The program scope includes computer architecture, hardware implementation, supporting system software for new architectures, interconnection architectures, storage and I/O architectures, and novel computing structures and technologies that hold the promise of radically new computing systems for the next century. Signal Processing Systems-Supports basic research in the areas of digital signal processing, analog signal processing, and hardware and software systems. This research is typically driven by important applications and emerging technology. A classification of research areas, based on signal characteristics, applications, and technology, includes one-dimensional digital signal processing dealing with the representation of time-varying signals (e.g., audio, EKG, etc.) in digital form and the processing of such signals; image and multidimensional digital signal processing that involves the acquisition, manipulation, and display of multidimensional data using digital technology; statistical signal and array processing that uses statistical techniques for the processing of signals that may arise from multiple sources; and analog signal processing that concerns the processing of data without conversion to sampled digital form. Advanced Scientific Computing The Division of Advanced Scientific Computing (ASC) supports research in the following areas: New Technologies-Supports the range of technologies needed to advance the state of the art in high performance computing and to bring advanced computing and simulation capabilities to bear on fundamental problems throughout science and engineering. In particular, the program supports research in parallel programming environments and tools, advanced algorithms and applications, and computer graphics and visualization. Postdoctoral Research Associateships in Computational Science and Engineering-Provides support across all NSF disciplinary areas for young scientists at academic research institutions to conduct research using high performance computing systems. These awards provide opportunities for recent Ph.D.s to broaden their knowledge and experience and to prepare them for significant research careers on the frontiers of contemporary computational science and engineering. Partnerships in Advanced Computational Infrastructure-This program builds on and replaces the NSF Supercomputer Centers Program and focuses on taking advantage of newly emerging opportunities in high performance computing and communications. The program provides flexibility to adapt to rapidly evolving circumstances and meets the need for high-end computation in order to enable continued world leadership in computational science and engineering. It serves the need of the academic research community by providing research-ers with access to high performance computing systems and to highly trained staff and research-ers necessary to develop and optimize their use. The development of scalable parallel systems, high performance networking and high bandwidth, and large- capacity mass storage systems creates a national infrastructure consisting of a number of geographically distributed sites strongly coupled to high-end computational resources and to each other via high-speed communication networks. NSF envisions ACI consisting of leading-edge sites joined together with cooperating partners, with leading-edge sites maintaining high-end hardware systems that are one to two orders of magnitude more capable than those typically available at a major research university. The partners collectively complete the overall infrastructure by facilitating research and experimentation with new hardware and software; providing scalable resources for applications and applications development that can be done best on mid- level systems; providing access to unique experimental systems and facilities; and promoting education and training. Networking and Communications Research and Infrastructure The Division of Networking and Communi-cations Research and Infrastructure (NCRI) supports research in the following areas: NSFNET-Supports the development, implementation, and testing of high performance networks and related technologies, to further the collaboration and communications goals of the research and education communities in the United States. The program enables novel and/or advanced applications across all disciplines of research and education; coordinates connections with international research partners; and promotes the continuing analysis, improvement, and evolution of the Internet. Communications Research-Focuses on research that will facilitate the efficient representation and transmission of information through media that is not always reliable. Examples of research areas supported include compression of speech, images, video, and data; efficient modulation and coding for the reliable transmission of information over inherently unreliable and/or constrained communication channels; multiple access methodologies; communications signal processing, including algorithms for the detection of signals in noise as well as the estimation, acquisition, and tracking of signal parameters; and information theory, including fundamental assessments of what is achievable and what is not achievable in the various communications functions. Networking Research-Focuses on research to facilitate the efficient, high-speed transfer of information through networks and distributed systems. Projects span the entire spectrum, from network design and performance evaluation, to middleware and software frameworks in support of applications running on top of networks and distributed systems. Also supported are projects that address how networks and distributed systems interact with underlying communications technology and other related disciplines. Examples of research supported include high-speed networks, optical networks, wireless and mobile networks, traffic control, resource management, quality of service, protocols, multicast, network security, network design, network management, performance evaluation, network architecture, network systems, object-oriented frameworks for networks, agent-based networks, multimedia applications, and multiple access protocols. Special Projects in Networking and Communications Research-Supports networking and communications research projects that differ from those typically supported by other programs in NCRI. Support is given for activities such as theoretical research that addresses the next generation of networking and communications systems and typically requires small teams of researchers; experimental research that demonstrates proofs-of-concept for novel networking and communications systems ideas; and activities ranging in scope from laboratory experimentation to national collaborations. Included are projects that are larger and/or more multidisciplinary; specialized infrastructure for networking and communications systems research; and mechanisms for developing research agendas and enhancing community development. Research projects may include work from other disciplines of computer science and engineering, such as distributed systems, operating systems, databases, software, signal processing, control theory, and devices. Cross-Disciplinary Activities The Office of Cross-Disciplinary Activities (CDA) supports research in the following areas: Educational Innovations-Supports innovative educational activities that transfer research results into undergraduate curricula in computer and information science and engineering. Projects supported are expected to act as a national model of excellence by being a prototype of educational experiences for use by a broader segment of the CISE community. Proposals may address a variety of educational activities including, but not limited to, the development of courses, instructional technologies, software, and other educational materials. Significant cost- sharing is required, usually at least one-third of the total cost. Only one proposal per institution will be accepted in any one fiscal year. Research Infrastructure-Supports the enhancement of experimental research capabilities in computer and information science and engineering by providing experimental research facilities, technical staff, and maintenance. The program emphasizes support for research groups either within or across departments or institutions and makes no distinction between large- and small-scale activities. Significant cost-sharing is required. A separate element called CISE Minority Institutional Infrastructure focuses on computer and information science and engineering activities at schools with predominantly minority enrollments. Prospective proposers are strongly encouraged to discuss possible proposals with the program officer before submitting a proposal to the program. Instrumentation-Supports the purchase of special-purpose equipment for research in all fields of computer and information science and engineering. The equipment should be necessary for the pursuit of specific research projects, be required by more than one project, and be the kind of equipment that would be difficult to justify for one project alone. The total cost must be at least $30,000. Significant cost sharing is required, usually at least one-third of the total cost. Postdoctoral Research Associateships in Experimental Science-Allows young scientists to conduct research in experimental science within the CISE disciplines at research institutions. Special Projects-Supports activities that expand opportunities for women, minorities, and persons with disabilities in computer and information science and engineering. Support is also provided for special workshops, symposia, and analytical studies of interest to the CISE Directorate. Prospective proposers are strongly urged to discuss possible proposals with the program officer before submitting a proposal. Collaborative Research in Learning Technologies-Supports research at the interface of education and information technology for the future use of technology in education. This is part of the Learning and Intelligent Systems Program. See also Chapter 9, Crosscutting Areas of Research and Education. Challenges in Computer and Information Science and Engineering-Supports research focused on a single problem, the solution of which requires scientific advances across two or more subactivities of computer science and engineering. Participation of researchers in disciplines other than computer science and engineering is encouraged; however, successful proposals submitted directly to this program are expected to have a primary focus on computer science and engineering. The program expects to make awards to projects that involve at least two investigators. These awards will be in the range of $250,000 to $600,000 per year although a particular circumstance might justify awards outside this range. It is anticipated that most awards will be for three years, but longer periods will be considered if they are clearly required by the research proposed. This program is intended to complement rather than replace existing CISE programs that encourage cooperation among researchers. Education and Human Resources The Directorate for Education and Human Resources (EHR) has primary responsibility for NSF's efforts to provide national leadership in improving science, mathematics, engineering, and technology education. Its comprehensive and coordinated programs address every education level, including faculty early career development and science literacy in the general public. The EHR Directorate comprises the following Divisions: Division of Educational System Reform (ESR) Division of Elementary, Secondary, and Informal Education (ESIE) Division of Undergraduate Education (DUE) Division of Graduate Education (DGE) Division of Human Resource Development (HRD) Experimental Program to Stimulate Competitive Research (EPSCoR) Division of Research, Evaluation, and Communication (REC) In addition to the information in this chapter, more is available on the EHR Directorate Home Page at http://www.ehr.nsf.gov/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. EHR has five major long-term goals that provide the focus for the various activities of the seven divisions/offices described in this chapter. These goals ensure that: standards-based science and mathematics education is available to every child in the United States, thus enabling all who have interest and talent to pursue technical careers at all levels; the educational pipelines that carry students to careers in science, mathematics, and engineering yield adequate numbers of well-educated individuals who can meet the needs of the technical workplace in the United States; those who select science or engineering careers have available the best professional undergraduate and graduate education, and that opportunities are available at the college level for interested nonspecialists to broaden their scientific backgrounds; the instructional workforce has the disciplinary and pedagogical skills to ensure an excellent education for every student and learner; and opportunities for quality informal science education are available to maintain public interest in and awareness of scientific and technological developments. EHR places high priority on efforts that strengthen the integration of research and education, and particularly encourages proposals that feature educational technologies that integrate content, technology, and pedagogy. Emphasis is placed on expanding research, development, and implementation of advanced education and communication technologies to enhance student achievement and teacher competence, and to enrich teaching and learning for grades K through 16. EHR participates in a number of program activities that are NSF-wide and have an impact on science, mathematics, engineering, and technology (SMET) education. Of particular example is the new Knowledge and Distributed Intelligence (KDI) effort, which focuses on the impact of information technologies on knowledge creation, representation, and understanding in both human and artificial systems. KDI's goal is to enable new levels of interactivity in distributed groups, to support collaborative research, and to use such knowledge. The Learning and Intelligent Systems (LIS) Program is a key component of the KDI effort. The EHR Directorate is a major player in this initiative, contributing to the funding of research and technology projects. LIS seeks to stimulate interdisciplinary research that unifies experimentally and theoretically derived concepts related to learning and intelligent systems, and to promote the use and development of information technologies across a wide variety of fields. For a complete description of KDI and LIS, see Chapter 9, Crosscutting Areas of Research and Education. A number of the Directorate's sponsored activities are part of an NSF effort known as Educating for the Future (EFF). Under EFF, the EHR Directorate supports programs that further the integration of research and education and provide systemic approaches for improvement in grades K through 12 education. For a complete description of EFF, see Chapter 9, Crosscutting Areas of Research and Education. See "Educational System Reform," below. Deadlines and Target Dates For deadline or target dates for the submission of proposals, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs. See also page ii for basic information on deadlines for all NSF grants. Crosscutting Areas The EHR Directorate, in conjunction with several other NSF Directorates, has an active role in the Advanced Materials and Processing Program (AMPP). For further information on this crosscutting activity, see Chapter 6, Mathematical and Physical Sciences. Educational System Reform The Division of Educational System Reform (ESR) manages a cadre of programs that encourage and facilitate coordinated approaches to the standards-based reform of science and mathematics education. Systemic reform relies on partnerships to identify needs, articulate visions, and develop goals, strategies, and activities for improvement of targeted areas. Although each initiative is unique in its approach, all must begin as a collaborative effort among individuals and organizations who are interested in enhancing educational opportunities for students and improving the scientific and technological infrastructure of a state, city, or region. The proposing system develops a unitary plan of reform centered around the initiative that will best utilize existing resources and provide for growth supported by expanding resources. Awardees enter into cooperative agreements with NSF, specifying accountability for reaching the goals of the reform plan. ESR Initiatives catalyze change. Activities include the Statewide Systemic Initiatives (SSI), Urban Systemic Initiatives (USI), and Rural Systemic Initiatives (RSI). These cultivate coordination within states, cities, rural areas, school systems, and other organizations involved with education, thereby resulting in a comprehensive impact on curriculum, policy, professional development, assessment, resource allocation, and student performance. Statewide Systemic Initiatives The Statewide Systemic Initiatives (SSI) Program is a major effort by NSF to encourage improvements in science, mathematics, and engineering education through comprehensive systemic changes in the education systems of the states. State-level initiatives are an important way to reach the more than 15,000 school districts that make up the Nation's diverse school system, and seed them with proven, effective methods for encouraging the spread of successful change at every level. Systemic and lasting educational improvements in the United States depend on effective state policies, state adoption of high-quality materials and curricula, and teachers and administrators who are well prepared. Strong state education programs and policies are vital links between national education goals and the implementation of those practices pertinent in helping us achieve these goals in the classroom. Eligibility Requirements In fiscal year 1996, a competition limited to awardees from the 1991 cohort was held. In fiscal year 1997, a similar competition was held for awardees from the 1992 cohort. In fiscal year 1998, a competition will be held for awardees from the 1993 cohort. Currently, nine states and the Commonwealth of Puerto Rico are active awardees. See also page iii for basic eligibility requirements for all NSF grants. For More Information For a detailed description of this initiative, write the Statewide Systemic Initiatives Program, Directorate for Education and Human Resources, National Science Foundation, 4201 Wilson Boulevard, Room 875, Arlington, VA 22230; or contact by telephone, (703) 306-1682; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Urban Systemic Initiatives The Urban Systemic Initiatives (USI) Program in science, mathematics, and technology education was established in fiscal year 1993 to challenge the Nation's commitment to bring about sustained school reform in its urban centers. Through this initiative, NSF targets the cities with the largest numbers of school-age children living in poverty to launch systemic programs to accelerate the rate of change, and to implement system-wide improvement in mathematics, science, and technology for grades pre-K through 12. "Systemic" refers to fundamental, comprehensive, and coordinated changes in science, mathematics, and technology education through attendant changes in policy, resource allocation, governance, management, content, and pedagogy. The importance of USI is made apparent by the fact that urban school systems in the United States enroll approximately half of all public school students in grades K through 12. Studies point to a continued disparity between the academic performance of these students and that of their counterparts in suburban schools. The challenge is to reduce the gap between these groups while supporting an upward trajectory for all. Several organizational components of NSF are engaged in the design and implementation of USIs, as well as private foundations, business and industry, and other federal agencies. Principal participants in urban areas must collaborate to develop a rich array of networks and partnerships that will ensure that all children learn quality science and mathematics. Eligibility Requirements There are 28 cities in the United States and Puerto Rico that are eligible for the USI Program. These cities were determined using figures from the 1990 census, and include those with the largest number of school-age children (ages 5 through 17) living in economic poverty. Currently 20 cities have received implementation awards. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Urban Systemic Initiatives Program, Directorate for Education and Human Resources, National Science Foundation, 4201 Wilson Boulevard, Room 875, Arlington, VA 22230; or contact by telephone, (703) 306-1684; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Rural Systemic Initiatives The Rural Systemic Initiatives (RSI) Program completes the trilogy of Educational System Reform efforts. The goal of RSI is to promote systemic improvements in science, mathematics, and technology education for students in rural and economically disadvantaged regions of the Nation, particularly those that have been underserved by NSF programs, and to ensure sustainability of these improvements by encouraging community development activities in conjunction with instructional and policy reform. Students in rural areas, particularly those characterized by high and persistent poverty, typically receive much less instruction in science and mathematics than do students in suburban or advantaged urban classrooms. Moreover, societal conditions add to the barriers that keep these students from achieving. Taken together, these circumstances negatively affect the chances these children have of pursuing postsecondary degrees or careers that could provide a better quality of life. The cycle of poverty continues, condemning them to low-skill jobs and incomes that decrease in real dollars over the course of their lives. The premise of RSI is that a variety of educational, economic, and social factors must be aligned to significantly affect the achievement levels of students in disadvantaged circumstances. Therefore, RSI proposals must be submitted on behalf of consortia formed to address curriculum reform, teacher preservice and in-service education, policy restructuring, assessment, and implementation of national standards as well as the economic and social well-being of the targeted regions. Award Size and Duration RSI has two programmatic activities: development awards (typically $100,000 to $200,000) and implementation awards (up to $2 million per year for up to 5 years). Only development awardees will be invited to submit proposals for the implementation awards. Eligibility Requirements Regions that are eligible under RSI are composed of rural counties that have been designated under the U.S. Department of Agriculture's County Types Code as 6-9, and in which 30 percent or greater of the school-age children (ages 5 through 17) are living in economic poverty, as determined by the 1990 census. Proposing consortia must include representatives from state and local education agencies, business and industry, local school districts, community colleges, health and human service agencies, and economic development agencies. State-level agencies or federally funded research and development organizations are not eligible. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Rural Systemic Initiatives Program, Directorate for Education and Human Resources, National Science Foundation, 4201 Wilson Boulevard, Room 875, Arlington, VA 22230; or contact by telephone, (703) 306-1684; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Elementary, Secondary, and Informal Education Programs in the Division of Elementary, Secondary, and Informal Education (ESIE) work together to provide quality learning opportunities in science, mathematics, and technology (SMT) that comprehensively address the needs of all students, from pre-K through grade 12. Central to its task of promoting quality education is the effective utilization of both formal (classroom) and informal education settings; promotion of collaboration and partnerships among major stakeholders; and development of capacity and resources to support systemic education reform. ESIE seeks to achieve these goals by supporting projects that: develop and implement models of high quality instructional materials that are aligned with content, teaching, and assessment standards in science and mathematics, and are designed for the success of all students; strengthen teacher competencies in SMT content and pedagogy and develop a cadre of individuals (teachers and administrators) who can enhance the visibility of the teaching profession, serve as resources, and lead reform efforts; prepare students for the technological workforce and facilitate transitions from secondary school to higher education and the workplace; provide stimulating environments outside of school that increase the appreciation and understanding of science, mathematics, and technology by individuals of all ages, interests, and backgrounds, and that reinforce SMT learning acquired in formal settings; stimulate the development of innovative materials and strategies that actively engage parents in their children's education, and as proponents for quality, universally available SMT education; capitalize on networking so teachers and students can participate in research activities, share ideas, and access resources, regardless of their location, and promote the use of educational technologies to ensure that education is more accessible and adaptable to varied learning styles; and provide opportunities for the integration of research and education by enabling teachers and teacher/student teams to work beside practicing scientists, engineers, mathematicians, and technologists in research settings in order to deepen their understanding of SMT concepts and bring their experiences back into the classroom. Proposals are accepted in response to general program announcements and to program solicitations that focus on specific high-priority problems and opportunities. Preliminary interaction with program staff is encouraged. The division supports projects through the programs described below. Teacher Enhancement Program The Teacher Enhancement (TE) Program supports professional development projects that lead to new levels of teacher competence, and a supportive school culture that empowers teachers to engage all students in rich and challenging science, mathematics, and technology (SMT) education programs. Projects improve, broaden, and deepen the disciplinary and pedagogical knowledge of teachers, and involve administrators and others who play significant roles in providing quality SMT education for students in grades pre-K through 12. Special emphasis is given to projects that implement systemic change, develop leadership infrastructure, and provide research experiences for teachers and students. Through its Local Systemic Change (LSC) projects, the TE Program enables school systems and their partners to reform the delivery of science and mathematics education in grades K through 12, with special emphasis on elementary and middle school mathematics. These projects represent a shift in focus from the professional development of the individual teacher to that of the teacher within the context of the whole school organization. Teachers become catalysts of change and reflect on their own teaching and learning. New beliefs, skills, and behaviors are learned through inquiry and explored within a supportive culture that itself is engaged in renewal. All LSC projects implement exemplary instructional materials that are consistent with recognized standards for the content and teaching of science, mathematics, and technology. The TE Program supports the following additional categories of activities: Leadership projects on the national, regional, and local levels to (1) build a corps of college and university faculty who can provide professional development opportunities for those who will be staff developers and leaders of school reform on a regional basis; (2) prepare teachers and other educators to serve as members of teams who provide professional development for SMT teachers and make a broad contribution to the infrastructure that supports science and/or mathematics educational reform improvement; and (3) prepare teachers to serve as school or district mentors and/or change agents who are responsible for supporting program improvement. Projects that integrate research and education and provide teachers with opportunities to work beside practicing scientists, mathematicians, and technologists in research-rich environments and thus deepen their understanding of scientific concepts and processes. Teachers are required to translate their research experiences back to their classrooms. Teacher research projects that can also incorporate activities for high potential and high ability students, engaging them in meaningful research while developing their awareness of scientific ethics and SMT career opportunities. Teacher-student teams engage in research that is relevant to school curricula and must have administrative support to implement their research experiences upon return to the school environment. Projects to develop training materials for teachers and instructional SMT leaders in grades pre-K through 12, to enhance teacher understanding, adoption, and implementation of standards-based materials and pedagogy. Eligibility Requirements Any organization with a scientific or educational mission may submit a proposal, including colleges and universities, state and local education agencies, school districts, professional societies, museums, research laboratories, print or electronic media producers, private foundations and industries, and other public and private organizations, whether profit-making or nonprofit. The TE Program especially welcomes proposals that involve the collaboration of individuals or organizations from more than one of these areas. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Teacher Enhancement Program, Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306-1613; or visit the ESIE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Instructional Materials Development The Instructional Materials Development (IMD) Program supports the development of materials and strategies to promote the improvement of science, mathematics, and technology instruction at all levels so students can acquire sophisticated content knowledge, higher order thinking abilities, and problem-solving skills. Projects should promote the development and implementation of curricula and materials that are aligned with content, teaching, and assessment standards for science and mathematics, and that incorporate the latest educational technologies. Special emphasis is given to projects that support the development of various strategies and tools to assess student learning, and large-scale assessment instruments that reflect current research on how to measure student progress. The IMD Program also supports sites to provide assistance in the implementation of mathematics instructional material for grades K through 8. All projects supported by IMD are designed for the success of all students, regardless of background, ability, or future educational plans. Projects should promote students' positive attitudes toward science, mathematics, and technology, and the positive perceptions of themselves as learners. By incorporating investigative, hands-on science and mathematics, the materials facilitate changes in the basic delivery of classroom instruction. Although demonstration models may be funded, projects are expected to be national in scope so that, upon completion, materials will be ready for utilization by teachers and students across the Nation. Eligibility Requirements Any organization with a scientific or educational mission may submit a proposal, including colleges and universities, state and local education agencies, professional societies, museums, research laboratories, print or electronic media producers, private foundations and industries, publishers, and other public and private organizations, whether profit- making or nonprofit. The IMD Program especially welcomes proposals that involve the collaboration of individuals or organizations from more than one of these areas. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Instruc-tional Materials Development Program, Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306-1613; or visit the ESIE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Informal Science Education Informal Science Education (ISE) projects provide rich and stimulating opportunities outside a formal school setting where individuals of all ages, interests, and backgrounds increase their appreciation and understanding of science, mathematics, engineering, and technology. Informal learning activities should be self-directed, lifelong, and motivated by intrinsic interests, curiosity, exploration, manipulation, fantasy, task completion, and social interaction. ISE projects take place in diverse environments (e.g., museums of all types, community centers) and involve the use of various media (e.g., broadcast, film, interactive, print). Projects are generally designed to reach large audiences and to have the potential for significant regional or national impact. The goal of the ISE Program is to promote public understanding of science, mathematics, and technology. To broaden its impact, ISE promotes collaborations that link organizations with similar goals, especially when such projects bridge the informal and formal education communities. Through collaborations, partners combine their resources and expertise to develop more effective strategies for reaching diverse target audiences, particularly those from population groups traditionally underrepresented in science, mathematics, and technology (SMT) disciplines including racial/ethnic minorities, women, rural youth, and inner-city youth. The program also strives to stimulate parents and other adults to become proponents for quality SMT education. Eligibility Requirements Any organization with expertise in providing informal science education opportunities may submit proposals. These organizations include print or electronic media producers, museums, science and technology centers, zoological parks, arboreta, national community and youth organizations, state and local education agencies, professional societies, private foundations and industries, publishers, and other public and private organizations whether profit-making or nonprofit. The ISE Program especially welcomes proposals that involve the collaborative efforts of individuals or organizations from more than one of these areas. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Informal Science Education Program, Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306-1613; or visit the ESIE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Parent Involvement in Science, Mathematics, and Technology Education In support of its overall mission to provide for science, mathematics, engineering, and technology research and education, NSF makes a major investment in pre-K through grade 12 education. NSF supports projects that stimulate parents, including those who serve as parent substitutes (e.g., other relatives, foster parents, day care providers), to become informed, active proponents for high quality and universally available science, mathematics, and technology (SMT) education in both school and nonschool settings; and that provide strategies and resources for parents to support their children's SMT education in the home and elsewhere. The ISE, IMD, and TE Programs will support projects to stimulate the development of innovative materials and strategies that will actively engage large numbers of parents in their children's education and in the SMT education reform. All projects should result in effective dissemination models to maximize their impact. For More Information For further information, write Parent Involvement in SMT, Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306- 1613; or visit the ESIE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Presidential Awards for Excellence in Mathematics and Science Teaching This program, operated by the NSF on behalf of the White House, has provided national recognition for over 2,500 outstanding elementary and secondary mathematics and science teachers in all 50 States and U.S. territories since its inception in 1983. Award recipients participate in a recognition program in Washington, D.C., where they are honored by the White House, NSF, other federal agencies, the National Academy of Sciences, the business community, and various professional organizations. Awardees also receive a $7,500 grant from NSF to improve science or mathematics education in their schools and districts. Eligibility Requirements Eligible teachers are those whose primary responsibility is classroom science or mathematics teaching in public or private elementary, middle/junior, or high schools in any of the 50 States, District of Columbia, Puerto Rico, Department of Defense Dependent Schools, or the U.S. Territories. A minimum of 5 years of teaching experience is required. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Presidential Awards for Excellence in Mathematics and Science Teaching Program, Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306- 1613; or visit the ESIE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Advanced Technological Education The ESIE Division, along with the Division of Undergraduate Education (DUE), supports projects that strengthen the science and mathematics preparation of technicians who are being educated for the high-performance workplace of advanced technologies. ESIE supports exemplary projects in advanced technological education that have a strong secondary school focus. The Advanced Technological Education (ATE) Program supports the following types of activities involving secondary education: National and Regional Centers of Excellence for Advanced Technological Education; curriculum and instructional materials development, teacher enhancement, and student projects; and workshops, conferences, seminars, studies, and other special projects. For More Information Inquiries about projects in grades K through 12 for the ATE Program should be directed to the Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306-1614. Inquiries about postsecondary-level projects for the ATE Program should be directed to the Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or contact by telephone, (703) 306-1668. Information on either of these programs, including deadline dates for submission of proposals, can be found on the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Undergraduate Education The Division of Undergraduate Education (DUE) serves as the focal point for NSF's efforts in undergraduate education. DUE's programs and leadership efforts aim to strengthen and ensure the vitality of undergraduate education in science, mathematics, engineering, and technology for all students, including: science, mathematics, and engineering majors; students in science and engineering technology programs; future teachers at the elementary and secondary school levels; and nonscience majors seeking scientific and technological literacy. Programs within the division enhance the quality of instruction in the diverse institutions of U.S. higher education, specifically two- and four-year colleges and universities. Particular emphasis is placed on improving access for all segments of U.S. society, including populations underrepresented in science, mathematics, and engineering, and in technical and teaching careers. DUE supports both curriculum and faculty development through projects and leadership activities. Curriculum development programs involve faculty in the creative and continuing renewal of undergraduate courses, curricula, and laboratories. The term "curriculum" is defined broadly to include both course content and instructional methodologies. Projects should reflect the latest research in teaching and learning, including the use of learning technologies. Faculty development programs address the preparation of future faculty as well as the revitalization of current faculty who teach undergraduates. Faculty members who vigorously combine teaching with scholarship are essential to quality education in science, mathematics, engineering, and technology at all levels and in all institutions. Activities supported in DUE programs fall within two broad categories: (1) those targeted to enhance the preparation of specific student populations, such as technicians and future teachers of grades K through 12; and (2) those targeted to enhance the education of all undergraduates, including members of the specified populations, through curricular and laboratory development, and the enhancement of faculty knowledge. The first category comprises the Advanced Technological Education and the NSF Collaboratives for Excellence in Teacher Preparation Programs. The structure of the programs in the areas of Course, Curriculum, and Laboratory Improvement, the second category, are being restructured; however, they are expected to fund activities similar to those currently supported. No changes will take effect before June 1998, but they will be reflected in the program announcement for Undergraduate Education, anticipated for release in fall 1997. Activities that fall within both of the major categories described below are expected to encompass the majority of projects supported by DUE; however, additional ideas and mechanisms will be considered by DUE staff at any time. In addition to the education of future technicians and future teachers for grades K through 12, special attention is also being given to interdisciplinary projects. Advanced Technological Education The Division of Undergraduate Education (DUE), along with the Division of Elementary, Secondary, and Informal Education (ESIE), supports projects that strengthen science and mathematics preparation of technicians who are being educated for the high-performance workplace of advanced technologies. The Advanced Technological Education (ATE) Program supports projects that focus on one or more aspects of curriculum development; faculty and teacher preparation and enhancement; instructional materials development; technical experiences for students; and instrumentation and laboratory improvement. The program also supports a few Centers of Excellence in Advanced Techno- logical Education that provide systemic approaches to technological education, as well as conferences, workshops, symposia, design and planning projects, studies, and other activities that will lead to a better understanding of issues in advanced technological education. Proposals are invited from two-year colleges, other associate degree-granting institutions, two-year college systems, and consortia of two-year colleges. Proposals are also encouraged from consortia of other appropriate organizations and institutions that include two-year colleges in leadership roles, such as four-year colleges and universities, secondary schools, professional societies, and nonprofit educational research and development groups. Proposals from a formal consortium should be submitted by the consortium; proposals from an informal consortium should be submitted by one member of the consortium. For More Information Information and guidelines on the preparation of preproposals and proposals can be found in the publication Undergraduate Education Program Announcement and Guidelines (NSF 97-29). For information about postsecondary-level projects for the ATE Program, write the Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or contact by telephone, (703) 306- 1668; or visit the DUE Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. For information on projects in grades K through 12 for the ATE Program, write the Division of Elementary, Secondary, and Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, VA 22230; or contact by telephone, (703) 306-1614; or visit the ESIE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. NSF Collaboratives for Excellence in Teacher Preparation This program promotes comprehensive change in the undergraduate education of future teachers by supporting cooperative, multiyear efforts that will substantially increase the quality and number of teachers who are well prepared in science and mathematics, especially those who are members of underrepresented groups. Collaboratives feature creative design of both the content and the method of teaching courses and curricula in mathematics and science. Collaboratives incorporate innovative approaches such as the integration of mathematics, science, and engineering; the use of advanced technologies; applications for engineering and technology; and new methods of student assessment that are appropriate to teaching methodologies. Collaboratives must include the leadership and participation of faculty members in science, mathematics, and engineering departments in collaboration with colleagues in education departments, and in the grade K through 12 community. Proposals for teacher preparation that are smaller in scale than a collaborative effort are welcome in the other programs within DUE. Eligibility Requirements A collaborative will typically involve a consortium of partners that may include comprehensive and research universities, two- and four-year colleges, schools and/or school districts, community organizations, and the private sector. Partnerships should reflect existing or desirable national and regional relationships. See also page iii for basic eligibility requirements for all NSF grants. For More Information Information and guidelines on the preparation of preproposals and proposals can be found in the publication Undergraduate Education Program Announcement and Guidelines (NSF 97-29). For further information, write the NSF Collaboratives for Excellence in Teacher Preparation Program, Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or contact by telephone, (703) 306-1666; or visit the DUE Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Course, Curriculum, and Laboratory Improvement In response to a report submitted to the NSF titled Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF 96- 139), DUE is considering a reconceptualization of its programs. In particular, program restructuring is being planned for the Course and Curriculum Development, Instrumentation and Laboratory Improvement, and Undergraduate Faculty Enhancement Programs. The next program announcement will be released late in 1997. If you wish to receive a copy when it becomes available, please contact the Division Information Center by telephone, (703) 306-l666, or by e-mail, undergrad@nsf.gov. Updated information is also available on the DUE Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Although programs are being changed, the following describes the general types of activities that will be supported: Undergraduate Course and Curriculum Development This program supports major improvements in undergraduate education through the development of new or improved courses, curricula, laboratories, and delivery systems, and nationally disseminated products. NSF's role is to encourage and support the intellectual effort necessary to restructure courses and curricula in light of current needs, new technologies, improved teaching methods, and new knowledge within and across disciplines. This program comprises the following activities: Course and Curriculum Development Projects-Encourage the development of courses and curricula that will help meet the Nation's need for high-quality scientists, engineers, mathematicians, and technicians; dedicated and able teachers at the grades pre-K through 12 and college levels; and scientifically and technically literate citizens by supporting faculty who devote creative energy to educational activities. The activity currently emphasizes introductory-level courses for science and nonscience majors. Grants provide for the planning, implementation, assessment, and dissemination of projects that are designed to improve the curricula and learning environment, and to develop new courses, laboratories, materials, software, and technologies. Institution-Wide Reform of Undergraduate Education in Science, Mathematics, Engineering, and Technology-Stimulates comprehensive reform of science, mathematics, engineering, and technology education and provides national models of excellence. NSF will make awards to colleges and universities that have demonstrated success in revitalizing undergraduate education in several of their units, and that now wish to infuse the institution with these gains. It is intended that by publicly recognizing visionary comprehensive plans based on significant previous achievements, the award will catalyze modifications in the institutional culture and infrastructure that are prerequisite to systemic reform. The award does not commit NSF to fund implementation of reform plans. Rather, the aim of the award is to motivate institutions to change priorities and reallocate resources in order to support their reform initiatives. Systemic Initiatives-Fosters comprehensive and systemic reform of undergraduate science and mathematics education by encouraging institutions, or coalitions of institutions, to reexamine the roles of each disciplinary department in their instructional program as a whole; to explore and exploit new relationships among disciplines; and to develop introductory and advanced courses, curricula, and materials that reflect current knowledge and use of modern technology. In addition, the reformed courses should be useful and attractive to students beyond those planning to major in a particular scientific discipline. The current initiatives, Systemic Changes in the Undergraduate Chemistry Curriculum and Mathematical Sciences and Their Applications Throughout the Curriculum, are described below. Chemistry-Supports projects designed to make fundamental changes in the role of the chemistry curriculum within institutions. Projects address the content and organization of the entire chemistry curriculum, including better integration with the curricula in related disciplines such as biology, physics, geology, materials science, engineering, computer science, and mathematics. Of particular interest are courses intended for science and engineering majors, including future technicians and future science teachers, and for nonscience majors, including future elementary school teachers. These proposals must focus on the dissemination of results from the existing five awards in this program through adaptation and adoption of materials and methods from those projects. Mathematical Sciences and Their Applications Throughout the Curriculum-Promotes broad and significant improvements in undergraduate education that can lead to increased student appreciation of and ability to use mathematics. Comprehensive projects are expected to serve as national models for improving student understanding in the mathematical sciences, encouraging better integration of mathematics into other disciplines, and improving instruction in the mathematical sciences by incorporating other disciplinary perspectives. Projects must be multi- or interdisciplinary in approach, and involve several undergraduate disciplines. NSF will continue to encourage smaller scale proposals that address the goals of this initiative. Instrumentation and Laboratory Improvement The Instrumentation and Laboratory Improvement (ILI) Program focuses on teaching undergraduate laboratories at all levels, and on using a generation of new and improved approaches to laboratory and field-based instruction, including innovative uses of learning technologies. Matching funds are provided to purchase the equipment necessary to carry out the project. Undergraduate Faculty Enhancement The Undergraduate Faculty Enhancement (UFE) Program supports activities that help faculty members who are primarily engaged in the instruction of undergraduates to gain experience with recent advances in their fields, new experimental techniques, effective teaching methods, and ways of incorporating these into undergraduate instruction. Faculty enhancement also serves as a vehicle for dissemination and adaptation of model courses and materials developed under DUE programs. Eligibility Requirements Proposals may be submitted for support of projects in any field of science, mathematics, engineering, or technology normally supported by NSF. Eligible organizations must be located in the United States or its territories, and be an institution or consortia of institutions with a scientific or educational mission. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, contact the DUE Information Center by telephone, (703) 306-l666, or by e-mail, undergrad@nsf.gov. Updated information is also available on the DUE Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Graduate Education The programs in the Division of Graduate Education (DGE) promote the early career development of scientists and engineers by providing graduate and postdoctoral fellowships and training in the integration of research and education, thereby helping to ensure a steady flow of diverse, high- ability students through the educational and research training systems. The Graduate Research Traineeship (GRT) Program is being replaced by the Integrative Graduate Education and Research Training (IGERT) Program. There will be no future competitions for GRT; however, those currently participating in the program will continue to do so until their traineeship expires. The division supports projects through the following programs. Graduate Research Fellowships Graduate and Minority Graduate Research Fellowships promote the future strength of the Nation's scientific, engineering, and technological base, and reinforce the diversity of that base. NSF Graduate Research Fellowships offer recognition and three years of support for advanced study to approximately 1,000 outstanding graduate students annually in all fields of science, mathematics, and engineering. Of these, approximately 150 awards will be made in the Minority Graduate competition and approximately 850 in the Graduate competition. Approximately 90 awards will be in the Women in Engineering and Computer and Information Science components. For fiscal year 1998 awards, the stipend for each fellow is $15,000 for a 12-month tenure; an annual cost-of-education allowance of $9,500 is made available to the awardee's institution for each year of tenure in lieu of tuition and fees. Eligibility Requirements To be eligible for these nationwide merit competitions, a candidate must be a citizen, national, or permanent resident of the United States, and at or near the beginning of their graduate study. Competition in the Minority Graduate component is open only to those individuals who are otherwise eligible, and who are American Indian/Alaskan Native (Native American), Black (African American), Hispanic, or Pacific Islander. See also page iii for basic eligibility requirements for all NSF grants. For More Information A program announcement containing a detailed program description and guidelines for application will be available in the fall of 1997. For fiscal year 1998 applications, write the Oak Ridge Associated Universities (ORAU), NSF Graduate Research Fellowship Program, P.O. Box 3010, Oak Ridge, TN 37831-3010; or contact by telephone, (423) 241- 4300, or by e-mail, nsfgrfp@orau.gov. Application forms and instructions will also be available from the Graduate Research Fellowships Application Forms Home Page at http://www.ehr.nsf.gov/ehr/dge/grfp.htm. Integrative Graduate Education and Research Training NSF places high priority on the need to prepare Ph.D.s with a multidisciplinary background and with the technical, professional, and personal skills essential to address the various career demands of the future. To meet these needs, NSF has created an agency-wide, multidisciplinary graduate training program called the Integrative Graduate Education and Research Education Training (IGERT) Program. IGERT's primary goal is to enable the development of innovative and research-based graduate education and training activities that will produce a diverse group of new scientists and engineers who are well prepared for a broad spectrum of career opportunities. The IGERT Program is described as a crosscutting program that integrates research and education while placing strong emphasis on: facilitating experimentation to yield a variety of models for a paradigm shift in graduate education; Knowledge and Distributed Intelligence (KDI) and Learning and Intelligent Systems (LIS)-type learning modalities; and professional skills development such as communication, computation, teamwork, and real-life experiences. For More Information For further information on the IGERT Program, visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. See also Chapter 9, Crosscutting Areas of Research and Education. NSF-NATO Postdoctoral Fellowships in Science and Engineering Including Special Fellowship Opportunities for Visiting Scientists and Engineers from Cooperation Partner Countries At the request of the Department of State, NSF administers a program of NATO Postdoc-toral Fellowships to promote a closer collaboration among the scientists and engineers of member and cooperation partner nations. Approximately 35 awards are made each year to: outstanding U.S. scientists or engineers to enable them to study and conduct research in other NATO member or NATO- defined cooperation partner countries; and visiting scientists and engineers from NATO cooperation partner countries who may have proposals submitted on their behalf by U.S. institutions for postdoctoral study or research at the submitting institution. NATO member countries include Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Turkey, and the United Kingdom. Eligible NATO cooperation countries are Albania, Bulgaria, the Czech Republic, Hungary, Poland, Romania, Slovakia, Slovenia, the Former Yugoslav Republic of Macedonia, and the 15 republics of the former Soviet Union (Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan). Award Size and Duration The program provides a monthly stipend of $2,750 plus dependency and travel allowance for a tenure of 12 months. Eligibility Requirements To apply for an NSF-NATO Postdoctoral Fellowship, an individual must be a U.S. citizen, national, or permanent resident who has received his or her doctorate within the past five years or who will have done so by the start of their tenure. Visiting scientists and engineers from cooperation partner countries who are within five years of their doctoral degree are eligible to be nominated by U.S. institutions. For More Information The guidelines for 1998 applications should be available in the fall of 1997. For further information regarding NSF-NATO Postdoctoral Fellowships, write the NSF-NATO Postdoctoral Fellowships Program, Directorate for Education and Human Resources, National Science Foun-dation, 4201 Wilson Boulevard, Room 907, Arlington, VA 22230; or contact by telephone, (703) 306-1696; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Travel Grants for NATO Institutes NSF awards travel grants of $1,000 each to enable junior U.S. scientists to attend select NATO Advanced Study Institutes (ASI) held predominantly in the NATO member countries of Europe. These two- to three-week instructional courses conducted by notable scientists and engineers are scheduled throughout the year, although the majority of them are held during the summer. Eligibility Requirements The director of a NATO Advanced Study Institute may nominate a U.S. citizen, national, or permanent resident who is a graduate student or who has received a Ph.D. within the past three years and has been accepted at a NATO institute. Lists of institutes appear in the final January editions of the publications Nature, New Scientist, Science, and La Recherche. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the ASI Travel Awards Program, Directorate for Education and Human Resources, National Science Foundation, 4201 Wilson Boulevard, Room 907, Arlington, VA 22230; or contact by telephone, (703) 306- 1694; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. NSF Postdoctoral Fellowships in Science, Mathematics, Engineering, and Technology Education In fiscal year 1997, NSF held its first competition for Postdoctoral Fellowships in Science, Mathematics, Engineering, and Technology Education (PFSMETE) Program. Approximately twenty two-year fellowships were awarded for study and research at the early career postdoctoral level, each under the guidance of skilled, experienced educators and mentors. The primary objectives of the program are: to prepare Ph.D. graduates in science, mathematics, engineering, or technology with the necessary skills to assume leadership roles in science education in the Nation's diverse academic institutions; and to provide opportunities for outstanding Ph.D. graduates to develop expertise in a facet of science education research that would qualify them for the new range of academic positions that will come with the 21st century. Eligibility Requirements To be eligible for one of these fellowships, an individual must be a citizen, national, or permanent resident of the United States at the time of application; and have received a doctoral degree (Ph.D. or equivalent) in one of the fields of science or engineering supported by NSF within the past three years. Because this program is intended to broaden the skills of Ph.D. graduates in SMET disciplines, individuals who hold science education degrees are not eligible. See also page iii for basic eligibility requirements for all NSF grants. For More Information A program announcement for the 1998 competition should be available in the fall of 1997. For more information, write the Division of Graduate Education in the Directorate for Education and Human Resources, 4201 Wilson Boulevard, Room 907, Arlington, VA 22230; or visit the DGE Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Human Resource Development The programs in the Division of Human Resource Development (HRD) reflect NSF's commitment to developing the resources of the scientific and technical community as a whole. The division has primary responsibility for broadening participation of underrepresented groups in science, mathematics, engineering, and technology (SMET). The division operates and coordinates a range of programs that focus on increasing the presence in science and engineering of underrepresented minorities, women and girls, and persons with disabilities. The approach includes: a coordinated set of efforts to prepare, attract, and retain increased numbers of underrepresented minority students in SMET at the precollege through undergraduate levels; activities for women and girls that can produce immediate and long-term positive changes in the infrastructure of SMET education; efforts to facilitate greater involvement of students and faculty with disabilities in SMET, and in NSF-supported activities; and activities to strengthen research and training capabilities of academic institutions with predominantly minority student enrollments. These activities can be implemented in all NSF-funded disciplines and, except where noted, in all academic institutions and nonprofit organizations. The division supports these goals through the following programs. Underrepresented Minorities and Other Students NSF considers the improved preparation and advancement of underrepresented minorities in SMET at all educational levels to be of prime importance to the Nation. Consequently, the Foundation has redesigned and enhanced its initiatives aimed at developing minority student talent, and at strengthening the capabilities of institutions that serve large numbers of these students at all educational levels. Underrepresented minority groups in SMET are American Indians/Alaskan Natives (Native Americans), Blacks (African Americans), Hispanics, and Pacific Islanders. Current HRD efforts for minority and other students are focused on two major objectives-student development and strengthening the capabilities of minority institutions. These programs represent a coherent effort to stimulate organizational and institutional change to markedly improve the quality of educational opportunities available to minority and other students; and to increase the quality and quantity of these students pursuing degrees in SMET. Overall NSF goals for the decade are (1) to double the current number of high school graduates with both interest in and adequate preparation for further studies in SMET; (2) to increase the B.S. degree attainment of students in SMET threefold, to an annual rate of 50,000; and (3) to increase minority student attainment of Ph.D.s in SMET sixfold, to an annual rate of 2,000. These programs are grouped under three areas of focus: precollege, undergraduate, and graduate. Precollege Focus Program/Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) The precollege program enhances career access by stimulating and supporting elementary and secondary students' interests in mathematics and science. CPMSA is a comprehensive precollege program that builds on NSF's strategy of forging alliances for systemic reform. The program gives support to city school systems so they can create partnerships to improve the access to science and mathematics education for students in grades pre-K through 12. CPMSA's goal is to significantly increase the number of students who enroll in and successfully complete precollege courses that will prepare them to pursue undergraduate programs in science, engineering, and mathematics. Reform activities shall include the implementation of standards-based curricula, instructional, and assessment reform in science and mathematics. The school system shall adopt and implement policies that eliminate general science and mathematics courses, replace them with rigorous and challenging curricula, and adopt policies that provide universal student access to upper-level science and mathematics courses. The realignment of other funding sources will also help to facilitate the achievement of CPMSA goals and objectives. School systems are encouraged to create partnerships with institutions of higher education, businesses, professional organizations, community-based organizations, and other educational organizations. City school systems, which are the units of change, are expected to collaborate with these partners on the design and implementation of in-school student enrichment and teacher enhancement activities, and informal education efforts. Award Size and Duration Awards provide up to $200,000 for the first year, and up to $800,000 a year in support for the next four years. Eligibility Requirements City school systems eligible to participate in CPSMA are those that are not eligible to participate in the Urban Systemic Initiatives (USI) Program, that do not have a Local Systemic Change (LSC) Program award, and that do have at least 20,000 students. See also page iii for basic eligibility requirements for all NSF grants. Undergraduate Focus Program/Alliances for Minority Participation (AMP) This is an endeavor to increase the number of minority and other students who successfully complete baccalaureates in SMET; and to increase the number of students continuing on for related graduate degrees through scholarships and outreach assistance. AMP supports the establishment of comprehensive approaches to increase the number and quality of underrepresented minorities and other students who successfully earn SMET baccalaureate degrees; and to increase the number who go on for graduate study in these fields. This objective facilitates the long-term goal of increasing the production of Ph.D.s in SMET fields, with an emphasis on entry into faculty positions. NSF requires partnerships among academic institutions, government agencies and laboratories, industry, and professional organizations. These coalitions will produce multidisciplinary or disciplinary approaches to achieve the program goals at the undergraduate level. Success will be measured by the ability to bring about significant, quantifiable, and qualitative enhancements in SMET participation. Eligible activities include student enrichment, academic enrichment, and curriculum improvement. Award Size and Duration The award size of an AMP project depends on the extent and scope of the activities being undertaken. However, NSF's contribution to a project will not normally exceed $1 million per year. Awards will initially be made for up to five years. Eligibility Requirements Academic institutions that have a track record of producing minority and other students in SMET disciplines are eligible to apply to all programs under this initiative. Nonprofit organizations serve as members of the alliance or partnership. Detailed guidelines for proposals are contained in the publication Human Resource Development for Science, Mathematics, and Engineering in Education and Research (NSF 96-144). See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information on the precollege and undergraduate focus programs, write the Division of Human Resource Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, Arlington, VA 22230; or contact by telephone, (703) 306-1640; or visit the HRD Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Graduate Focus Programs/Centers of Research Excellence in Science and Technology (CREST) NSF recognizes that academic institutions with significant minority student enrollments play a vital role in conducting research that contributes to our knowledge-base in all disciplines, and in educating minority students who go on to careers in SMET. CREST aims to increase the number of underrepresented minorities in SMET by making substantial resources available to upgrade the capabilities of the most research-productive minority institutions. These resources provide increased opportunities for minority faculty and students to engage in research. At the same time, the program enables these institutions to use their resources and research to increase the effectiveness of related SMET activities for other institutions in their regions. Award Size and Duration CREST implementation awards provide up to $1 million each year, for an initial award period of five years, to implement a comprehensive research and training improvement plan. Subsequent funding for additional years may be available if the following criteria are met: a sufficient research quality base has been developed; minority students are attaining SMET degrees; and there is high potential for continued institutional enhancement in the CREST-supported disciplines. Eligibility Requirements Institutions participating in CREST are those that have at least a 50 percent enrollment of minority students who are underrepresented in SMET; graduate programs in NSF- supported fields of science or a baccalaureate program in engineering; demonstrated strengths in NSF-related fields as evidenced by an existing or developing capacity to offer doctoral degrees in one or more SMET discipline; a willingness and capacity to serve as a regional resource center; and a demonstrated commitment to enrolling and graduating minority scientists and engineers. Detailed guidelines for proposals are contained in the publication Human Resource Development for Science, Mathematics, and Engineering in Education and Research (NSF 96-144). See also page iii for basic eligibility requirements for all NSF grants. For More Information Information is also available by writing the Division of Human Resource Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, Arlington, VA 22230; or contact by telephone, (703) 306-1640; or visit the HRD Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program Two of the major goals in the national policy on science and technology are the production of the finest scientists and engineers for the twenty-first century, and scientific literacy for all. One strategy to maximize the Nation's production of scientists and engineers is to actively increase the participation of talent reflective of the Nation's diversity. Mentoring and role modeling are recognized to be important ingredients in the development of talent among groups traditionally underrepresented in science, mathematics, and engineering. Therefore, in 1996, the White House Office of Science and Technology Policy (OSTP), through its National Science and Technology Council (NSTC), established the Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program (PAESMEM). These awards recognize outstanding mentoring efforts and programs that have enhanced the participation of individuals from groups underrepresented in these fields, specifically, minorities, women, and persons with disabilities. The awardees serve as exemplars to their colleagues and will be leaders in the national effort to more fully develop the Nation's human resources in science, mathematics, and engineering. Administered by the NSF, each award includes a grant in the amount of $10,000 and a Presidential commemorative certificate. Approximately 20 (10 individual and 10 institutional) one-time awards will be made annually. Each awardee will be invited to Washington, D.C., for an awards ceremony; recognition events and meetings with leaders in education and research in the federal sector; and workshops and symposia that focus on the effective mentoring of students from underrepresented groups. Eligibility Requirements Awards are made to individuals who have demonstrated outstanding and sustained mentoring and effective guidance to a significant number of students at the grade K through 12, undergraduate, or graduate education level; or to institutions or organizations that, through their programming, have enabled a substantial number of students underrepresented in science, mathematics, and engineering to successfully pursue and complete the relevant degree programs. It is expected that awards would be directed back into the recognized activity. The individual, institution, or organization must be nominated by a colleague, administrator, institution, organization, or student. See also page iii for basic eligibility requirements for all NSF grants. For More Information Further information is also available by writing the Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program, Division of Human Resource Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, Arlington, VA 22230; or contact by telephone, (703) 306-1640; or visit the HRD Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Program for Women and Girls Projects addressing the participation of women and girls in science and engineering are encouraged in all programs within the EHR Directorate. Because women are underrepresented in most disciplines, the HRD Division supports focused interventions that are specifically directed at increasing the number of women as full participants in the mainstream of the Nation's scientific and technological enterprise. Implementation and Development Projects for Women and Girls-Seek to encourage the design and implementation of innovative, highly focused activities, strategies, or materials to improve educational achievement, and to encourage entry or retention of women and girls in SMET. Projects are built on existing intervention models or research in new settings that create positive, permanent changes in the academic, scientific, and social climate. Projects are both instructional and motivational. Award Size and Duration The annual award depends on the nature and scope of the project, with a maximum funding level of $300,000 per year. Projects have a maximum duration of three years. Subsequent funding after the first year is usually contingent on satisfactory progress, as defined in the evaluation plan and reported to NSF, as well as on the availability of funds. Eligibility Requirements Eligible institutions and organizations include colleges and universities; nonprofit, nonacademic groups such as professional associations, museums, private foundations, and youth-centered and community-based organizations; and state and local governments, including school districts. Detailed guidelines for the submission of proposals are available in the publication EHR Activities for Women and Girls in Science, Engineering, and Mathematics (NSF 96-131). See also page iii for basic eligibility requirements for all NSF grants. Information Dissemination Activities-Include, but are not limited to, media such as videotapes or brochures, conferences, teleconferences, symposia, and workshops that bring together experts to discuss issues, projects, policies, and research relating to the participation and achievement of women and girls in science, engineering, and mathematics. They can focus on research topics or on the development or dissemination of strategies for reducing the barriers for women and girls in these areas. Award Size and Duration Support for symposia, workshops, conferences, and publications will not exceed $75,000. The award size for other types of projects that relate to the nature of this effort usually will not exceed $100,000. Eligibility Requirements Eligible institutions and organizations include colleges and universities; nonprofit, nonacademic groups such as professional associations, museums, private foundations, and youth-centered and community-based organizations; and state and local governments, including school districts but not individual schools. Only one proposal per organization per year accepted. Brief (maximum five pages), informal preliminary proposals are required; the proposers will be notified in writing whether they are encouraged to submit formal proposals. Detailed guidelines for proposals are contained in the publication EHR Activities for Women and Girls in Science, Engineering, and Mathematics (NSF 96-131). See also page iii for basic eligibility requirements for all NSF grants. For More Information Further information is available by writing the Program for Women and Girls, Division of Human Resource Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, Arlington, VA 22230; or contact by telephone, (703) 306- 1637; or visit the HRD Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Professional Opportunities for Women in Research and Education The Professional Opportunities for Women in Research and Education (POWRE) Program is an NSF-wide effort aimed at increasing the prominence of women in science and engineering research and education. POWRE helps provide professional growth and career advancement with funding opportunities not ordinarily available through regular NSF grant programs. In addition, POWRE will support supplement awards for women who are Principal Investigators (PIs), Co- Principal Investigators (Co-PIs), or who are otherwise eligible for support under the program. For a complete description of POWRE, see Chapter 9, Crosscutting Areas of Research and Education. Program for Persons with Disabilities The Program for Persons with Disabilities (PPD) is committed to bringing about needed change in academic and professional climates. The program's goals are to develop new methods of teaching science and mathematics, to increase the awareness and recognition of the needs and capabilities of students with disabilities, to promote the accessibility and appropriateness of instructional materials and educational technologies, and to increase the availability of mentoring resources. In short, efforts are dedicated to changing the factors wherein neglect, paucity, and indirection historically have (1) stifled the early interest in science and mathematics shown by students with disabilities; and (2) impeded the advancement of these individuals as they prepared themselves for careers in science, engineering, and mathematics. Although NSF encourages persons with disabilities to participate fully in all NSF-supported programs, the HRD Division has initiated efforts focused on: eliminating barriers in science, engineering, and mathematics studies that prevent the participation of students with disabilities; changing the attitudes of the education community, and the public in general, about the potential of persons with disabilities; and offering aid for adaptive technologies and assistance to allow students, scientists, engineers, and mathematicians to participate in NSF-supported research projects. Demonstration Projects for Persons with Disabilities-Promotes the development and dissemination of innovative intervention strategies that reduce the barriers that inhibit the interest, retention, and advancement of students with disabilities in SMET education and career tracks. The goals of these projects are to encourage the design and implementation of innovative, short-term, and highly focused activities; to prepare existing intervention strategies for wide dissemination; and to disseminate widely effective intervention models in science, engineering, and mathematics for students with disabilities. Award Size and Duration This program supports projects for up to $150,000 per year for up to three years. Eligibility Requirements Eligible institutions and organizations include universities and colleges; nonprofit, nonacademic institutions such as professional associations, museums, private foundations, and youth-centered and community-based organizations; and state and local governments, including school districts. Information Dissemination Projects-Support symposia, workshops, and the development of information on techniques, instructional materials, technologies, and adaptations that promote full inclusion and participation of students with disabilities in SMET curricula. The program informs the scientific and educational communities and the general public of the potential in science, engineering, and mathematics of persons with disabilities. Dissemination efforts may be national in scope or may be designed to stimulate dialogue and action on a more regional basis. Award Size and Duration Support is limited to $100,000 per year for a maximum of two years. Budgets for workshops may include participant support for transportation, subsistence, publication of proceedings, and other conference-related costs. Eligibility Requirements Eligible institutions and organizations include universities and colleges; nonprofit, nonacademic institutions such as professional associations, museums, private foundations, and youth-centered and community-based organizations; and state and local governments including school districts. See also page iii for basic eligibility requirements for all NSF grants. Institutionalization of Experimental Projects-Is a special competition offered by the Program for Persons with Disabilities for institutions that previously received an award from the Experimental Projects in Science, Engineering, and Mathematics for Persons with Disabilities Program. This competition is designed to promote institutionalization of activities and techniques identified during the previous award that proved to successfully stimulate increased participation and retention in SMET education of students with disabilities. Proposals for this competition must describe these activities in detail. Proposers should emphasize what methods will be used to ensure the continuation of those activities that have resulted in the increased participation in SMET education by students with disabilities. Award Size and Duration Awards made under the institutionalization of experimental projects competition can be three years in duration. NSF expects that, during those three years, both institutional and other sources of funding will permit the continuation of the activities begun with NSF/PPD monies. As nonfederal cost- sharing is increased and documented (indicating achievement of the institutionalization process), the maximum NSF award will be reduced annually. The proposal may request an NSF award of up to $400,000 for year one, $300,000 for year two, and $200,000 for year three. Research and Development Projects-Provide improved learning opportunities in SMET education for students with disabilities through the development of innovative technology. Award Size and Duration Research and development projects may be up to three years in length. Requests for one and two years are also allowed. Award size is up to $200,000 per year. Facilitation Awards for Scientists and Engineers with Disabilities (FASED)-Provides funding for students and faculty with disabilities to obtain special equipment and services needed to reduce or remove barriers so they can participate in research and training activities supported by NSF. Requests for special equipment or assistance may be included in the original proposal submitted to any NSF program or may be submitted as a separate request for supplemental funding. Award Size and Duration No maximum amount has been set for requests; however, it is expected that the cost, which includes equipment adaptation and installation, will not be a major portion of the total proposed budget for the projects. Eligibility Requirements Individuals with disabilities eligible for this support include principal investigators and other senior professionals and graduate and undergraduate students. See also page iii for basic eligibility requirements for all NSF grants. For More Information Detailed guidelines for proposals are contained in the publication Activities in Science, Engineering, and Mathematics for Persons with Disabilities (NSF 97-85), or in the brochure Facilitation Awards for Scientists and Engineers With Disabilities (NSF 91-54). For further information, write the Program for Persons with Disabilities, Division of Human Resource Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, Arlington, VA 22230; or contact by telephone, (703) 306- 1636, or by e-mail, lscadden@nsf.gov or mkohlerm@nsf.gov; or visit the HRD Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Experimental Program to Stimulate Competitive Research The Experimental Program to Stimulate Competitive Research (EPSCoR) increases the R&D competitiveness of an eligible state through the development and utilization of science and technology (S&T) resources within its major research universities. It does so by (1) stimulating sustainable S&T infrastructure improvements at the state and institution levels that significantly increase the ability of EPSCoR researchers to compete for federal and private sector R&D funding; and (2) accelerating the movement of EPSCoR researchers and institutions into the mainstream of federal and private sector R&D support. NSF assists eligible states to achieve improvements in R&D competitiveness through three types of EPSCoR awards and an outreach program. EPSCoR Cooperative Agreements-Are 36-month awards of up to $3 million to support infrastructure improvements in S&T areas selected by the state's EPSCoR governing committee as being critical to the state's future R&D competitiveness. EPSCoR Grants-Are 24-month nonrenewable standard grants of up to $500,000 to provide venture capital for use in initiating projects that are consistent with state and institutional S&T improvement strategies, and that have high potential for significant short-term impact on the state's research competitiveness and for acquiring sustaining non- EPSCoR support. EPSCoR Co-Funding-Are awards for co-funding of proposals submitted to the Foundation's regular grant programs by investigators working in research areas that have been identified as priorities within the state's EPSCoR Cooperative Agreement. Outreach-NSF conducts an extensive outreach program where senior NSF personnel work with EPSCoR researchers and their institutions to acquaint them with NSF priorities, programs, policies, and procedures. Eligibility Requirements EPSCoR operates within 18 States and the Commonwealth of Puerto Rico. These States are Alabama, Arkansas, Idaho, Kansas, Kentucky, Louisiana, Maine, Mississippi, Montana, Nebraska, Nevada, North Dakota, Oklahoma, South Carolina, South Dakota, Vermont, West Virginia, and Wyoming. See also page iii for basic eligibility requirements for all NSF grants. Deadlines and Target Dates The deadline for submission of proposals is determined by the EPSCoR solicitation among the eligible participants. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the EPSCoR Office, National Science Foundation, 4201 Wilson Boulevard, Room 875, Arlington, VA 22230; or contact by telephone, (703) 306- 1683; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Research, Evaluation, and Communication The Division of Research, Evaluation, and Communication (REC) supports projects that merge research with classroom practices, especially those that lay foundations for the use of technology. REC programs contribute to the fundamental understanding of the development and delivery of science and mathematics instruction, and measure change in educational programs by evaluating how EHR programs work. REC's mission is to energize the teaching and learning environment with the results of research on topics in technology utilization, content, pedagogy, assessment, and policy-oriented studies and indicators. REC supports the cultivation of a research base for implementing innovative K through 16 reform strategies, as well as ways of improving graduate, professional, informal, and lifelong learning. The division's primary research program, Research on Education, Policy, and Practice, accentuates the need to draw on disciplinary knowledge that will advance the understanding of learning, pedagogical processes, and organizational and policy supports. Other activities in the division include the evaluation of EHR programs and outreach to the teaching and learning communities, all of which must inform and secure NSF's interventions in SMET education. Technology and its role in education is of traditional importance to the REC Division. Over the last several years, REC has sponsored programs to promote research and development on new, high-risk and high-gain applications of technologies that will advance SMET teaching and learning, as well as support strategies for use in advanced networking capabilities. More recently, the division has been the center of management for support of NSF-wide programs such as the Collaborative Research on Learning Technologies (CRLT) and Learning and Intelligent Systems (LIS) Programs. For a complete description of the LIS Program, see Chapter 9, Crosscutting Areas of Research and Education. REC has played a major role in steering new concepts away from the old notion of technology as an add-on activity in the classroom, and toward exciting and vibrant integration of technology into the base components of the education experience. REC sponsors inquiries into how technology can be harnessed to promote continuous improvement in teaching and learning, and the development of networking infrastructure to sustain the changes. Through programs like Research on Education, Policy, and Practice, the REC Division sponsors research and development of information technologies that affect SMET education, including experimentation on the uses of technology as tools of content and pedagogical reform, with a view to enabling the integration of research and education. In fiscal year 1998, REC will support the following programs, either singularly or jointly with other Directorates. Research on Education, Policy, and Practice The Research on Education, Policy, and Practice (REPP) Program supports the cultivation of a research base for implementing innovative K through 16 reform strategies, as well as ways of improving graduate, professional, informal, and lifelong learning. REPP complements the NSF-wide program on Learning and Intelligent Systems (LIS), including Collaborative Research on Learning Technologies (CRLT). For a complete description of the LIS Program, see Chapter 9, Crosscutting Areas of Research and Education. REPP strives to assemble a diverse, interdisciplinary portfolio that addresses the many dimensions of SMET reform through theory, research, development, demonstration, and implementation. The program will serve the EHR implementation agenda by building a knowledge base of ideas, practices, and policy alternatives that can significantly affect the education of all students, and help produce and synthesize results that are of immediate application by various stakeholders in quality education (i.e., practitioners, administrators, policy-makers, software developers, scholars). REPP consolidates the foci formerly supported by the Application of Advanced Technologies, Research in Teaching and Learning, and Studies and Indicators Programs. Research foci appropriate for consideration under the REPP Program are the following: Data, Methodology, and Theory-Supports research that explores how the collection, presentation, use, and interpretation of measurements can inform researchers and decision-makers. New studies are invited, especially those featuring longitudinal data or meta-analyses, that provide decision-makers and the general public with national and international measures of the inputs, processes, and educational outcomes of the current SMET educational system. Policy-Researches issues of governance that affect both ongoing practice and the perception of whole systems, schools, teachers, and students, including matters of finance, access, curriculum, assessment, and professional development. Studies should analyze major factors, trends, choices, and practices to assist stakeholder communities in recognizing, adapting, and institutionalizing improvements in pedagogy and materials. Practice-Researches how those at the sites where formal or informal education occurs can effect change through research and analysis. How observations, findings, and prototypes generated at particular sites can be applied to hypothesis-testing and theory-building more generally about the practice of systemic reform. Technology-Researches how tools that link individuals and institutions dispersed in space and across cultures can be used to teach and learn the changing content of science and mathematics; how the evolving capacity of computers, including high performance computing and communications, can improve the teaching and learning of increasingly complex content, and alter what is taught through the power of technology to represent and manipulate concepts, processes, and knowledge. Eligibility Requirements Eligible applicants include single investigators or research teams at public and private two- and four-year colleges and universities, and other organizations and associations with an education mission (e.g., local school systems, community- based organizations, think tanks, industry, etc.). See also page iii for basic eligibility requirements for all NSF grants. For More Information For general information about REPP, write the Division of Research, Evaluation, and Communication, National Science Foundation, 4201 Wilson Boulevard, Room 855, Arlington, VA 22230; or contact by telephone, (703) 306-1650; or visit the REC Division Home Page (located on the EHR Home Page http://www.ehr.nsf.gov/) on the World Wide Web. Learning and Intelligent Systems The Learning and Intelligent Systems (LIS) Program is an NSF- wide program that involves six Directorates and is part of the overarching Knowledge and Distributed Intelligence (KDI) effort. LIS encompasses the study of learning in natural and artificial systems. The goal of LIS is to energize radical and rapid advances in our understanding of learning, creativity, and productivity, as well as develop the tools that will enhance the human ability to learn and create. LIS seeks to integrate and foster synergy among basic research in disciplines that study "learning" in natural and artificial systems. The REC Division's interest in LIS is comprehensive, including research on how we learn and create, and how that research can better inform instructional practices and continuously improve the content of SMET education. The LIS Program also embraces technology as an integral and unifying component of the education experience, a traditional focus of REC. For a complete description of the LIS Program, see Chapter 9, Crosscutting Areas of Research and Education. For More Information For complete program information, see the program announcement Learning and Intelligent Systems Initiative (NSF 97-18). Direct general inquiries to the Division of Research, Evaluation, and Communication, National Science Foundation, 4201 Wilson Boulevard, Room 855, Arlington, VA 22230; or contact by telephone, (703) 306-1650; or visit the REC Division Home Page (located on the EHR Home Page http://www.ehr.nsf.gov/) on the World Wide Web. Evaluation The Evaluation Program recently completed a five-year plan to evaluate the SMET education initiatives of NSF. Evaluation findings may be used by NSF to improve science education programs; by principal investigators as they direct their own education projects; and by policy-makers, administrators, and members of the instructional workforce who implement and adapt the various products of NSF programs, including materials, computer software, teaching strategies, and research findings. Evaluations and impact studies are produced by outside organizations under competitively awarded contracts. The program also may accept proposals for the development of innovative techniques, approaches, and methodologies for the general improvement of the field. Communication The Communication Program coordinates activities within the EHR Directorate that advance the understanding of education reform and the methods, policies, and practices under which effective reform takes place and is sustained. REC communication and outreach activities are intended to enhance the public's understanding of the strategies for SMET education reform, so that citizens can make informed choices about the direction that reform will take in their communities and schools. These activities also aim at increasing the impact of EHR programs by providing information that summarizes and synthesizes the findings, outcomes, and lessons learned from EHR-supported projects to a variety of audiences, especially practitioners. Engineering The Directorate for Engineering (ENG) makes catalytic investments in knowledge creation and intellectual growth that can in turn spur technological innovation and economic growth in an increasingly swift, complex, and interconnected world. Although the research supported by ENG is fundamental in nature, much of it focuses on societal needs. Over the long term, ENG investments contribute to an innovation system that enables the creation of valuable new products, new services, and new and more productive enterprises that enhance the Nation's future economic strength, security, and quality of life. The ENG Directorate comprises the following Divisions: Division of Bioengineering and Environmental Systems (BES) Division of Chemical and Transport Systems (CTS) Division of Civil and Mechanical Systems (CMS) Division of Design, Manufacture, and Industrial Innovation (DMII) Division of Electrical and Communications Systems (ECS) Division of Engineering Education and Centers (EEC) In addition to the information in this chapter, more is available on the ENG Directorate Home Page at http://www.eng.nsf.gov/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. Engineering research and education often require creative contributions from several different disciplinary perspectives. Worthy proposals from groups of intermediate size that involve a diverse mix of faculty expertise and student experiences receive increased emphasis for the opportunities they provide to address significant new issues with a synergistic approach. Overall, NSF provides about 33 percent of the total federal support for fundamental engineering research at U.S. universities and colleges. More than 70 percent of ENG's funding is used to provide grants to individual investigators and small groups. To amplify its efforts, ENG focuses on facilitating dynamic partnerships among industry, academe, other federal agencies, state and local governments, professional societies, and foreign countries. For example, strong support is given to the Grant Opportunities for Academic Liaison with Industry (GOALI) Program. GOALI awards bring university and industry collaborators together at the conceptual phase of a research and education endeavor. Strengthening these intellectual connections increases the value of engineering education and fundamental research to the private sector and opens up exciting new areas of inquiry for university researchers. The Engineering Research Centers and the Industry/University Cooperative Research Centers Programs are pioneers in helping NSF to develop successful partnerships in research and education with industry and academe. Further information on these programs can be found later in this chapter. Eligibility Requirements Most awards result from unsolicited proposals, which should be prepared according to the guidelines set forth in the Grant Proposal Guide (NSF 98-2). In addition to the proposal format described in the Grant Proposal Guide, investigators should be cognizant of any guidelines specific to the program area that best matches the intellectual content of their proposal. Proposers may wish to discuss their idea with an NSF program officer before submitting a full proposal. For further information or to view an up-to-date directory of programs and staff, visit the ENG Directorate Home Page (http://www.eng.nsf.gov/) on the World Wide Web. See also page iii for basic eligibility requirements for all NSF grants. Deadlines and Target Dates For deadlines and target dates for the programs described in this section, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; or visit the ENG Directorate Home Page (http://www.eng.nsf.gov/) on the World Wide Web. See also page ii for basic information on deadlines for all NSF grants. Crosscutting activities The ENG Directorate takes an active role in several areas of crosscutting research not mentioned in this chapter. The following is a list of these activities. For more information on these programs, refer to the chapter indicated. Advanced Materials and Processing Program (AMPP) (see Chapter 6, Mathematical and Physical Sciences) Biotechnology (see Chapter 1, Biological Sciences) Special Emphasis Areas Manufacturing NSF's Manufacturing (MAN) activities support the National Science and Technology Council (NSTC) interagency effort to build, sustain, and extend U.S. leadership in the manufacturing sector. The goal of MAN is to discover new and fundamental knowledge to enable the development of advanced manufacturing technologies that will enhance the performance of U.S. manufacturing industries. This goal is to be achieved through the coordination of government, industry, and university programs that will accomplish the following broad goals: enhance the human resource base with education and training programs; promote environmentally conscious manufacturing; support a vigorous interagency research and development (R&D) program for advanced manufacturing technology; and accelerate the development and application of advanced manufacturing techniques by the entire manufacturing sector. Manufacturing is a highly integrative activity, and manufacturing-related problems are among the most complex faced by modern society. To address these problems, NSF supports a wide range of activities within the context of one broad, coherent, and interdisciplinary research program. NSF concentrates its efforts on the development of a fundamental science and engineering knowledge base that underlies manufacturing technology, management, and education and training, as well as technology transfer, diffusion, and implementation. Particular focus is given to enhancing the institutional, physical, and human resources that constitute the manufacturing research and education infrastructure. MAN is a collaborative effort among the CISE, ENG, MPS, and SBE Directorates. MAN's research agenda is carried out primarily through the support of unsolicited investigator- initiated research, and through research at manufacturing- related, university-based research centers. As the need arises, NSF will issue program announcements inviting proposal submissions in targeted research areas. For More Information For further information, contact Dr. Bruce Kramer, Director, Division of Design, Manufacture, and Industrial Innovation, (703) 306-1330. Bioengineering and Environmental Systems The Bioengineering and Environmental Systems (BES) Division is concerned with expanding the knowledge base of bioengineering; extending engineering methodologies to include the solution of problems in the biological, medical, and ocean sciences; employing biological principles for the development of innovative engineering methods and systems; and exploring basic engineering concepts and systems to enable sustainable development. For More Information For further information on BES activities, write the Division of Bioengineering and Environmental Systems, National Science Foundation, 4201 Wilson Boulevard, Room 565, Arlington, VA 22230; or contact by telephone, (703) 306- 1320, or by fax, (703) 306-0312; or visit the BES Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. Areas of Research Research support is available in the Division of Bioengineering and Environmental Systems through the following activities: Biotechnology/Biochemical Engineering-Supports research that links the expertise of engineering with the life sciences to provide a fundamental basis for the economical manufacturing of substances of biological origin. Projects are supported that utilize biological microorganisms for the transformation of organic, raw materials (biomass) into useful products. Fermentation and recombinant DNA processes are important technologies to this program. Food processing, especially the safety of the Nation's food supply, is an emerging area. Engineers or small groups of engineers and scientists are encouraged to apply. Synergy among the various disciplines in these types of projects is a very important evaluation criterion. Research areas include, but are not limited to, cell culture systems, metabolic engineering, sensor development, bioreactor design, separation and purification processes, monitoring, optimization and control methods, and process integration. Biomedical Engineering/Research to Aid Persons with Disabilities-Supports fundamental engineering research that has the potential to contribute to improved health care and the reduction of health care costs. Other areas include models and tools for understanding biological systems. Areas of interest include, but are not limited to, fundamental improvements in deriving information from cells, tissues, organs, and organ systems; extraction of useful information from complex biomedical signals; new approaches to the design of structures and materials for eventual medical use; and new methods of controlling living systems. This program is also directed toward the characterization, restoration, and substitution of normal functions in humans. Emphasis is placed on the advancement of fundamental engineering knowledge rather than on product development. The research might lead to the development of new technologies or the novel application of existing technologies. Also supported are undergraduate engineering design projects, especially those that provide prototype "custom-designed" devices or software for persons with mental or physical disabilities. Environmental Systems-Supports sustainable developmental research with the goal of applying engineering principles to reduce adverse effects of solid, liquid, and gaseous discharges on the land, fresh and ocean waters, and air that result from human activity and impair the value of those resources. This program also supports research on innovative biological, chemical, and physical processes used alone or as components of engineered systems to restore the usefulness of polluted land, water, and air resources. The program emphasizes engineering principles underlying pollution avoidance as well as pollution treatment and reparation. Improved sensors, innovative production processes, waste reduction and recycling, and industrial ecology are important to this program. Research may be directed toward improving the cost-effectiveness of pollution avoidance as well as developing fresh principles for pollution avoidance technologies. Chemical and Transport Systems The Chemical and Transport Systems (CTS) Division funds research that contributes to the knowledge base of a large number of industrial manufacturing processes and also to some natural processes that involve the transformation and transport of matter and energy. The transformation processes may be chemical, biological, physical, or a combination of these. The industrial processes involve a wide range of technological pursuits and are found in such industries or areas as aerospace, electronics, chemicals, recovery of natural resources, the environment, petroleum, biochemicals, materials, food, power generation, and allied activities. CTS supports research that involves the development of fundamental engineering principles, process control and optimization strategies, mathematical models, and experimental techniques, with an emphasis on projects that have the potential for innovation and broad application in areas such as the environment, materials, and chemical processing. These principles are also applied to naturally occurring systems such as rivers and lakes, coastline areas, and the atmosphere, especially in populated areas. Special emphasis is on environmentally benign chemical and material processing. For More Information For further information on CTS activities, write the Division of Chemical and Transport Systems, National Science Foundation, 4201 Wilson Boulevard, Room 525, Arlington, VA 22230; or contact by telephone, (703) 306-1370, or by fax, (703) 306-0319; or visit the CTS Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. Areas of Research Research support is available in the Chemical and Transport Systems Division through the following activities: Chemical Reaction Processes-Supports fundamental and applied research on rates and mechanisms of important classes of catalyzed and uncatalyzed chemical reactions as they relate to the design, production, and application of catalysts, chemical processes, and specialized materials; chemical phenomena occurring at or near solid surfaces and interfaces; electrochemical and photochemical processes of engineering significance or with commercial potential; design and optimization of complex chemical processes; dynamic modeling and control of process systems and individual process units; reactive processing of polymers, ceramics, and thin films; and interactions between chemical reactions and transport processes in reactive systems and the use of this information in the design of complex chemical reactors. Interfacial, Transport, and Separation Processes-Supports research in areas related to interfacial phenomena, mass transport phenomena, separation science, and phase equilibrium thermodynamics. Research in these areas supports various aspects of engineering technology, with the major focus on chemical and material processing and bioprocess engineering. Research conducted in this program also contributes to the division's emphasis on the impact of basic knowledge on physicochemical hazardous waste treatment and avoidance. The program provides support for new theories and approaches that determine the thermodynamic properties of fluids and fluid mixtures in biological and other fluids with complex molecules. Separations research is directed at many areas, with a special emphasis on bioprocessing and all forms of chromatographic, membrane, and special affinity separations. Fluid, Particulate, and Hydraulic Systems-Supports fundamental and applied research on mechanisms and phenomena that govern single and multiphase fluid flow, particle formation and transport, various multiphase processes, nanostructures, and fluid and solid system interaction. Research is sought that contributes to improving the basic understanding, design, predictability, efficiency, and control of existing systems that involve the dynamics of fluids and particulates and the innovative uses of fluids and particulates in materials development, manufacturing, biotechnology, and the environment. Thermal Systems-Supports fundamental research in two major areas: (1) Thermal Transport and Thermal Processing and (2) Combustion and Thermal Plasmas. Projects should seek a basic understanding at the microscopic and macroscopic levels of thermal phenomena underlying the production of energy, synthesis and processing of materials, cooling and heating of equipment, and biological systems and the interaction of industrial processes with the environment. Higher priority goes to those projects that deal with problems on the cutting edge of technology while developing human resources in engineering. Civil and Mechanical Systems The Civil and Mechanical Systems (CMS) Division aims to increase the knowledge base and intellectual growth in the areas of construction, geotechnology, structures, dynamics and control, mechanics, and materials, as well as the reduction of risks induced by earthquakes and other natural and technological hazards. The division encourages cross- disciplinary partnerships where traditional disciplines intersect. These partnerships promote leapfrog discoveries, using technologies such as micro-electro-mechanical systems, to produce smart materials-based systems. For More Information For further information on CMS activities, write the Division of Civil and Mechanical Systems, National Science Foundation, 4201 Wilson Boulevard, Room 545, Arlington, VA 22230; or contact by telephone, (703) 306-1360, or by fax (703) 306-0291; or visit the CMS Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. Areas of Research Research support is available in the Division of Civil and Mechanical Systems through the following activities: Construction/Geotechnology/Structures (CGS)-Emphasizes new discoveries in the design, construction, maintenance, and operation of facilities, both above and below ground, that are safe, long-lasting, efficient, environmentally acceptable, and economical. Support is given for research that will increase geotechnical knowledge on contaminant transport in geomaterials; constitutive modeling and verification in geomechanics; remediation and containment of geoenvironmental contamination; transferability of laboratory results to field scale; and non-destructive and in situ evaluation. Also supports research that will advance the knowledge base on advanced polymer materials; high performance steel and concrete materials; deterioration of construction materials; safety and reliability of bridges, including condition assessment; and indoor environmental conditions such as air quality and personnel comfort in buildings. Also of interest are activities that will increase the present understanding of the science and technology used to design, analyze, diagnose, repair, remediate, retrofit, and enhance the performance of constructed facilities and interactions between natural and constructed environments, and to utilize knowledge gained to improve the management and performance of new and existing infrastructure systems and facilities. Hazard Reduction (HR)-Seeks to advance fundamental engineering and related scientific knowledge to mitigate the impacts of earthquakes, extreme floods and droughts, tsunamis, hurricanes and tornadoes, accelerated erosion, wind and water, ice and snow, landslides, and subsidence and expansive soils. Activities aim to increase the knowledge base necessary for reducing the impact of natural and technological hazards on structures, lifelines, foundations, and the natural environment. A broad spectrum of research is supported, including the use of data from laboratory and field experiments to verify design procedures and methodologies, simulation of earthquakes, measurements during major events, and post-earthquake reconnaissance inspections. The HR cluster represents one component of the NSF support for the National Earthquake Hazards Reduction Program (NEHRP). Control/Mechanics/Materials (CMM)-Links the expertise of dynamics and control, mechanics, materials, tribology, and surface engineering. Research is directed toward understanding deformation, fatigue, fracture, and corrosion of all classes of materials, including composites, to account for the underlying microstructural state and its origin, transformation, and evolution. Typical areas include development of a quantitative description of critical microstructure through mesostructural features; relation to macro-mechanical properties; constitutive models and their experimental verification; smart materials; effect of surface, near-surface, and interface material on the performance of mechanical components and structures that are subject to tribological conditions; and mechanical and thermal stresses and environmental degradation. A broad range of topics are supported including research on newly- engineered surfaces for optimal topography and microstructure that will lead to improved tribological materials, lubricants, and coatings for operation under severe conditions; and dynamic behavior and control of machines, processes, structures, and other engineered physical systems, thus emphasizing an improved knowledge- base for understanding their performance and control. Systems Integration-Developed by cross-disciplinary teams from several clusters, this activity addresses broad-based issues such as those associated with the integration and optimization of complex systems, including civil and mechanical infrastructure. Fundamental and applied research on infrastructure systems requires cooperative research between CMS program officers and related disciplines from other NSF divisions. For example, progress in civil infrastructure systems (CIS) depends on new knowledge in deterioration science, assessment technologies, and renewal engineering, as well as the development of an integrated decision model for sustainability. The latter depends on input from environmental, social, economic, political, and public policy disciplines, and the natural, mathematical, economic, and geographic sciences. Formulation of such a model requires new discoveries in engineering design, decision science, information technology (such as sensors and sensor systems, data acquisition, data mining, knowledge creation, and management), socio-economic sciences (such as evaluation, preference, privatization and impact of investment, regulations, and contract practice), and external effects (such as value of time, maintenance, and environment). These are developed for planning, performance assessment, risk evaluation, supply and demand, investment impact, and life cycle management. Resources and Infrastructure-The CMS Division, in partnership with other NSF Directorates and government agencies, provides nationwide research and education resources that promise to have significant impact in the programmatic areas described above, and in other areas of engineering and science. Examples of partnerships with CMS include the Institute for Civil Infrastructure Systems (ICIS), the Institute for Mechanics and Materials (IMM), and NSF's Earthquake Engineering Research Centers (EERC) Program. In addition, NSF's Engineering Research Centers (ERC) and Industry/University Cooperative Research Centers (I/UCRC) Programs have impact in many areas relevant to the CMS community. Researchers and educators are encouraged to work with these centers to fully utilize the research and education infrastructure developed within them. The CMS Division seeks to enhance academic infrastructure through special supplementary and focused grant programs. These programs include Research Experiences for Undergraduates (REU), Faculty Early Career Development (CAREER), Combined Research and Curriculum Development (CRCD), Major Research Instrumentation (MRI), Grant Opportunities for Academic Liaison with Industry (GOALI), Small Business Innovative Research (SBIR), Small Grants for Exploratory Research (SGER), and Professional Opportunities for Women in Research and Education (POWRE), as well as international collaborations and others. The division is committed to increasing the participation of women, minorities, and persons with disabilities in all of its programs. Proposals that use innovative outreach activities to increase the participation of these individuals in the CMS community are particularly sought. For more information on these programs, see Chapter 9, Crosscutting Areas of Research and Education. Design, Manufacture, and Industrial Innovation The Division of Design, Manufacture, and Industrial Innovation (DMII) seeks to improve the intellectual foundations of design and manufacturing systems by identifying key research issues in partnership with industry, government, and academe. DMII also funds research and education in the areas of design, manufacturing systems, manufacturing equipment, manufacturing processes, management of technological innovation, operations research, and production systems to generate new knowledge to address those issues. Additionally, through NSF's Small Business Innovation Research (SBIR) Program, DMII supports research leading to the improvement of U.S. industrial productivity and commercialization of new knowledge through outreach to the small business community. For More information For further information on DMII activities, write the Division of Design, Manufacture, and Industrial Innovation, National Science Foundation, 4201 Wilson Boulevard, Room 550, Arlington, VA 22230; or contact by telephone, (703) 306- 1330, or by fax, (703) 306-0298; or visit the DMII Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. Areas of Research Research support is available in the Division of Design, Manufacture, and Industrial Innovation through the following activities: Design and Integration Engineering-Supports the creation of new knowledge to develop the fundamental principles of and procedures for engineering design, including theories of design, methodologies for and models of design, and organization and management techniques for the effective use of engineering design systems. Focus is also placed on the development of an overarching theory of manufacturing systems to allow the deterministic design of the informational and communications framework that is required to interface the hardware and software elements of a modern computer-integrated manufacturing system. While the primary objective is to bridge design and manufacturing, efforts are also aimed at integrating all aspects of the manufacturing life cycle. Manufacturing Processes and Equipment-Supports the development of new knowledge to improve the reliability, efficiency, and productivity of existing manufacturing processes and equipment as well as the innovation of new manufacturing processes and equipment. This will enable the manufacturing of a broad range of products from a wide range of materials including metals, polymers, ceramics, composites, and specially engineered materials. The program aims to understand the fundamental behavior of materials and machines during processing and to control the manufacturing process during the production of actual parts as opposed to researching the processing characteristics of materials for their own sake. Operations Research and Production Systems-Supports research leading to the development of improved analytical and computational techniques for modeling, analysis, design, optimization, and operation of natural and man-made systems. Although research funded is oriented toward basic methodologies, it should also be strongly motivated by relevant problems in engineering. The Production Systems Program encourages research driven by real and relevant industrial problems in all aspects of production. Topics of interest include operational issues such as cost and performance analysis, inventory control, planning and scheduling, reliability, quality, material handling, logistics, distribution, and man and machine integration. Researchers in Operations Research and Production Systems must recognize the interdependency and intersection between these two areas and not attempt to create a separation between them. Management of Technological Innovation-Supports research that can motivate new concepts, theories, models, and tools to elucidate the innovation process and provide sound guidance for integrating technology strategy with business strategy. The program seeks to strengthen collaboration among researchers and practitioners who are involved in the management of technological innovation and to integrate research with educational innovations in engineering and business curricula. This program is a partnership between the Directorate for Engineering and the Directorate for Social, Behavioral, and Economic Sciences. Small Business Innovation Research (SBIR)-Offers opportunity and incentive for creative engineering-, science- , education-, and technology-related small businesses to conduct innovative, high-risk research on important scientific and technical problems, work that could have significant potential for commercialization and public benefit if the research is successful. This is a three-phase program that offers incentives for converting research done in Phases I and II to commercial application in Phase III, with the final effort funded by private capital. Industry/University Liaison Program This program is comprised of two sub-activities, both of which encourage university/industry collaboration: the Small Business Technology Transfer (STTR) Program and the Grant Opportunities for Academic Liaison with Industry (GOALI) Initiative. STTR is a federal program that links entrepreneurs to the academic research community. The STTR Program works closely with the Small Business Innovation Research (SBIR) Program and encourages the commercialization of government-funded research by the private sector. The GOALI Initiative provides opportunities through a series of mechanisms for direct linkages between academic researchers and industry. The following describes both of these programs: Small Business Technology Transfer (STTR) Program-Is a federal program that links entrepreneurs to the academic research community. It encourages commercialization of government-funded research by the private sector, reinforcing the efforts of the Small Business Innovation Research (SBIR) Program. STTR proposals must have small business principal investigators, but up to 60 percent of STTR funding may support university subcontracts to assist in the commercialization of research products by the small business firm. STTR is a three-phase program that offers incentives for converting research done in Phases I and II to commercial application in Phase III, with the final effort funded by private capital. Grant Opportunities for Academic Liaison with Industry (GOALI) Initiative-Aims to synergize industry/university partnerships by making funds available to support an eclectic mix of industry/university linkages. To meet this objective, GOALI provides funding for (a) faculty, postdoctoral fellows, and students to develop creative modes of collaborative interactions with industry through individual or small group projects, and industry-based fellowships for graduate students and postdoctoral fellows; (b) to conduct research and gain experience with production processes in an industrial setting; (c) for industry scientists and engineers to bring industry's perspective and integrative skills to academe; and (d) for interdisciplinary industry/ university teams to conduct long-term projects. This initiative targets high-risk and high-gain research that focuses on fundamental topics that would not have been undertaken by industry; the development of innovative collaborative industry/university educational programs; and the direct transfer of new knowledge between academe and industry. For a complete description of the GOALI Initiative, see Chapter 9, Crosscutting Areas of Research and Education. Deadlines and Target Dates Deadlines and target dates for the submission of proposals appear in annual solicitations produced by the SBIR and STTR Programs. These solicitations are widely publicized by the Small Business Administration, announced in the Commerce Business Daily, and sent to NSF's small business mailing list. Dates and miscellaneous information on NSF programs also appear in the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs. See also page ii for basic information on deadlines for all NSF grants. For More Information To request the latest SBIR solicitation, write the Program Manager for Small Business Innovation Research, National Science Foundation, 4201 Wilson Boulevard, Room 590, Arlington, VA 22230; or contact by telephone, (703) 306- 1391, or by fax, (703) 306-0337; or visit the ENG Directorate Home Page (http://www.eng.nsf.gov/) on the World Wide Web. Electrical and Communications Systems The Electrical and Communications Systems (ECS) Division supports research and education activities that develop fundamental engineering knowledge essential for innovation and advances in systems that underpin an information-rich, knowledge-oriented technological society, and that yield engineering graduates with the diverse set of skills needed for productive careers. The division's activities are designed to advance core electrical engineering competencies that impact engineering systems by focusing upon the physical foundations of key enabling technologies, and upon systems control, simulation, optimization, and computational strategies. ECS seeks to stimulate integrative systems- oriented activities and collaborative research environments that will promote the infusion of research and education advances generated in the ECS community, with linkages to other areas of engineering, science, and industry. The division also provides support for specialized resources and infrastructure that can enhance the academic endeavors. For More Information For further information on ECS activities, write the Division of Electrical and Communications Systems, National Science Foundation, 4201 Wilson Boulevard, Room 675, Arlington, VA 22230; or contact by telephone, (703) 306- 1339, or by Fax, (703) 306-0305; or visit the ECS Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. Areas of Research Research support is available in the Electrical and Communications Systems Division through the following activities: Physical Foundations of Enabling Technologies-Enables creative research and education endeavors that generate new knowledge and contribute to the underlying physical structure of key enabling technologies in electrical engineering and related disciplines. Research areas such as microelectronics, photonics, lasers and optics, plasmas, electromagnetics, nanotechnology, and icroelectromechanical sensors and systems are expected to spur continued scientific and technological advances in areas important to the Nation's economic vitality. The program invites proposals for research that can lead to advances in performance through component, device and materials optimization; design, modeling, and simulation tool development; fabrication and processing advances; and manufacturing effectiveness or related environmental issues. Support is also given for research that will explore new engineering concepts and scientific phenomena; identify emerging technologies that have the potential for substantial applications impact; and push the frontiers on applications of these enabling technologies in science and engineering. Knowledge Modeling and Computational Intelligence-Supports creative research and education activities in analytical, knowledge-based, and computational methods for modeling, simulation, optimization, and control of engineering systems. Emphasis is on development of basic methodologies, tools, and designs that are motivated by a wide variety of fundamental systems issues, including nonlinearity, scaleability, complexity, and uncertainty. The program supports leading-edge research on learning and intelligent systems, knowledge networking, neural networks, nonlinear and hybrid control, and advanced computational methods in distributed problem-solving and decision-making environments. These directions impact important industry sectors such as manufacturing and production systems, electronics, electric power, and transportation. Rapid technological advances and paradigm shifts in many systems areas (e.g., those occurring in modern interconnected power networks, with environmental concerns and deregulation in their technical, social, and economic manifestations) are creating operational complexities that require innovative research ideas to expand the envelope of understanding. Integrative Systems-Stimulates innovative systems- oriented research activities and collaborative research environments to promote the infusion of leading-edge technologies and new knowledge generated by the core programs Physical Foundations of Enabling Technologies, and Knowledge Modeling and Computational Intelligence into other areas of engineering and science. The promise of such research may be expected to spur significant scientific, technological, and educational advances in communications, computing, information, learning, sensing and instrumentation, healthcare and life sciences, transportation, electric power, manufacturing, and other important and emerging areas. Of particular interest are visionary, systems-oriented research activities, with significant intellectual creativity invested in the systems concept, that can offer important technological and societal benefit. Small group activities that capture the breadth of the expertise necessary in these research and education endeavors are particularly encouraged. To foster closer cooperation between academic researchers, their students, and industry researchers, use of the Grant Opportunities for Academic Liaison with Industry (GOALI) Initiative is also encouraged. The ultimate aim is to yield engineering graduates who are equipped with the diverse skills needed for productive careers that will lead us into the next century. See program descriptions in the preceding paragraphs. Resources and Infrastructure-In partnership with other NSF Directorates and government agencies, the ECS Division provides nationwide research and education resources that promise to have significant impact in the programmatic areas listed above, as well as in other areas of engineering and science. These include the National Nanofabrication Users Network (NNUN), National Center for Computational Electronics, Multi-User MEMS Processes, US-Japan Joint Optoelectronics Project, MOS Implementation Services, and others. In addition, the NSF Engineering Research Centers and Industry/University Cooperative Research Centers have impact in many areas relevant to the ECS community. Researchers and educators are encouraged to make linkages with these centers to utilize fully the research and education infrastructure developed within them. ECS seeks to enhance academic infrastructure through special supplemental and focused grant opportunities, including the Research Experiences for Undergraduates (REU), Faculty Early Career Development (CAREER), Combined Research and Curriculum Development, Major Research Instrumentation (MRI), Grant Opportunities for Academic Liaison with Industry (GOALI) Programs, international collaborations, and others. The ECS community is encouraged to take advantage of these resources in their associated academic endeavors. To add an innovative educational component to existing research projects, ECS also offers opportunities for supplemental grant support. These efforts may range from exploring new approaches in curriculum development to allowing active participation on a grant project by secondary and middle school teachers for summer research and education experience. The ECS Division is committed to increasing the participation of women, minorities, and persons with disabilities in all of its programs. Proposals are sought that employ innovative outreach activities to increase the participation of these individuals in the ECS community. Engineering Education and Centers The Engineering Education and Centers (EEC) Division seeks to stimulate new paradigms in engineering research and education that will accelerate technological and educational innovation and improve the quality and diversity of engineering graduates entering the technical workforce. To achieve its mission, EEC facilitates integrated partnerships that cross disciplines and focus on technological systems. For example, academe is linked with industry and the states, and diverse academic institutions are joined in curricular and educational innovations. The objective is to yield well- rounded, professionally-oriented engineers with a global outlook and the ability to assume leadership roles in industry, academe, and society. Deadlines and Target Dates Program announcements are available for each of the programs in this section. For deadlines and target dates, refer to the NSF Bulletin, a monthly publication produced by the Office of Legislative and Public Affairs, or visit the EEC Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. See also page ii for basic information on deadlines for all NSF grants. For More Information For further information on EEC activities, write the Division of Engineering Education and Centers, National Science Foundation, 4201 Wilson Boulevard, Room 585, Arlington, VA 22230; or contact by telephone, (703) 306- 1380, or by fax, (703) 306-0326; or visit the EEC Division Home Page (located on the ENG Directorate Home Page, http://www.eng.nsf.gov/) on the World Wide Web. Areas of Research Research support is available in the Engineering Education and Centers Division through the following activities: Engineering Research Centers (ERCs)-Provide an integrated environment for academe and industry to focus on next- generation advances in complex engineered systems, with synergy among engineering, science, and industrial practice. ERCs integrate research with education at both the graduate and undergraduate levels, producing curriculum innovations derived from the systems focus of the ERCs' strategic research goals. ERCs aim to build trusted partnerships with industry, develop shared infrastructure, and enable the capacity of engineering and science graduates to contribute to the U.S. competitive edge. They provide a systems perspective for long-term engineering research and education enabling fresh technologies, productive engineering processes, and innovative products and services. Industry/University Cooperative Research Centers (I/UCRCs)-Develop long-term partnerships among industry, academe, and government. The centers are catalyzed by a small investment from NSF and are primarily supported by center members, with NSF taking a supporting role in their development and evolution. I/UCRCs stimulate highly leveraged industry/university cooperation by focusing on fundamental research recommended by Industrial Advisory Boards. Each center is established to conduct research that is of interest to both the industry and the university with whom it is involved, with the provision that the industry must provide major support to the center at all times. The centers rely primarily on the involvement of graduate students in their research projects, thus developing students who are knowledgeable in industrially-relevant research. State/Industry University Cooperative Research Centers (S/IUCRCs)-Are an extension of the I/UCRC model, focusing more actively on state or regional local economic development. S/IUCRCs are initiated at the state level with matching state and industrial support. Active means of technology transfer are employed, and may include experimentation with testbeds, hands-on teaching of new concepts to upgrade small business, etc. These centers also may extend their work to include proprietary projects with the support of industry and the state. NSF will no longer be initiating new centers in this mode. Engineering Education Coalitions-Stimulate bold, innovative, and comprehensive models for systemic reform of undergraduate engineering education and increase the retention of students, especially women, underrepresented minorities, and persons with disabilities. The Engineering Education Coalitions share the following common program-level goals: (1) to design and implement comprehensive, systemic models for structural reform of undergraduate engineering education; (2) to provide tested alternative curricula and new instructional delivery systems to accomplish this reform; (3) to create significant intellectual exchange and resource linkages among engineering baccalaureate-producing and precollege institutions; and (4) to increase the successful participation of women, underrepresented minorities, and persons with disabilities in engineering education. Future program emphasis will be on evaluation, dissemination, and institutionalization of educational innovations developed at the coalitions. Engineering Center Linkages with Engineering Technology Programs, Community Colleges, and Technical Institutes-Offer support in a pilot effort to a limited number of students from engineering technology departments, community colleges, and technical institutes to participate in summer research activities at research centers. Combined Research-Curriculum Development-Supports the development of upper-level undergraduate and graduate engineering curricula based on newly created fundamental engineering knowledge. This is a joint program between the Directorates for Engineering and Computer and Information Science and Engineering. Engineering Education Scholars Workshops-Provide support for intensive short-term orientation for new and prospective engineering faculty members. The workshops aim to convey the concept that the scholarship of integrating and imparting knowledge goes hand-in-hand with the scholarship of creating it. Workshop attendees learn from successful scholars and practitioners in such areas as learning theories, course and curriculum design, test construction and evaluation, multimedia technologies, student mentoring, diversity, and leadership. Support to Predominantly Undergraduate Institutions-Provides support through regular research programs and under two special activities: Research in Undergraduate Institutions and Research Opportunity Awards. The goal of these activities is to increase support to institutions where the primary emphasis is on undergraduate education and where research participation is a means to prepare students for graduate study and research careers. Research Experiences for Undergraduates (REU) Awards-Support proposals that seek to attract talented students into academic research careers in engineering. Proposals are in two major categories: REU Sites and REU Supplements. Site awards are institutional grants designed to initiate and conduct undergraduate research participation projects for a number of students appropriate to the discipline and setting. Supplements are made to ongoing NSF research grants to provide research experience on these grants for a small number of undergraduates. Research Planning Grants and Career Advancement Awards for Minority Engineers-Offer Research Planning Grants, one- time limited awards made to minority engineers for preliminary studies and other activities to facilitate the development of more competitive NSF research proposals. Career Advancement Awards for Minority Engineers expand opportunities for minority researchers to advance their careers. They are particularly appropriate for independent investigators whose careers are still evolving, or for experienced researchers who are changing research direction or who have had significant research interruption. Professional Opportunities for Women in Research and Education (POWRE)-Addresses the need to develop full use of the Nation's human resources for science and engineering. Major program objectives are to provide women with opportunities for further career advancement, professional growth, and increased prominence in engineering, and in the disciplines of science supported by NSF, and to encourage more women to pursue careers in science and engineering by providing greater visibility for women scientists and engineers in academic institutions and in industry. For a complete description of POWRE, see Chapter 9, Crosscutting Areas of Research and Education. Supplemental Funding for Support of Women, Minority, and Physically Disabled Engineering Research Assistants-Provides support for supplemental funding for investigators who wish to include women, underrepresented minorities, and physically disabled undergraduate or high school students as research assistants on their projects. Supplemental funding of up to $5,000, including indirect costs, may be requested for each student to be added to the project. Funds provided by this program are limited to two students per grant. Up to 10 percent of this amount may be used for supplies and services. The support may be used for a summer, a quarter, or an academic year. Additional funds in excess of $5,000 may be requested, if necessary, to provide special equipment, modify equipment, or provide other services required specifically for participation of persons with physical disabilities. The equipment must be specifically related to the research work, such as prosthetic devices to manipulate a specific piece of equipment, and not for general assistance, such as wheelchairs or ramps. Geosciences Research in the Directorate for Geosciences (GEO) seeks to advance the state of knowledge about the Earth, including its atmosphere, continents, oceans, interior, and Sun, and the processes that modify them and link them together. The GEO Directorate comprises the following Divisions: Division of Atmospheric Sciences (ATM) Division of Earth Sciences (EAR) Division of Ocean Sciences (OCE) In addition to the information in this chapter, more is available on the GEO Home Page at http://www.geo.nsf.gov/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. The following are the general objectives of this research: To advance the knowledge of the Earth's upper and lower atmosphere and space environment, including solar influences, general circulation and the physical bases of climate, and the smaller-scale, shorter-term phenomena that describe weather processes. To provide improved knowledge on the forces that have governed the evolution of the Earth, from its earliest state to its present biological, chemical, geological, and physical structure and that currently control the processes, the understanding of which provides the scientific and technical foundation for the wise use of the Earth's resources, as well as strategies for the mitigation of the adverse effects of natural hazards. To expand our knowledge of the physical, chemical, geological, and biological processes in the ocean and at its boundaries, with the atmosphere, the shoreline, the seafloor, and the Earth's crust beneath, and to develop technology to achieve these goals. To facilitate research and educational activities that lead to the use of geosciences in addressing national needs, including support for research in priority areas such as environment and global change, high performance computing and communications, advanced materials and processing, and biotechnology. Education and Outreach Activities In addition to the discipline-specific education and outreach activities supported by the three GEO divisions, the Directorate participates in the multiagency Global Learning to Benefit the Earth (GLOBE) Program. The GLOBE Program is a developing international effort that links scientists and schoolchildren through a global information network, and is designed to promote general science literacy related to environmental and global change issues. For More Information For further information on GLOBE, contact Dr. Paul Filmer in the GEO Directorate by telephone, (703) 306-1515, or by e- mail, globe@nsf.gov; or visit the GEO Directorate Home Page (http://www.geo.nsf.gov/) on the World Wide Web. In the EHR Directorate, contact Dr. Patricia Morse by telephone, (703) 306-1614, or by e-mail, mpmorse@nsf.gov; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. For further information on programs in the EHR Directorate, see Chapter 3. Crosscutting Activities The GEO Directorate takes an active role in several areas of crosscutting research not mentioned in this chapter. The following is a list of these activities. For more information on these programs, refer to the chapter indicated. Advanced Materials and Processing Program (AMPP) (see Chapter 6, Mathematical and Physical Sciences) Biotechnology (see Chapter 1, Biological Sciences) Atmospheric Sciences Programs in the Division of Atmospheric Sciences (ATM) support research that will increase the knowledge and understanding of the behavior of the Earth's atmosphere and its interactions with the Sun. Specific activities include: studies of the physics, chemistry, and dynamics of the Earth's upper and lower atmosphere and its space environment; research on climate processes, variations, and change; and studies to understand the natural global cycles of gases and particles in the Earth's atmosphere. The purpose of this research support is to continue to build a fundamental knowledge base about the Earth's atmosphere as well as other planets and the Sun. Specific objectives are: to develop a scientific basis for understanding the dynamic and physical behavior of climate and weather on all spatial and temporal scales and the natural global chemical cycles of gases and particles in the Earth's atmosphere; to improve our understanding of the composition and energetics, and, in particular, the dynamics of the coupled upper atmospheric system; and to improve our knowledge of the Sun as it relates to the Earth's upper atmosphere and space environment. NSF also provides support to operate the National Center for Atmospheric Research (NCAR), Upper Atmospheric Facilities (UAF), and Lower Atmospheric Facilities (LAF). NCAR scientists conduct research in atmospheric and related sciences, and work with universities and other organizations to coordinate large-scale atmospheric research projects. In addition, NCAR operates major aircraft, computers, and other observing and sensing facilities for use by universities, private research laboratories, and researchers at NCAR. UAF consists of four large incoherent-scatter radar facilities located along a longitudinal chain from Greenland to Peru. These multiuser facilities allow scientists to investigate upper atmospheric problems, both local and global. LAF consists of university-based instrumented research aircraft, a ground-based Doppler radar, and field programs support services. These are multiuser national research facilities and offer educational opportunities as well as serve the observational needs of the atmospheric science research community. Finally, NSF provides support for participation by the U.S. scientific community in scientific research endeavors such as the international World Climate Research Program, the International Geosphere/Biosphere Program, the U.S. Weather Research Program, and the National Space Weather Program. Eligibility Requirements Proposals may be submitted by academic institutions, nonacademic and private research organizations, nonprofit and profit-making research organizations, and individuals. Occasionally NSF will sponsor efforts by other government agencies, particularly for field programs. See also page iii for basic eligibility requirements for all NSF grants. Deadlines and Target Dates Proposals may be submitted at any time during the year for all programs except those involving the allocation of observational and computing facilities. For science projects that plan to use lower atmospheric observing facilities and/or large amounts of computing resources (200 General Accounting Units or greater), a facilities request is also required. Proposals should be submitted to the appropriate NSF program and should follow the guidelines printed in the Grant Proposal Guide (NSF 98-2). Facility requests should be sent to the manager of the facility or facilities. Procedures for requesting a facility are established by the providing institution. It is important for institutions submitting a request for facility support to seek advice from the Lower Atmospheric Facilities manager at NSF. For questions on computing proposals, contact the director of the Scientific Computing Division at NCAR. For observational facility requests that will require more than $500,000 in deployment costs, a preproposal must be submitted to NSF four months prior to the submission date for standard facility requests. See also page ii for basic information on deadlines for all NSF grants. For More Information For further information, write the Division of Atmospheric Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 775, Arlington, VA 22230; or telephone (703) 306-1520; or visit the ATM Division Home Page (located on the GEO Directorate Home Page, http://www.geo.nsf.gov/) on the World Wide Web. Aeronomy-Supports research on upper and middle atmosphere phenomena of ionization, recombination, chemical reaction, photoemission, and transport; the transport of energy, momentum, and mass in the mesosphere-thermosphere-ionosphere system, including the processes involved and the coupling of this global system to the stratosphere below and magnetosphere above; and the plasma physics of phenomena manifested in the coupled ionosphere-magnetosphere system, including the effects of high-power radio wave modification. Atmospheric Chemistry-Supports research to measure and model the concentration and distribution of gases and aerosols in the lower and middle atmosphere. Also supports research on the chemical reactions among atmospheric species; the sources and sinks of important trace gases and aerosols; the aqueous-phase atmospheric chemistry; the transport of gases and aerosols throughout the atmosphere; and the improved methods for measuring the concentrations of trace species and their fluxes into and out of the atmosphere. Climate Dynamics-Supports research on the processes that govern climate and the causes of climate variability and change; the assembly and analysis of modern climatic data; and the development and use of climate models to diagnose and simulate climate and its variations and changes. Large-Scale Dynamic Meteorology-Supports basic research to improve the understanding and prediction of atmospheric motion, from synoptic to planetary scales. Research topics include the general circulation, synoptic-scale weather phenomena, atmospheric predictability, and improved parameterization of physical processes and numerical methods for use in large-scale models. Magnetospheric Physics-Supports research on the magnetized plasma envelope of the outer atmosphere including energization by solar wind; the origin of geomagnetic storms and substorms; the population by solar and ionospheric sources; the origin of electric fields; the coupling among the magnetosphere, ionosphere, and atmosphere; and the waves and instabilities in the natural plasma. Also supported are ground-based observational programs at high latitudes. Theoretical research programs may include numerical simulations using nonlinear, three-dimensional plasma physics models. The analysis of data from all sources, whether ground-based or from spacecraft, is also supported. Mesoscale Dynamic Meteorology-Supports research on all aspects of mesoscale meteorological phenomena, including studies of the morphological, thermodynamic, and kinematic structure of mesoscale systems; the development of mesoscale systems and precipitation processes; and the energy transfer between scales. Paleoclimate-Supports the retrieval, analysis, and interpretation of high-quality paleoclimate data sets, and the development of numerical models of the Earth's paleoclimate system. Research is designed to establish a history of the Earth's climate and to understand the processes that govern natural climate variability. Physical Meteorology-Supports research on the physics of the atmosphere, with a special emphasis on cloud physics; atmospheric electricity; radiation; boundary layer and turbulence; and the initiation, growth, and propagation of gravity waves. The program also sponsors the development of new techniques and devices for atmospheric measurements. Solar-Terrestrial-Supports research on the processes by which energy in diverse forms is generated by the Sun, transported to the Earth, and ultimately deposited in the terrestrial environment. Major topics include helioseismology, the solar dynamo, the activity cycle, the magnetic flux emergence, solar flares and activity, coronal mass ejections, solar wind heating, interactions with cosmic rays, and solar wind/magnetosphere boundary problems. Studies on terrestrial influences include solar spectral irradiance changes, solar "constant" changes and climatic impacts, C14 and Sun/climate connections, and solar activity and its effects on the terrestrial environment on various time scales. Upper Atmospheric Facilities NSF supports four large incoherent-scatter radar multiuser facilities located along a longitudinal chain from Greenland to Peru. Each of these facilities is also equipped with powerful optical diagnostic instruments. In response to a need for more understanding of global-scale thermospheric and ionospheric problems, these facilities have been upgraded and realigned into a chain extending from the edge of the polar cap to the magnetic equator. The major goal of the Upper Atmospheric Facilities (UAF) Program is to promote basic research on the structure and dynamics of the Earth's upper atmosphere. Research is supported through the following activities. Sondrestrom Radar Facility-Is located in Sondre Stromfjord, Greenland, and is operated by SRI International under an NSF cooperative agreement. It allows observations on the edge of the polar cap, the cusp (a region of easy access for solar wind energy), and the northern part of the auroral oval. Millstone Hill Radar-Is located near Boston, Massachusetts, and is operated by the Massachusetts Institute of Technology (MIT) under an NSF cooperative agreement. It is located south of the auroral oval in a region where significant mid-latitude phenomena are observed. The Millstone Hill Radar provides observations of high-altitude regions from almost directly above the radar in Sondre Stromfjord to almost directly above the next radar in the chain located at Arecibo, Puerto Rico. Arecibo Observatory-Is located in Arecibo, Puerto Rico, and is operated by Cornell University's National Astronomy and Ionosphere Center (NAIC) under an NSF cooperative agreement. At Arecibo's latitude, scientists have obtained evidence of particle precipitation in the atmosphere, composition changes in the atmosphere after magnetic storms, gravity waves propagating from the auroral region, and the penetration of magnetospheric electric fields. The UAF Program also supports the high-frequency heating facility, located near the observatory. This facility uses the ionosphere as a gigantic plasma physics laboratory, artificially injecting energy into the ionospheric medium to study plasma wave processes. Jicamarca Radio Observatory-Is located at the magnetic equator in Jicamarca, Peru, and is owned by the Instituto Geofisico de Peru. Through a cooperative agreement with Cornell University, NSF acts as the principal sponsor of the facility, which provides a subcontract to the Institute. Eligibility Requirements UAF facilities are available on a competitive basis to all qualified scientists. Use is based on the scientific merit of the proposed research, the capabilities of the radars to carry out the proposed observations, and whether the facility is available during the requested time period. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write to the following addresses or visit the corresponding Home Pages on the World Wide Web: Director, Sondrestrom Radar Facility, Radio Physics Laboratory, SRI International, Menlo Park, CA 94025; (http://128.18.44.75/iono/issfsond.html) Director, Millstone Hill Radar, MIT, Haystack Observatory, Westford, MA 01886; (http://hyperion.haystack.edu/homepage.html) Director, NAIC for Arecibo Observatory, Cornell University, Ithaca, NY 14853; (http://www.naic.edu/) Jicamarca Radio Observatory Project, Department of Electrical Engineering, Cornell University, Ithaca, NY 14853; (http://dartagnan.ee.cornell.edu:8001/radar/ jro/jicamarca.html) National Center for Atmospheric Research The National Center for Atmospheric Research (NCAR), which is funded by the NSF, is a focal point for research in the field of atmospheric sciences. NCAR is located in Boulder, Colorado, and has about 750 scientists and support personnel. NCAR is managed under a cooperative agreement between NSF and the University Corporation for Atmospheric Research (UCAR), a nonprofit consortium of 62 North American universities with graduate programs in atmospheric sciences. In addition to NCAR scientific personnel, the facilities at NCAR are available to university and other scientists, and serve the entire atmospheric sciences research community and part of the ocean sciences community. These facilities include a computing and data center that provides supercomputer resources and services for the development and production of large models, and for archiving, manipulating, and visualizing large data sets. Information on other NCAR facilities is included in the "Lower Atmospheric Facilities" section of this chapter. NCAR scientists conduct research in the areas of atmospheric and ocean sciences and solar astronomy, and are involved with large collaborative research programs with many institutions. Criteria for the selection of research programs include scientific merit, the potential for progress, the appropriateness for a national center, the responsiveness to and fit with university activities, and the relevance to society's needs. NCAR research programs focus on the following areas: large- scale atmospheric and ocean dynamics that contribute to an understanding of the past and present climate processes and global change, including interactions with other environmental systems; global and regional atmospheric chemistry, including geochemical and biogeochemical cycles; the variable nature of the Sun and the physics of the corona; the physics of clouds, thunderstorms, precipitation formation, and the interactions and effects on larger scale weather; and the examination of human society's impact on and response to global environmental change. In addition, NCAR provides fellowships for visiting scientists to conduct research and to interact with NCAR scientists. Eligibility Requirements Support for facilities and visiting scientists is provided on a competitive basis to qualified scientists according to scientific merit, the availability of facility time, and the level of resources. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Director, National Center for Atmospheric Research, P.O. Box 3000, Boulder, CO 80307; or visit the NCAR Home Page (http://www.ncar.ucar.edu/) on the World Wide Web. UNIDATA UNIDATA is a national program to help universities access, analyze, and display a wide range of atmospheric data on their own computers, often in real time. The program is managed by the University Corporation for Atmospheric Research (UCAR), and is supported by NSF's Division of Atmospheric Sciences. UNIDATA serves a broad community, including teaching and research professionals in weather forecasting, climate studies, atmospheric analysis and modeling, and related disciplines. NSF provides equipment grants to support UNIDATA activities at universities. For more information, visit the UNIDATA Home Page (http://www.unidata.ucar.edu/) on the World Wide Web. Lower Atmospheric Facilities Through NCAR and several universities, NSF supports multiuser national research facilities that offer educational opportunities and serve the observational needs of the entire atmospheric science research community. Specifically, NSF's Lower Atmospheric Facilities (LAF) Program supports the following: Aircraft-Located at NCAR, a four-engine Lockheed Electra, a four-engine Lockheed EC-130Q Hercules, and a General Dynamics WB-57F; at the University of Wyoming, a Beech King Air; and at the South Dakota School of Mines and Technology, an armored T-28. These aircraft can be equipped with sensors to measure meteorological and chemical state parameters, including temperature, pressure, dewpoint, winds, and ozone. In addition, a variety of other instruments can be selected for a particular project, or in many cases, users may supply their own specialized instrumentation. Radar-NCAR is equipped with an airborne X-band-a dual- beam, rapid conical-scanning multiple-frequency radar that is mounted on NCAR's Electra aircraft; and a transportable multiparameter S/X-band Doppler radar that can transmit horizontal and vertical polarization on a pulse-to-pulse basis to provide copolar (CDR and Phi-dp) data at 10 cm. Colorado State University is equipped with a transportable CSU S-band radar that provides two complete transmit and receive channels to produce simultaneous measurements of horizontal and vertical polarization. (NCAR's multiparameter radar also operates at dual wavelengths and can provide depolarization data at 3 cm.) All of these are available for atmospheric research, and all are Dopplerized and can provide measurements of equivalent radar reflectivity factor, mean radial velocity, and spectrum width. Other Facilities-At NCAR's Atmosphere-Surface Turbulent Exchange Research Facility, research focuses on the structure of the atmosphere's surface layer and provides measurements from surface fluxes of trace chemical species, water vapor, sensible heat, and momentum. NCAR also operates a network of surface meteorology stations. These stations are outfitted with sensors to measure wind, temperature, humidity, pressure, solar radiation, and precipitation. Several systems are available from NCAR that can measure the vertical profile of temperature, moisture, pressure, and winds in the troposphere. These include a surface balloon- borne Cross-chain Loran Atmospheric Sounding System (CLASS); a dropwindsonde system that may be launched from most LAF aircraft; and an Integrated Sounding System (ISS). The ISS combines a complete surface meteorological observing station with a Loran- or Omega-tracked balloon system and a radar profiler at 915 megahertz for high-resolution winds in the lower troposphere. This is supplemented with a Radio- Acoustic Sounding System (RASS) for virtual temperature and moisture profiles in the lower 1 to 3 kilometers. The ISS sensors are connected to an integrated data storage, display, and transmission system that readily accepts additional complementary sensors. Eligibility Requirements The Lower Atmospheric Facilities are available on a competitive basis to all qualified scientists. Use is based on the scientific merit of the proposed research, the capabilities of the facilities to carry out the proposed observations, and whether the facility is available during the requested time period. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write to the following addresses or visit the corresponding Home Pages on the World Wide Web: Division Director, Atmospheric Technology Division, NCAR, P.O. Box 3000, Boulder, CO 80307-3000; (http://www.atd.ucar.edu) Facility Manager, Wyoming King Air, Department of Atmospheric Science, P.O. Box 3038, University Station, Laramie, WY 82071; (http://www- das.uwyo.edu/atsc/facilities/index.shtml) Facility Manager, T-28, Institute of Atmospheric Sciences, South Dakota School of Mines and Technology, Rapid City, SD 57701; (http://www.sdsmt.edu/newintro/main_academic.html) Facility Manager, CSU-CHILL Radar, Department of Atmospheric Sciences, Colorado State University, Fort Collins, CO 80523; (http://olympic.atmos.colostate.edu/CHILL/CSU-CHILL.html) Earth Sciences These programs support proposals for research geared toward improving the understanding of the structure, composition, and evolution of the Earth and the processes that govern the formation and behavior of the Earth's materials. The results of this research will create a better understanding of the Earth's changing environments, and the natural distribution of its mineral, water, and energy resources and provide methods for predicting and mitigating the effects of geologic hazards such as earthquakes, volcanic eruptions, floods, and landslides. Programs offering research support are grouped under two headings: Core Research Support and Special Emphasis Areas. Eligibility Requirements Proposals will be accepted from colleges, universities, and other institutions in the United States with formal research programs in the earth sciences. Proposals may involve individual scientists, or be a collaborative effort of associated researchers working on coordinated projects. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information on the programs in the Division of Earth Sciences, see the publication Earth Sciences Research at the National Science Foundation (NSF 96-50). For further information, write the Division of Earth Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 785, Arlington, VA 22230; or telephone (703) 306-1550; or visit the EAR Division Home Page (located on the GEO Directorate Home Page, http://www.geo.nsf.gov/) on the World Wide Web. Core Research Support NSF supports the best research proposals received in any area of geology, geophysics, geochemistry, paleobiology, and hydrology, including interdisciplinary or multidisciplinary proposals that may involve one or more of these disciplines. Especially welcome are proposals for research in newly emerging areas of science that may not fit easily into one of these categories. For convenience in proposal evaluation, proposals received are assigned to one of the six individual programs listed below or to the Continental Dynamics or Instrumentation and Facilities Programs, if appropriate. The titles of these programs indicate in general terms, the subject matter covered by each, although they should be considered very broad and not necessarily restricted to their specified discipline of science. The following list identifies the programs in the Core Research Support area and the numbers to call for more information: Geology and Paleontology (703) 306-1551 Tectonics (703) 306-1552 Petrology and Geochemistry (703) 306-1554 Geophysics (703) 306-1556 Hydrologic Sciences (703) 306-1549 Education and Human Resources (703) 306-1557 Special Emphasis Areas Within the Division of Earth Sciences, certain research areas may be selected for special emphasis, or on the basis of special scientific opportunities. Frequently, these are related to areas of national priority, such as the Environment and Global Change Research Program and the National Earthquake Hazard Reduction Program. The following is a list of current Special Emphasis Areas and the publication number for the corresponding program announcement. These announcements contain further information, such as special evaluation criteria beyond general NSF requirements, and submission deadlines for consideration in these areas. Earth System History (NSF 96-142) Water and Energy: Atmospheric, Vegetative, and Earth Interactions (NSF 95-45) Environmental Geochemistry and Biogeochemistry (NSF 96- 152) Active Tectonics (NSF 95-137) Cooperative Studies of the Earth's Deep Interior (CSEDI) (NSF 95-155) Earth Sciences Postdoctoral Research Fellowships (NSF 93- 93) Continental Dynamics-Supports multidisciplinary research that will result in a better understanding of the processes that govern the origin, structure, composition, and dynamical evolution of the continents and continental building blocks. This program is especially geared toward projects whose scope and complexity require a cooperative or multi-institutional approach and multiyear planning and execution. It is intended that the program fund only relatively large projects that do not fit easily within Earth Sciences Project Support, and that offer broad support for major sections of the earth sciences community. The program also funds research as part of the interagency and International Continental Scientific Drilling and Exploration Program. Eligibility Requirements Proposals may be submitted by academic institutions and nonprofit research organizations. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Division of Earth Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 785, Arlington, VA 22230; or telephone (703) 306-1559; or visit the EAR Division Home Page (located on the GEO Directorate Home Page, http://www.geo.nsf.gov/) on the World Wide Web. Instrumentation and Facilities-Supports the acquisition or upgrade of equipment required for research; the development of new instrumentation and techniques that extend current research capabilities in the earth sciences; the operation of multiuser regional or national facilities that provide access to complex and expensive instrument systems for a significant segment of the earth sciences research community; and the funding of research technicians. Eligibility Requirements Proposals may be submitted by academic institutions and nonprofit research organizations. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Division of Earth Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 785, Arlington, VA 22230; or telephone (703) 306-1558; or visit the EAR Division Home Page (located on the GEO Directorate Home Page, http://www.geo.nsf.gov/) on the World Wide Web. Ocean Sciences The Division of Ocean Sciences (OCE) supports research that will create a better understanding of the ocean and ocean basins. Research programs support individual scientists, small groups of cooperating scientists, and some large coordinated projects. OCE also supports efforts to develop, acquire, and operate instruments and facilities needed to carry out these research programs. Support is provided for research in the areas of biological, geological, physical, and chemical processes in ocean and ocean technology that will advance our knowledge in the ocean sciences and apply this knowledge toward national needs. Biological Oceanography-Supports research on ocean productivity; distribution, abundance, physiology, and life history of pelagic, coastal, and deep-sea marine organisms and their interactions with environments; structures of pelagic and benthic food chains; primary and secondary production; interactions between deep-sea biological processes and the ocean ecosystem; specialization of deep- sea organisms; ecology of the Great Lakes and factors regulating productivity; and marine biotechnology. Chemical Oceanography-Supports research on physical and chemical properties of seawater, including kinetic and thermodynamic equilibria of chemical species and compounds in seawater; fluxes between seafloor sediments, their interstitial waters, and overlying seawater; fates of materials deposited on the seafloor; alterations and interactions of material moving through the ocean; interactions and interdependencies between chemical processes and marine organisms; air/sea exchanges of man- made and naturally mobilized chemicals; and chemical properties of the ocean surface. Marine Geology and Geophysics-Supports research on the structure of continental margins, oceanic rise systems, and deep-sea sedimentary basins; evolution of ocean basins; processes controlling exchanges of heat and chemical elements between seawater and oceanic rocks; tectonic and volcanic activity at mid-ocean ridges; chemical and mineralogic variations in marine sediments; deposition, erosion, and distribution of marine sediments; geologic and oceanographic processes controlling sedimentary systems; past oceanic circulation patterns and climates; evolution of microfossil groups; paleoenvironmental controls on fossil groups and sediment types; and interactions of continental and oceanic geologic processes. Physical Oceanography-Supports research on the description, analysis, and modeling of oceanic circulation and transport; effects of circulation on energy and momentum transport; physical circulation processes, eddy generation, and turbulent mixing on continental shelves; mixing processes and circulation in estuaries; wind-generated tides and surface and internal waves; small-scale transport processes such as diffusion, conduction, convection, and three-dimensional turbulence; and physical properties of seawater and circulation and mixing processes in lakes. Ocean Technology and Interdisciplinary Coordination-Supports a wide range of multidisciplinary activities that broadly seek to develop, transfer, or apply instrumentation and technologies that will benefit research programs supported by NSF and enhance the conduct of basic ocean sciences research. Instrumentation and technology projects supported by this program must be broadly usable and be of benefit to more than a particular research project. The scope of projects varies from short-term feasibility studies, to development, construction, and at- sea testing of a prototype to demonstrate that useful and applicable data are obtained. If ocean research is to be undertaken, joint consideration with the relevant research program may be undertaken for the instrument development phase of the project. In addition, the interdisciplinary coordination program area supports a limited number of research approaches that cross the four basic ocean science subdisciplines (physics, chemistry, biology, and geology and geophysics). Oceanographic Centers and Facilities NSF supports construction, conversion, acquisition, and operation of major shared-use oceanographic facilities. The University-National Oceanographic Laboratory System (UNOLS) schedules these facilities and expeditionary programs. This program supports expensive facilities that are necessary for NSF-funded research and training of oceanographers. Examples of these facilities are ships, submersibles, large shipboard equipment, and shared-use instruments to collect and analyze data. NSF encourages local contributions from nonfederal funds; however, there is no fixed requirement for institutional contributions. Eligibility Requirements Support for major oceanographic facilities is concentrated at institutions that have substantial research programs in oceanography in addition to supporting the research projects of other institutions. Before submitting a proposal for support under this program, institutions should seek advice from the Oceanographic Centers and Facilities Section. Specific instructions on how to submit proposals for ship operations, technicians, shipboard equipment, and oceanographic instrumentation can be found in the publication Oceanographic Centers and Facilities Section (NSF 94-124). See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Oceanographic Centers and Facilities Section, Division of Ocean Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 725, Arlington, VA 22230; or telephone (703) 306-1576; or visit the OCE Division Home Page (located on the GEO Directorate Home Page, http://www.geo.nsf.gov/) on the World Wide Web. Ocean Drilling Program The Ocean Drilling Program (ODP) explores, on a global scale, the Earth's crust beneath the ocean in order to learn more about the composition, structure, and history of the submerged portion of the Earth's surface. The drilling process involves logging and collecting geologic samples from the floor of deep ocean basins through rotary coring and hydraulic piston coring. The logs and samples of the cores are available to qualified scientists throughout the world for research projects. ODP Operations-The drilling program has taken samples at various sites, including the North Atlantic Ocean, Norwegian Sea, Mediterranean Sea, southern and equatorial Atlantic Ocean, Pacific Ocean off the west coast of South America, Weddell Sea off Antarctica, Indian Ocean, and western and equatorial Pacific Ocean. The general contractor for the overall management and operation of the ODP is Joint Oceanographic Institutions, Inc. (JOI), a consortium of major U.S. oceanographic institutions. The drilling operations are managed by Texas A&M University; logging is managed by the Lamont-Doherty Earth Observatory, located at Columbia University. U.S. Science Support-NSF provides funding for the participation and drilling-related research performed by U.S. scientists. Activities include the investigations of potential drilling regions, especially by means of regional geophysical field studies; the feasibility and initial development of downhole instruments and techniques; and the downhole geophysical and geochemical experiments. In addition, NSF will consider proposals for studies that lead to a long-range definition of future drilling objectives. To be considered for support, proposed projects should be clearly relevant to the drilling plans of the international drilling community, and focus on predrilling or drilling-concurrent activities. Postcruise studies should generally be submitted through other appropriate NSF programs in the areas of ocean and earth sciences and polar programs. Additional support for U.S. scientists may be obtained through the JOI U.S. Science Advisory Committee (USSAC). This NSF-sponsored program consists of planning activities, such as workshops, to define concepts and develop problem- related drilling programs, including U.S. participation in Joint Oceanographic Institutions for Deep Earth Sampling (JOIDES); and support for U.S. scientists participating on the drill ship, and for necessary follow-up studies related to initial publication of drilling results. In addition, requests for proposals may be issued for other surveys, regional and topical syntheses of existing data, and the development of downhole tools and instrumentation as these tasks are identified. For More Information For further information, write the Ocean Drilling Program, Oceanographic Centers and Facilities Section, Division of Ocean Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 725, Arlington, VA 22230; or telephone (703) 306-1581; or visit the OCE Division Home Page (located on the GEO Directorate Home Page, http://www.geo.nsf.gov/) on the World Wide Web. Proposals for drilling specific sites should be submitted to the JOIDES Planning Committee Chairman, c/o Joint Oceanographic Institutions, Inc., 1755 Massachusetts Avenue, N.W., Suite 800, Washington, DC 20036; or telephone (202) 232-3900. Applications for scientific participation aboard a ship should be submitted to the Manager of Science Operations, Ocean Drilling Program, Texas A&M University, College Station, TX 77843-3469. Appropriate support may be provided by JOI-USSAC. Send requests for data and samples of core material to the Curator, Ocean Drilling Program, Texas A&M University, College Station, TX 77843-3469; or visit their Home Page (http://www-odp.tamu.edu/curation/) on the World Wide Web. For information regarding logs and the logging program, write the Borehole Research Group, Lamont-Doherty Earth Observatory, Palisades, NY 10964; or visit their Home Page (http://www.ldeo.columbia.edu/BRG/brg_home. html) on the World Wide Web. Proposals for planning activities and workshops may be submitted to the JOI-USSAC Chairman, c/o Joint Oceanographic Institutions, Inc., 1755 Massachusetts Avenue, NW, Suite 800, Washington, DC 20036. Mathematical and Physical Sciences Programs in the Mathematical and Physical Sciences (MPS) Directorate are designed to increase the knowledge base in the mathematical and physical sciences; to improve the quality of education in the mathematical and physical sciences in graduate and undergraduate activities; to increase the rate at which advances in the mathematical and physical sciences are translated into advances in science and technology on a broad spectrum and into societal benefits; and to increase the diversity of people and approaches in the mathematical and physical sciences. To help the programs in MPS meet these goals, the directorate encourages collaboration with other NSF directorates, other agencies, and industrial organizations. The MPS Directorate comprises the following Divisions: Office of Multidisciplinary Activities (OMA) Division of Astronomical Sciences (AST) Division of Mathematical Sciences (DMS) Division of Physics (PHY) Division of Chemistry (CHE) Division of Materials Research (DMR) In addition to the information in this chapter, more is available on the MPS Directorate Home Page at http://www.nsf.gov/mps/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. Examples of the types of research supported by the MPS Directorate include: standard research projects, ranging from basic to applied, that support the research of individuals and small groups with their associated students, postdoctoral researchers, equipment, etc.; groups and centers that support the research of individuals and teams within a framework of larger scope and scale, including greater expectations for outreach and interaction, shared use of facilities, and development of students and postdoctoral researchers; instrumentation for shared use, instrument development, user facilities, and construction of major research equipment that will provide needed infrastructure for research and education; activities aimed at education in the mathematical and physical sciences that focus on the undergraduate, graduate, and postdoctoral levels and work in cooperation with programs in the Education and Human Resources Directorate; and workshops, symposia, conferences, and related activities that achieve results and focus on new directions for future work. The operational activities in MPS are organized around divisional and disciplinary lines and include astronomical sciences, chemistry, materials research, mathematical sciences, and physics. MPS also encourages communication among the divisions and across Directorate boundaries to ensure effective support of research and education projects in emerging fields that cut across those lines. MPS is an active participant in a number of interagency and intra-agency programs that focus on interdisciplinary areas of importance to the national interest. These include advanced materials and processing; biotechnology; environment and global change; high performance computing and communications; advanced manufacturing technologies; civil infrastructure systems; and science, mathematics, engineering, and technology education. Researchers and educators interested in exploring opportunities in these areas should contact the program most closely related to their own interests to learn more about submitting proposals. Deadlines and Target Dates For deadline or target dates for the submission of proposals, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs. See also page ii for basic information on deadlines for all NSF grants. Special Focus Programs Advanced Materials and Processing The overall goals of the Advanced Materials and Processing Program (AMPP) are to enhance the materials knowledge base and apply it to problems of national importance and to provide interdisciplinary education and training that will prepare future scientists and engineers for careers in universities, government, and industry. AMPP has three objectives: (1) to synthesize novel materials; (2) to advance the understanding of the behavior and properties of materials; and (3) to develop processes to produce, modify, and shape materials. The program supports individual and small group projects, interdisciplinary centers, and national synchrotron, neutron scattering, and high magnetic field facilities and major instrumentation for shared use. AMPP fosters interagency collaborations and promotes materials-related activities through university/ industry/government consortia. Research under AMPP seeks to provide an improved understanding of the interrelationships among synthesis, processing, and performance of materials, and a description of their structure, composition, and properties at the atomic, molecular, microscopic, and macroscopic levels. AMPP includes research on the following classes of materials: metals; ceramics; polymers; composites; and electronic, optical/photonic, biomolecular, magnetic, and superconducting materials. AMPP is an important partner in NSF activities that link research and education, including participation in the CAREER, GOALI, and REU Programs. BIO, CISE, EHR, ENG, GEO, MPS, and SBE support or contribute to AMPP-related research through appropriate programs in these directorates. AMPP represents a collaborative effort among these directorates, which coordinate NSF's overall support for materials-related research and education, and help facilitate the review and management of cross- directorate research and education projects. For More Information For further information, contact: in the MPS Directorate, Dr. Andrew Lovinger, Senior Staff Associate, Division of Materials Research, (703) 306-1839; and in the ENG Directorate, Dr. John Hurt, Program Director, Engineering Research Centers Program, (703) 306-1383. Other Crosscutting Activities The MPS Directorate takes an active roll in several areas of crosscutting research not mentioned in this chapter. The following is a list of these activities. For more information on these programs, refer to the chapter indicated. Biotechnology (see Chapter 1, Biological Sciences) Manufacturing (MAN) (see Chapter 4, Engineering) Multidisciplinary Activities Established in 1995, the Office of Multidisciplinary Activities (OMA) supports activities that cut across MPS disciplines or bridge these disciplines with other areas of science from other NSF Directorates. OMA works to intensify the Directorate's support for multidisciplinary research and human infrastructure and takes advantage of new opportunities. Each year a few areas of emphasis will be targeted for high priority funding consideration. Current examples are optical science and engineering, environmental science and technology, and the GOALI Initiative. For More Information For further information, write the Head, Office of Multidisciplinary Activities, Mathematical and Physical Sciences Directorate, National Science Foundation, 4201 Wilson Boulevard, Room 1005, Arlington, VA 22230; or contact by telephone, (703) 306-1800; or visit the MPS Directorate Home Page (http://www.nsf.gov/mps/) on the World Wide Web. Grant Opportunities for Academic Liaison with Industry The Grant Opportunities for Academic Liaison with Industry (GOALI) Program is designed to encourage new links between university-based research groups, usually composed of a few graduate students and postdoctoral associates, and private enterprises that use advanced science and technology. These links may be joint or complementary research programs or exchange of personnel. GOALI will provide participants with opportunities to work on industrially relevant problems and to gain experience and insight into what drives scientific and technological development in the commercial sector. For more information on the GOALI Initiative, see Chapter 9, Crosscutting Areas of Research and Education. Astronomical Sciences The overall objective of the Astronomical Sciences (AST) Division is to increase our knowledge of the universe. Support is given for research aimed at determining the composition, structure, and evolution of planets, stars, and galaxies, including our Sun and the Milky Way. AST supports the development and operation of three National Astronomy Centers. AST also provides the United States' share of the funding for the operation of the Gemini Observatories, an international partnership that is constructing two 8-meter optical/infrared telescopes. The astronomy centers are equipped with radio, optical, infrared, and special telescopes that are made available to the scientific community on a competitive basis. Staff at the centers give technical assistance to visiting scientists, conduct studies of their own, and develop advanced instrumentation. AST also supports the Center for Particle Astrophysics, an NSF Science and Technology (S&T) Center. For more information For general information, write the Division of Astronomical Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 1045, Arlington, VA 22230; or contact by telephone, (703) 306-1820; or visit the AST Division Home Page (located on the MPS Directorate Home Page, http://www.nsf.gov/mps/) on the World Wide Web. Astronomy Research and Instrumentation Astronomy and Astrophysics Research Projects provide a broad base for support of fundamental research aimed at understanding the states of matter and physical processes in the solar system and our Milky Way galaxy, and the origin and evolution of the present universe. Proposals to support searches for extraterrestrial intelligence are not funded in AST. Advanced Technologies and Instrumentation (ATI)-Supports the development and construction of state-of-the-art detectors and instruments for the visible and infrared region of the spectrum; interferometric imaging instrumentation; adaptive optics; and the application of new technology and innovative techniques to astronomy. ATI also includes a Facilities Instrumentation activity to support large facilities instruments at independent optical astronomy observatories. Education, Human Resources, and Special Programs-Coordinates research support in special areas that are astronomy-related. Programs include Research Experiences for Undergraduates (Sites and Supplements), Presidential Early Career Awards for Scientists and Engineers (PECASE), Faculty Early Career Development (CAREER), Research at Undergraduate Institutions, Professional Opportunities for Women in Research and Education (POWRE), and programs for underrepresented minorities. For a complete description of POWRE, see Chapter 9, Crosscutting Areas of Research and Education. Electromagnetic Spectrum Management-Coordinates with other government agencies to use electromagnetic spectrum for research and frequency assignments for other telecommunications and electronics systems. Extragalactic Astronomy and Cosmology-Supports theoretical and observational studies of extragalactic objects ranging from nearby galaxies to the most distant quasars, and their relevance to galactic evolution and cosmology. Galactic Astronomy-Supports theoretical and observational studies on the structure and evolution of the Milky Way galaxy; the distribution, position, and motion of stars in the galaxy; the characteristics of star clusters in the galaxy; the interstellar medium; and the properties of atoms and molecular constituents of the interstellar medium. Planetary Astronomy-Supports theoretical and observational studies of the detailed structure and composition of planetary surfaces, interiors, atmospheres, and satellites; the nature of small bodies such as asteroids and comets; and the origin and development of the solar system. Stellar Astronomy and Astrophysics-Supports theoretical and observational studies of the structure and activity of the Sun; the physical properties of all types of stars; all aspects of star formation and stellar evolution; the effects of mass loss, rotation, and magnetic fields; and the properties of atoms and molecules that are relevant to stellar astronomy. National Astronomy and Ionosphere Center NSF supports the National Astronomy and Ionosphere Center (NAIC), a visitor-oriented national research center focusing on radio and radar astronomy and atmospheric sciences. NAIC's headquarters are in Ithaca, New York, where it is operated and managed for NSF by Cornell University. Its principal observing facilities are 19 kilometers south of the city of Arecibo, Puerto Rico. NAIC provides telescope users with a wide range of research and observing instrumentation, including receivers, transmitters, and digital data acquisition and processing equipment. The center has a permanent staff of scientists, engineers, and technicians who are available to help visiting investigators with their observation programs. NAIC's principal astronomical research instrument is a 305- meter fixed spherical radio/radar telescope, the world's largest single radio wavelength reflector. Its frequency capabilities range from 50 megahertz to 5 gigahertz. Transmitters include an S-band (2,380-megahertz) radar system for planetary studies and a 430-megahertz radar system for aeronomy studies. A high-power ionospheric heating facility provides researchers with a unique capability to investigate nonlinear plasma phenomena in the ionosphere. A major three-phase upgrade of NAIC's main antenna facility was completed in 1997. In the first phase, a large reflecting screen was built around the periphery of the 305- meter reflector to reduce the effect of scattered ground radiation on the observations. The second phase involved the installation of a pair of wide-band aberration-correcting reflectors to replace the line feeds above 250 megahertz. In the final phase, the power of the S-band radar system was doubled. Eligibility Requirements NAIC facilities and instrumentation are available on a competitive basis to qualified scientists from all over the world. Telescope time is assigned after judgment of research proposals on the basis of scientific merit, the capability of the instruments to do the work, and the availability of the telescope during the requested time period. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Director, National Astronomy and Ionosphere Center, Cornell University, Ithaca, NY 14853. Gemini 8-Meter Telescopes The Gemini 8-Meter Telescopes Project is an international undertaking that will provide astronomers from the partnership countries-the United States, the United Kingdom, Canada, Chile, Brazil, and Argentina-with 8-meter telescopes in the Northern hemisphere on Mauna Kea, Hawaii, and in the Southern hemisphere on Cerro Pachon, Chile. The Mauna Kea telescope will be infrared optimized and have superb image quality; the Chilean telescope will be its near twin. NSF acts as the executive agency for the partnership, and the Association of Universities for Research in Astronomy, Inc. (AURA)-a consortium of 20 major universities-is managing the construction of the telescopes. When operational, these telescopes will provide astronomers from the partnership countries with world-class observing facilities. Observing time will be assigned on the basis of scientific merit. Completion is expected in 1998 on Mauna Kea and in 2000 in Chile. National Optical Astronomy Observatories NSF supports the National Optical Astronomy Observatories (NOAO), a national center for research in ground-based optical and infrared astronomy and solar physics. Large optical telescopes, observing instrumentation, and data analysis equipment and the NOAO staff of astronomers, engineers, and various support personnel are available to assist qualified visiting scientists in their use of the facilities. NOAO, whose headquarters are located in Tucson, Arizona, is operated and managed by AURA (Association of Universities for Research in Astronomy, Inc.). NOAO comprises the Kitt Peak National Observatory, the Cerro Tololo Inter-American Observatory, and the National Solar Observatory. Eligibility Requirements The NOAO facilities and instrumentation are available on a competitive basis to all qualified U.S. scientists and occasionally to foreign visitors. Telescope time is assigned on the basis of scientific merit, the capability of the instruments to do the work, and the availability of the telescope during the requested time period. For More Information For further information, write the Director, National Optical Astronomy Observatories, P.O. Box 26732, Tucson, AZ 85726. Kitt Peak National Observatory (KPNO)-The observing facilities of KPNO are located on Kitt Peak, a 2,089-meter mountain that is 90 kilometers southwest of Tucson, Arizona. The facilities include the 3.5-meter WIYN telescope, the 4- meter Mayall Telescope, a 2.1-meter general-purpose reflector, a 92-centimeter coud_ feed (associated with the 2.1-meter), and a 0.9-meter equipped for wide-field imaging. A full complement of state-of-the-art spectroscopic, photometric, and imaging instrumentation is available for use on these telescopes. Cerro Tololo Inter-American Observatory (CTIO)-Provides qualified scientists with telescopes and related facilities for astronomical research in the Southern hemisphere. CTIO has offices, laboratories, and living quarters in the coastal city of La Serena, Chile, located about 482 kilometers north of Santiago, Chile. The observing facilities are located on Cerro Tololo, a 2,194-meter mountain on the western slopes of the Andes, about 64 kilometers inland from La Serena. CTIO operates six telescopes, including the 4-meter Blanco telescope, which is a near twin to the 4-meter Mayall at Kitt Peak. The other telescopes are a 1.5-meter, a 0.91- meter, a 0.61-meter reflector, a Schmidt telescope (on loan from the University of Michigan), and a 1-meter reflector (on loan from Yale). These telescopes are equipped with instruments similar to those at KPNO. National Solar Observatory (NSO)-Is devoted to research in the fields of solar physics, solar/terrestrial relationships, and related areas. NSO makes available to qualified scientists the world's largest collection of modern optical solar telescopes and auxiliary instrumentation designed to observe the solar photosphere, chromosphere, and corona. NSO has observing facilities atop Kitt Peak, Arizona (NSO/KP), and Sacramento Peak, New Mexico (NSO/SP). The Kitt Peak facilities consist of the 1.5-meter McMath-Pierce Solar Telescope, the world's largest solar research instrument, and a solar vacuum telescope/magnetograph. The McMath complex is designed primarily for solar observations and is also used for planetary and stellar observations and for laboratory high-resolution spectroscopy. NSO/SP is located in Sunspot, New Mexico, at an elevation of 2,800 meters on a crest of the Sacramento Mountains. The principal instruments are the 0.76-meter aperture Solar Vacuum Tower Telescope, equipped with spectrographs, optical benches, and the Advanced Stokes Polarimeter; and the Evans Solar Facility, equipped with a 40-centimeter aperture coronagraph, spectrographs, and a coronal photometer. The NSO also operates the Global Oscillation Network Group (GONG), a world-wide network of instruments for helioseismology, and the GONG Data Center in Tucson, Arizona. National Radio Astronomy Observatory NSF supports the National Radio Astronomy Observatory (NRAO), which makes radio astronomy facilities available to qualified scientists. The NRAO staff help visiting scientists use the large radio antennas, receivers, and other equipment needed to detect, measure, and identify radio waves from astronomical objects. The headquarters of NRAO are located in Charlottesville, Virginia. Observing sites are located in Green Bank, West Virginia; Kitt Peak near Tucson, Arizona; a site 80 kilometers west of Socorro, New Mexico; and 10 sites in the continental United States and on the islands of Hawaii and St. Croix, on the latter of which individual antennas of the Very-Long-Baseline Array (VLBA) are located. NRAO is supported under the terms of a cooperative agreement between NSF and Associated Universities, Inc. (AUI), the organization responsible for the operation and management of the observatory. Only one telescope is currently operated at the Green Bank site. It is a 43-meter aperture instrument that permits the study of spectral lines at centimeter wave lengths and is an integral part of the Very-Long-Baseline-Interferometer network. This network studies quasars and is involved in the high-resolution mapping of galactic objects based on simultaneous observations by combinations of telescopes over transcontinental and intercontinental distances. Currently under construction at Green Bank is a 100-meter telescope that is expected to be fully operational in 1999, when the 43-meter telescope will be retired. A 12-meter millimeter-wavelength telescope is located on Kitt Peak to take advantage of the high altitude and dry climate necessary for short radio wavelengths. This telescope is capable of both continuum and spectral-line studies at wavelengths from 1 centimeter to as short as 1 millimeter. The Very Large Array (VLA) telescope located west of Socorro, New Mexico, consists of 27 antennas and carries out aperture synthesis observations of faint radio sources. Both continuum and spectral-line observations at wavelengths of 1.3, 2, 6, and 20 centimeters can be made. The VLBA operates on the basis of the same physical principles as the VLA, but because of the much larger distances between antennas, the data are recorded at each site and compared later at Socorro, New Mexico. Because of its larger antenna separation, the VLBA is capable of resolving much smaller details in astronomical sources than is the VLA. Eligibility Requirements NRAO makes observing time on each instrument available to all qualified U.S. scientists and occasionally foreign visitors. Telescope time is assigned after judgment of research proposals on the basis of scientific merit, the capability of the instruments to do the work, and the availability of the telescope during the requested time period. See also page iii for basic eligibility requirements for all NSF grants. For More Information For further information, write the Director, National Radio Astronomy Observatory, Edgemont Road, Charlottesville, VA 22903. Mathematical Sciences The Division of Mathematical Sciences (DMS) supports a wide range of projects aimed at developing and exploring the properties and applications of mathematical structures. Most of these projects are those awarded to single investigators or small groups of investigators working with graduate students and postdoctoral researchers. The Mathematical Sciences Infrastructure handles a variety of different activities falling outside this mode. The following activities cut across all disciplinary programs. For More Information For further information on DMS programs, write the Division of Mathematical Sciences, National Science Foundation, 4201 Wilson Boulevard, Room 1025, Arlington, VA 22230; or contact by telephone, (703) 306-1870; or visit the DMS Home Page (located on the MPS Directorate Home Page, http://www.nsf.gov/mps/) on the World Wide Web. Cross-Disciplinary Interactions A number of areas in science and engineering have problems of great mathematical and statistical complexity or obscurity that are creating a demand for mathematical and statistical cooperation. The depth of the problems being raised often exceeds that of the training of the scientists and engineers currently in mathematical and statistical theory. To progress in solving these problems, mathematical scientists must be sought to work in tandem with other scientists. At the same time, it is frequently the case that the problems posed stimulate interesting, new, and deep mathematical and statistical questions that deserve attention. DMS hopes to foster interactions that require the participants to go well beyond their respective areas of expertise, to nurture young talent in the interdisciplinary mode of research, and to involve underrepresented groups whenever possible. The following are some of these exciting research opportunities: In the area of biosciences, striking advances in biology, computer science, and the mathematical sciences are creating opportunities to collaborate on research work with fields such as molecular biology, neuroscience, and ecosystems and offer challenging computational and analytical problems. Biological sciences interaction may extend significantly into the core areas of mathematics, such as topology, operator algebras, probability, and nonlinear dynamical systems, as well as the more traditional areas of applied mathematics and statistics. Other opportunities include research in the areas of high performance computing and communications; mathematical and statistical aspects of materials behavior and theoretical continuum mechanics; geosciences; advanced manufacturing technologies; mathematical sciences related to biotechnology; and mathematical, statistical, and computational aspects of global change research. Research in the area of materials includes interaction of thermal and mechanical effects; phase transition and formation of microstructures and crystals; foundations of nonlinear elasticity and electromagnetic materials; composite materials; and related mathematical questions such as control, optimization, and studies of differential equations arising in these contexts. Research opportunities in advanced manufacturing particularly emphasize simulation, modeling, and analysis of manufacturing processes and devices; applications for manufacturing of deterministic and stochastic quality control; and optimization. Mathematical sciences research related to bioprocessing and bioconversion, bioelectronics and bionetworks, agricultural applications, and marine biotechnology is especially encouraged. Global change research supports the critical development of modeling, analysis, simulation, and prediction in the context of the total Earth system. A particular emphasis is placed on analytical and computational methods for stochastic and deterministic partial differential equations and statistical techniques that encompass the full range of temporal and spatial scales. There are also opportunities in environmental technology, including pollution prevention, monitoring, and remediation. Researchers should be aware of implications of their efforts toward such activities. Areas of Research Research support is available in the Division of Mathematical Sciences through the following activities: Algebra and Number Theory-Supports research in algebra including algebraic structures, general algebra, and linear algebra; number theory including algebraic and analytic number theory, quadratic forms, and automorphic forms; and combinatorics and graph theory and algebraic geometry. Applied Mathematics-Supports research in any area of mathematics except probability or statistics. Research is expected to be motivated by or have effect on problems arising in science and engineering, although intrinsic mathematical merit is the major decision factor. Areas of interest include, but are not limited to, partial differential equations modeling natural phenomena or arising from problems in science and engineering; continuum mechanics; reaction-diffusion and wave propagation; dynamical systems; asymptotic methods; numerical analysis; variational methods; control theory; optimization theory; inverse problems; mathematics of biological or geological sciences; and mathematical physics. Analysis-Supports research on properties and behavior of solutions of differential equations; variational methods; approximations and special functions; analysis of several complex variables and singular integrals; harmonic analysis and wavelet theory; Kleinian groups and functions of one complex variable; real analysis; Banach spaces, Banach algebras, and function algebras; Lie groups and their representations; harmonic analysis; ergodic theory and dynamical systems; some aspects of mathematical physics such as Schroedinger operators and quantum field theory; and operators and algebras of operators on Hilbert space. Computational Mathematics-Computation is increasingly important in all sciences. Math-ematics plays a unique role in providing the development of basic algorithms and techniques that are necessary to carry out computations. Proposals from interdisciplinary teams of mathematical, computer, and general scientists are encouraged in an effort to develop critical computational techniques from algorithm development through implementation. Proposals for innovative computational methods within the mathematical sciences are also encouraged. Geometric Analysis-Supports research on differential geometry and its relation to partial differential equations and variational principles; aspects of global analysis including the differential geometry of complex manifolds and geometric Lie group theory; geometric methods in modern mathematical physics; and geometry of convex sets, integral geometry, and related geometric topics. Statistics and Probability-Statistical theory and methods are used to plan scientific experiments and to understand and analyze data. Major subfields include parametric and nonparametric inference, sequential analysis, multivariate analysis, Bayesian analysis, experimental design, time series analysis, resampling methods, and robust statistics. Almost all of these subfields have become computationally intensive in recent times. Probability theory is the study of mathematical structures that provide tractable models to statistics and many diverse areas such as physics, chemistry, biology, and engineering. Major subfields include stochastic processes, limit theory, infinite particle systems, stochastic analysis in Banach spaces, martingales, and Markov processes. Topology and Foundations-Supports research on algebraic topology including homotopy theory, ordinary and extraordinary homology and cohomology, cobordism theory, and K-theory; topological manifolds and cell complexes, fiberings, knots, and links; differential topology and actions of groups of transformations; general topology and continua theory; and mathematical logic including proof theory, recursion theory and model theory, foundations of set theory, and infinite combinatorics. General Conferences, Workshops, Symposia, Special Years, and Related Activities Proposals for general conferences, workshops, symposia, special years, and related activities should be submitted to the appropriate disciplinary program. Proposals should be submitted one year in advance of the start of the activity. Contact the division for information on proposal requirements. Mathematical Sciences Infrastructure Program This program supports activities that differ from the usual research project such as the work of research institutes. Activities include the following: Regional Conferences-Operated by the Conference Board of the Mathematical Sciences, these conferences feature a principal speaker who gives 10 one-hour talks on a particular subject during a week-long session. Scientific Computing Research Environments in the Mathematical Sciences-Offers moderate grants for computing equipment that will benefit groups of researchers of outstanding quality who are highly productive but whose work has been seriously impeded by the lack of computing facilities. Undergraduate Activities-Awards are made in conjunction with NSF-wide undergraduate efforts including Research Experiences for Undergraduates, cooperative activities with the Directorate for Education and Human Resources, and other related activities. See also Chapter 3, Education and Human Resources, and Chapter 9, Crosscutting Areas of Research and Education. Mathematical Sciences Postdoctoral Research Fellowships-Will be awarded to between 30 and 40 new fellows in fiscal year 1998. Tenure provides a research instructorship option. Eligibility Requirements Each applicant will be required to submit a research plan for the tenure period requested. The fellowships are not intended to support the preparation of prior research results for publication or the writing of textbooks. To be eligible for one of these fellowships, an individual must: be a citizen, national, or lawfully admitted permanent resident alien of the United States as of January 1, 1998; have earned by the beginning of their fellowship tenure, a doctoral degree in one of the mathematical sciences listed above or have had research training and experience equivalent to that represented by a Ph.D. in one of those fields; have held the doctorate for no more than five years as of January 1, 1998; and not have previously held any other NSF postdoctoral fellowship. See also page iii for basic eligibility requirements for all NSF grants. University/Industry Cooperative Research Programs in the Mathematical Sciences-Technical innovations flourish through a symbiotic relationship between academia and industry. The mathematical sciences provide a foundation for the scientific progress that generates technical innovations. It is important to provide more opportunities to conduct research and training in an industrial environment and for industrial scientists to return periodically to academia. To facilitate both research and training, the division provides Mathematical Sciences University/Industry Postdoctoral Research Fellowships, and Senior Research Fellowships, and Industry-Based Graduate Research Assistantships and Cooperative Fellowships in the Mathematical Sciences. For more information Direct inquiries to the program officer for the Infrastructure Program. Physics The Physics Division (PHY) supports a wide range of scientific efforts involving individual investigators and small groups. The division funds the operation of three large-scale facilities-the Cornell Electron Storage Ring (CESR), the Indiana University Cyclotron Facility (IUCF), and the Michigan State University National Superconducting Cyclotron Laboratory (NSCL)-and is supervising the construction of the Laser Interferometer Gravity Wave Observatory (LIGO). In addition, PHY funds several smaller centers that specialize in optical physics and various aspects of theoretical physics. The division also supports smaller programs in Biological Physics and Particle Astrophysics. Activities in programs like Elementary Particle Physics and Nuclear Physics benefit greatly from the use of the large accelerator facilities that are operated by the Department of Energy. The research activities in the PHY Division are inextricably linked to education, and support about 800 graduate students who are fully engaged in research programs. Some of these programs involve substantial numbers of undergraduate students as well, especially the summer activities that are centered around the Research Experiences for Undergraduates (REU) Program. The division now supports more than 45 REU sites. Research activities at four-year colleges are supported through the Research at Undergraduate Institutions (RUI) Program. In addition, the division offers significant training opportunities for young people through its support of about 500 postdoctoral positions. For More Information For further information on PHY programs, write the Physics Division, National Science Foundation, 4201 Wilson Boulevard, Room 1015, Arlington, VA 22230; or contact by telephone, (703) 306-1890; or visit the PHY Home Page (located on the MPS Directorate Home Page, http://www.nsf.gov/mps/) on the World Wide Web. Areas of Research Research support is available in the Physics Division through the following activities: Atomic, Molecular, Optical, and Plasma Physics-Supports research in Atomic and Molecular Physics, including the electronic structure of isolated neutral and ionized atoms and molecules; their interparticle collision dynamics; their interactions with charged particles and with electromagnetic radiation; and the collective behavior of atoms, molecules, and their ionization products in collisionless plasma environments. In Optical Physics, a rapidly growing part of the program, specific current interests include the nonlinear response of isolated atoms to intense, ultrashort electromagnetic fields; the structure of "exotic" atoms; and ultra-precise tests of basic atomic properties and the laws of quantum electrodynamics using well-characterized electromagnetic fields. The Center for Ultrafast Optics at the University of Michigan has been extremely successful in its outreach to commercial corporations and new companies. The Joint Institute for Laboratory Astro-physics (JILA) at the University of Colorado, supported jointly with the National Institute of Standards and Technology (NIST), conducts leading-edge research in many aspects of atomic, molecular, and optical physics, including precision measurements, fundamental symmetries, and ultracold atoms. The Center for Light Force Dynamics is a consortium of universities, government laboratories, and private corporations. Its purpose is to study the fundamental physics of light/matter interactions and to use that knowledge in the development of new science and technology. Elementary Particle Physics-Supports research on the properties and interactions of elementary particles, the most fundamental building blocks of matter. Research work includes the exploration of quarks and leptons and the interactions among these elementary constituents. While most of the research involves the use of high-energy beams from large accelerators located at several laboratories worldwide, there has been intense interest recently in the study of cosmic rays. Support goes primarily to university groups to conduct research at major accelerator laboratories or to specialized university-based facilities. The program supports the Cornell Electron Storage Ring (CESR), which produces electron and positron colliding beams that allow detailed studies of b-meson physics and upsilon physics; and an aggressive program of synchrotron radiation research at the Cornell High-Energy Synchrotron Source (CHESS), which is operated by the Division of Materials Research. The CESR facility is in the process of being upgraded to produce higher luminosity and, upon completion, the accelerator will be among the most luminous electron sources in the world in this energy range. The division also supports an aggressive cross-disciplinary effort in particle and nuclear astrophysics. Gravitational Physics-Emphasizes the theory of strong gravitational fields and their application to astrophysics and cosmology; the fine details of weak gravitational fields; gravitational radiation; and gravitational interaction with quantum mechanical systems. This program also supports a number of experimental investigations. Management of the construction of the Laser Interferometer Gravity Wave Observatory (LIGO) is carried out in this program and support is provided for LIGO users. Nuclear Physics-Supports research on properties and behavior of nuclei and nuclear matter under extreme conditions; quark-gluon basis for the structure and dynamics of nuclear matter (which is now given in terms of mesons and nucleons); phase transitions of nuclear matter from normal nuclear density and temperature to the predicted high- temperature quark-gluon plasma; basic interactions and fundamental symmetries; and on nuclear astrophysics, ranging from stellar processes and nucleon-synthesis to cosmology. This research involves many probes, including intermediate energy to multi-GeV electrons and photons; intermediate energy light ions; low energy to relativistic heavy ions including radioactive beams; and may include non-accelerator- based studies. Other important components of the program include accelerator physics, interdisciplinary efforts, and applications to other fields. The program supports university user groups executing experiments at a large number of laboratories in the United States and abroad, and two national user facilities-the Indiana University Cyclotron Facility (IUCF), a light-ion cyclotron and booster/storage ring facility; and the National Supercon- ducting Cyclotron Laboratory (NCSL), a superconducting heavy- ion cyclotron facility at Michigan State University. Theoretical Physics-Supports the development of qualitative and quantitative understanding of fundamental physical systems, ranging from the most elementary constituents of matter, through nuclei and atoms, to astrophysical objects. This includes formulating new approaches for theoretical, computational, and experimental research that explores the fundamental laws of physics and the behavior of physical systems; formulating quantitative hypotheses; exploring and analyzing the implications of such hypotheses computationally; and, in some cases, interpreting the results of experiments. The program supports research in elementary particle physics; nuclear physics; atomic, molecular, optical, and plasma physics; astrophysics and cosmology; and mathematical physics, computational physics, nonlinear dynamics, chaos, and statistical physics. The effort also includes a considerable number of interdisciplinary grants. Special Programs-Supports activities in conjunction with NSF-wide programs such as the Faculty Early Career Development (CAREER), Research Experiences for Undergraduates (REU), and those programs aimed at women, underrepresented minorities, and persons with disabilities. In addition, the division supports activities that are geared toward improving the education and training of physics students (both undergraduate and graduate) and that are not included in specific programs elsewhere in NSF, including curriculum development for upper-level physics courses. There is also a modest initiative in Biological Physics. See also Chapter 3, Education and Human Resources, and Chapter 9, Crosscutting Areas of Research and Education. Chemistry The Chemistry Division (CHE) supports research activities and the development of research infrastructure in the principal subdisciplines of chemistry. Support for research in chemistry is also provided by other divisions within NSF, including Atmospheric Science, Molecular and Cellular Biosciences, Chemical and Transport Systems, Earth Sciences, and Materials Research. Similarly, support for the development of infrastructure in chemistry is also provided by appropriate divisions in the Directorate for Education and Human Resources and in the Directorate for Biosciences (through the division of Biological Infrastructure). The following programs manage and support research activities within the CHE division: Analytical and Surface Chemistry (ASC); Inorganic, Bioinorganic, and Organometallic Chemistry (IBO); Organic Chemical Dynamics (DYN); Organic Synthesis (SYO); Experimental Physical Chemistry (EPC); Theoretical and Computational Chemistry (TCC); Chemistry of Materials (AMP); Office of Special Projects (SPO); and Chemistry Research Instrumentation and Facilities (CRIF). The research programs ASC, IBO, DYN, SYO, EPC, TCC, and AMP encompass the broad themes of chemical synthesis, reactivity, and characterization, while infrastructure is supported through SPO and CRIF. Molecular science plays a central role in many areas of science and engineering. Because of this, much of the research supported by the CHE division will also further the advancement of research in other disciplines, such as biology and chemical engineering, and in various multidisciplinary or interdisciplinary areas, such as environmental science and materials science. The strategic areas of most importance to the division are environment, materials, manufacturing, and civil infrastructure. The division also participates in many important cross- directorate programs of NSF. See also Chapter 9, Crosscutting Areas of Research and Education. For More Information For further information on CHE programs, write the Chemistry division, National Science Foundation, 4201 Wilson Boulevard, Room 1055, Arlington, VA 22230; or contact by telephone, (703) 306-1840; or visit the CHE Home Page (located on the MPS Directorate Home Page, http://www.nsf.gov/mps/) on the World Wide Web. Areas of Research Research support is available in the Chemistry division through the following activities: Analytical and Surface Chemistry-Supports fundamental chemical research directed toward the characterization and analysis of all forms of matter. Studies of elemental and molecular macrocomposition and of the microstructure of both bulk and surface domains are included. Investigations designed to probe the chemical structure and reactivity of the interface between different forms of matter are also supported. Within NSF, the program has active links to Solid State Chemistry (in the DMR division), Biochemistry and Biophysics (in the MCB division, BIO Directorate), and Chemical Reaction Processes and Interface and Transport, and Separations Processes (in the CTS division, ENG Directorate). Inorganic, Bioinorganic, and Organometallic Chemistry-Supports research on the synthesis, properties, and reaction mechanisms of molecules containing metals, metalloids, and nonmetals, encompassing the entire periodic table of the elements. Included are studies of homogeneous catalytic chemical reactions; bioinorganic and organometallic reactions; and the rational synthesis of new inorganic substances with predictable chemical, physical, and biological properties. Such research provides the basis for understanding the function of metal ions in biological systems, the behavior of new inorganic materials and new industrial catalysts, and for systematic understanding of the chemistry of most of the elements in the environment. Organic Chemical Dynamics-Supports research to advance knowledge of carbon-based molecules, metallo-organic systems, and organized molecular assemblies. Experimental, computational, and theoretical work that illuminates chemical structures, reactivity, and properties and that provides organic mechanistic, structural, and kinetic foundations for the understanding of biological processes are all considered. The program has links within NSF to Solid State Chemistry and Polymers (DMR), Chemical Reaction Processes (in the CTS division, ENG Directorate), Biochemistry and Biophysics (in the MCB division, BIO Directorate), and Atmospheric Chemistry (in the ATM division, GEO Directorate). Organic Synthesis-Supports research on the synthesis of carbon-based molecules, organo-metallic systems, and organized molecular assemblies. Research includes the development of new reagents and methods for organic synthesis and characterization and for the investigation of natural products and new organic materials. Such research provides the basis for designed syntheses of new materials and natural products of importance to the chemical and pharmaceutical industries. Within NSF, the program has links to Biochemistry (in the MCB division, BIO Directorate) and Polymers (DMR). Experimental Physical Chemistry-Supports experimental research directed at the molecular level of understanding of the physical properties of chemical systems. Experimental methodologies employed include frequency domain and time domain spectroscopic techniques covering the entire range of the electromagnetic spectrum; time-resolved dynamical studies of state-selected and mass-selected systems; and reactive scattering in molecular beams. Chemical systems studied range from single isolated molecules or ions, to clusters, liquids, and solids. Chemical properties of interest include molecular structure and the shape of the ground and excited electronic-state potential energy surfaces; chemical dynamics of unimolecular and bimolecular chemical processes; time-resolved internal energy redistribution and state-to-state dynamics in molecular systems; and solute-solvent interactions in clusters and liquids. The program has numerous interdisciplinary links to other NSF programs, including Atomic, Molecular, and Optical Physics (PHY), Biophysics (in the MCB division, BIO Directorate), Atmospheric Chemistry (in the ATM division, GEO Directorate), and various programs in Materials Research (DMR). Theoretical and Computational Chemistry-Supports theoretical and computational research in areas of electronic structure, statistical mechanics, computer simulations, and chemical dynamics. The program also supports some areas of experimental thermodynamics and condensed phase dynamics of chemical systems that rely heavily on theoretical interpretation of experimental data. Areas of application span the full range of chemical systems, from small molecules to macromolecules; and degrees of aggregation, from clusters to macroscopic systems. The goal of projects supported in this program is to provide a molecular level interpretation for chemical properties and reactivity. The program has numerous interdisciplinary links to other NSF programs, such as Atomic, Molecular, and Optical Physics (PHY), Materials Theory (DMR), Biophysics (in the MCB division, BIO Directorate), and Advanced Scientific Comput-ing (in the ASC division, CISE Directorate). Chemistry of Materials-Supports chemistry aspects of research problems related to the de-sign, synthesis, and characterization of advanced materials. Emphasis is on projects that take a chemistry-based molecular or supramolecular approach to materials synthesis and performance from an experimental, theoretical, and computational perspective. Current research areas include the synthesis of new molecular organic, inorganic, and organometallic precursors to polymeric, ceramic, electronic, photonic, magnetic, and biomolecular materials; chemical reactivity of polymeric, microporous, and other solid substrates; materials-related chemistry of thin films and interfaces; synthesis of new molecular nanoscopic materials with novel or improved properties; research on catalysts and reactive molecular intermediates for materials synthesis; molecular basis of materials properties, such as nonlinear optical activity, conductivity, magnetism, and liquid crystalline behavior; molecular switching and electronics; and supramolecular self-assembly. The Chemistry of Materials activity has strong links to several programs in DMR and the Engineering and Biological Sciences Directorates. Office of Special Projects-Supports or coordinates the support of much of the division's infrastructure activities. Examples include the Research Experiences for Undergraduates (REU) Program and the Faculty Early Career Development (CAREER) Program, as well as the various special-purpose grants in education, outreach, and graduate training. The office also manages the division's Science and Technology Centers and other large-scale projects. These two programs are described in Chapter 9, Crosscutting Areas of Research and Education. Chemistry Research Instrumentation and Facilities (CRIF)-Supports purchase or upgrade of departmental multiuser instrumentation; departmental instrumentation for junior faculty who are establishing their academic careers; instrumentation development; and chemistry research facilities. The first two topics focus on departmental development in the context of the university setting and are intended to facilitate research by grantees (and potential grantees) who are being supported by the CHE division. Instrumentation development is intended to implement, test, and introduce new concepts for chemical measurement to be used on a wider scale. Chemistry research facilities provide unique, state-of-the-art instrumentation and expertise to users from the chemical sciences community. Only a few facilities are supported at any time. Individuals interested in submitting a proposal must first contact a staff person in the CHE division. The CRIF Program interfaces with the following programs: Major Research Instrumentation, Small Business Innovation Research, Small Business Technology Transfer, and instrumentation programs in DMR, the division of Undergraduate Education (EHR Directorate), the Office of Cross-Disciplinary Activities (CISE Directorate), and the division of Biological Infrastructure (BIO Directorate). Materials Research The division of Materials Research (DMR) supports a wide range of programs that address fundamental phenomena in materials, materials synthesis and processing, materials structure and composition, materials properties and performance, and materials education. Formal research program areas are Metals, Ceramics, and Electronic Materials, Materials Theory, Condensed Matter Physics, Solid- State Chemistry and Polymers, and Materials Research Science and Engineering Centers. Investments in research infrastructure in materials science are also made through the National Facilities and Instrumentation Program. DMR plays a significant role in various interdisciplinary areas and programs including Advanced Materials and Processing (AMPP), High Performance Computing and Communications (HPCC), and Manufacturing (MAN). The division also participates in the Biotechnology, Civil Infrastructure Systems, and Environment and Global Change research initiatives. DMR's interest in HPCC ranges from computational approaches to real materials and processes, to materials for new or advanced computational and communications devices and systems. Manufacturing supports research in areas ranging from the understanding of the fundamental materials science basis of phenomena (e.g., lubrication, adhesion, joining, forming, and packaging) that broadly crosscuts strategically significant industrial sectors, to materials for specific manufacturing processes and applications. In the area of environmental research, the division is concerned with the preparation of innovative materials, with new processes that are more environmentally benign, and with novel concepts for reuse or recycling of materials. DMR funding modes include support for individual investigators, groups, centers, national facilities, and instrumentation. Individual investigator proposals do not have to be confined or targeted to a specific program. Staff and management work to facilitate the cofunding of highly meritorious proposals across appropriate program, division, or Directorate boundaries. For More Information For further information on DMR programs, write the division of Materials Research, National Science Foundation, 4201 Wilson Boulevard, Room 1065, Arlington, VA 22230; or contact by telephone, (703) 306-1810; or visit the DMR Home Page (located on the MPS Directorate Home Page, http://www.nsf.gov/mps/) on the World Wide Web. Metals, Ceramics, and Electronic Materials (MCEM)-Projects are composed primarily of experimental activities but may incorporate some related theoretical and computational research. The objective is to increase the understanding and predictive capabilities for relating synthesis, processing, and microstructure of these materials to their properties and performance in various applications and environments. Research in the metals component encompasses broad areas of physical and mechanical metallurgy such as phase transformations; thermodynamics and phase equilibria; microstructural characterization and morphology; fundamentals of solidification; nonequilibrium and amorphous materials; nanostructured metal alloys; high-performance metal alloys; metallic thin films; surface structure and properties; interface and grain boundary structure; corrosion and oxidation; defects; deformation and fracture of metals and their composites; surface modification; and advanced materials processing. The ceramics component includes research on structural and electronic (functional) ceramics and glasses. Research support includes synthesis and processing of advanced ceramics; fundamental studies in ceramics; low-temperature chemical synthesis and processing; ceramic thin films; toughening mechanisms; novel analytical characterization techniques; advanced atomic-scale characterization of defects, interfaces, and microstructures; mechanical behavior of ceramics and ceramic composites; computational modeling of mechanical behavior; behavior under complex stress states and in extreme environments; chemical stability, reactivity, and kinetics; defect structures; and transport properties. Examples of research in the electronic materials component are electronic, magnetic, ferroelectric, and optical behavior of inorganic materials, semiconductors, superconductors, insulators, and nonlinear optical materials; synthesis and processing of thin films; hetero- epitaxial layers, nanostructures, and superlattice structures; fundamentals of epitaxy; atomic structure of defects and interfaces; beam/solid interactions; beam and field processing; ion implantation doping; supersaturated semiconductor alloys; novel processing routes and precursors; in situ low-temperature processing and diagnostics; and characterization of electronic and optical behavior of defects and defect arrays. Materials Theory (MT)-Supports theoretical grants in the research areas mentioned in the program descriptions for Metals, Ceramics, and Electronic Materials; Condensed Matter Physics; and Solid-State Chemistry and Polymers. This program also supports research that helps advance theoretical methods and a broad spectrum of analytical and computational research in condensed matter physics, solid- state chemistry, and advanced materials. The emphasis is on an atomistic approach to materials research ranging from the electronic to the microstructural/mesoscopic level. Research is presently supported on surface and interfacial phenomena; systems far from equilibrium; phase transformations and transitions; nanostructured materials; complex fluids; strongly correlated systems; nonlinear and dynamical systems; biomolecular materials; applications of advanced computing to real materials; electronic structure calculations; materials growth; predictive capabilities for structure/property relationships; modeling of atomic structure of defects, interfaces, and grain boundaries; electronic, optical, magnetic, and thermal properties; and superconductivity. Condensed Matter Physics (CMP)-Supports fundamental experimental research on the physical properties of amorphous, ordered, and nanostructured solids; classical, quantum, and partially ordered fluids; and the interfaces of such condensed phases. Materials being investigated include metals, insulators, semiconductors, amorphous solids, liquid crystals, and biomolecular materials. Phenomena of interest include phase transitions; localization; electronic, magnetic, and lattice structure of solids; superconductivity; elementary excitations including electronic, magnetic, plasma, and lattice; transport and optical properties; and nonlinear dynamics. Current topics of interest include the study of surfaces, interfaces, thin films, nanostructures, quantum fluids, nonequilibrium systems, and phenomena exhibited by systems of reduced dimensionality or reduced crystalline perfection. The development of new experimental techniques is an important part of this activity. Synthesis, characterization, and analysis of new materials by novel methods are also of interest. In addition, support will include experimental research on condensed matter under extreme conditions such as low or ultralow temperatures, ultrahigh pressures, and high magnetic fields. Solid-State Chemistry and Polymers (SSCP)-Is largely experimental and multidisciplinary with strong components of chemistry, physics, and materials science. Emphasis is placed on synthesis, processing, characterization, and structure/property relationships of materials at the molecular level, with particular focus on new materials or materials with superior properties. The solid-state chemistry component of the program supports research in innovative synthetic routes to new inorganic and organic solid-state and mesophase materials; characterization of new materials with novel electronic, optical, magnetic, and chemical behavior; relationships among bulk, surface, interface, and defect structures and properties such as chemisorption, transport, and reactivity; and materials preparation, processing, and optimization by chemical means. The creation of innovative materials exhibiting new phenomena is emphasized within selected classes of advanced materials such as biomolecular, magnetic, and superconducting, and with emphasis on special issues such as environmental concerns related to the processing and utilization of potentially functional materials. The polymers component of the program supports basic research in polymer science with a special emphasis on the specific chemical and physical properties that distinguish macromolecules from small molecules. Topics of interest include the synthesis of novel high-polymeric materials, particularly those with well-defined structures; synthesis and processing of polymer films; unconventional polymerization processes; the characterization of the chemical and physical structure of polymers by state-of-the- art instrumentation methods; the arrangements of macromolecules and the morphology in amorphous, crystalline, and cross-linked polymers; the compatibility and phase relations in block polymers and mixtures of polymers; the chain dynamics and relaxations in macromolecules; the relation of macromolecular characteristics to electronic, optical, surface, solid-state, liquid-crystalline, solution, and other properties; and the fundamental polymer science and surface science of organic-matrix composites. The polymers studied are principally synthetic, but there is an increasing interest in biomolecular materials. Materials Research Science and Engineering Centers (MRSECs)-Supports interdisciplinary and multidisciplinary materials research and education while addressing fundamental problems in science and engineering that are important to society. In deciding to support new research opportunities, MRSECs require outstanding research quality, intellectual breadth, and interdisciplinary flexibility; support for research infrastructure; and full integration with the academic programs of the participating institutions. These centers have strong links to industry and other sectors, and ultimately they will lead to a national network of university-based centers in materials research. MRSECs address fundamental materials research topics of intellectual and strategic importance, and contribute to national priorities by fostering an active collaboration between universities and other sectors. In addition, they help to foster the integration of research and education, and address problems of a scope or complexity that requires the advantages of scale and of interdisciplinary interaction provided by a campus-based research center. The MRSEC Program also encompasses the activities of Science and Technology Centers in the materials field. The research undertaken is of a scope and complexity that would not be feasible under traditional funding for individual research projects. Each MRSEC encompasses one or more interdisciplinary research groups with the scope of its activities depending on the capabilities of the participating institution(s). The larger centers are expected to initiate a broad program of research and education that may involve several interdisciplinary groups, and programs to stimulate interdisciplinary education and the development of human resources; active collaboration with industry and other sectors and institutions; and support for shared experimental facilities. NSF encourages the use of MRSEC funds to include support for junior faculty and high-risk research and to foster emerging areas of interdisciplinary materials research. NSF currently supports 24 MRSECs. An open competition for MRSECs has been announced for fiscal year 1998. Further details about this program and currently funded centers is available on the DMR Home Page on the World Wide Web. National Facilities and Instrumentation (NAFI)-Supports two major activities within DMR: (1) the development and acquisition of state-of-the-art instrumentation to carry out advanced materials research; and (2) the operation of national user facilities. Proposals are considered for research topics that are within the general range of DMR programs. Also considered are proposals that are in collaboration with investigators whose research falls within the purview of the various divisions throughout NSF. The Instrumentation for Materials Research (IMR) Program offers support for major shared instruments that are essential to the needs of investigators conducting research in two or more disciplinary areas within DMR or that span more than one NSF division, and for instrumentation required by one or more investigators conducting research in a single disciplinary area within DMR that has a total cost of approximately $100,000 or more. The program strongly encourages submission of proposals for the development of new instruments that have the potential to solve important materials problems, proposals that will significantly advance measurement capabilities, and proposals that will lead to new discoveries. The current IMR Program guidelines are contained in the program announcement Instrumentation for Materials Research-Guidelines for Submission of Grant Proposals (NSF 94-108), and contain the information necessary for preparing an instrumentation proposal. The publication can be accessed electronically by e-mail, pubs@nsf.gov; on the MPS Directorate Home Page (http://www.nsf.gov/mps/) on the World Wide Web; or by calling the Division of Materials Research, (703) 306-1810. Examples of major equipment supported by the IMR Program are electron microscopes; scanning tunneling microscopes; x-ray diffractometers; SQUID magnetometers; dilution refrigerators; instrumentation for surface and bulk spectroscopies such as NMR spectrometers and laser systems; instrumentation for synchrotron radiation beamlines; equipment for materials synthesis and growth, such as MBE systems; hot-isostatic presses; ion implantation equipment; mechanical testing equipment; and electron-beam lithography systems. National User Facilities are research facilities with specialized instrumentation available to the scientific research community, particularly the materials research community. These facilities provide unique research capabilities that can be located at only a very few highly specialized laboratories in the Nation. Examples include facilities and resources for research using high magnetic fields, ultraviolet and x-ray synchrotron radiation, small- angle neutron scattering, and nanofabrication. For More Information The following is a list of National User Facilities and their addresses. Interested users are strongly encouraged to contact the facilities directly. Center for High-Resolution Neutron Scattering National Institute of Standards and Technology Reactor Radiation Division Gaithersburg, MD 20899 Telephone: (301) 975-6242 Web Address: http://rrdjazz.nist.gov/ Cornell High-Energy Synchrotron Source Wilson Laboratory Cornell University Ithaca, NY 14853 Telephone: (607) 255-7163 Web Address: http://www.chess.cornell.edu/ National High Magnetic Field Laboratory [Operated by Florida State University, the University of Florida, and Los Alamos National Laboratory] Florida State University 1800 E. Paul Dirac Drive Tallahassee, FL 32306-4005 Telephone: (904) 644-6257 or (904) 644-4068 Web Address: http://www.magnet.fsu.edu/ Synchrotron Radiation Center University of Wisconsin at Madison 3731 Schneider Drive Stoughton, WI 53589-2200 Telephone: (608) 877-2000 Web Address: http://www.src.wisc.edu/ National Nanofabrication Facility Knight Laboratory Cornell University Ithaca, NY 14853 Telephone: (607) 255-2329 FAX: (607) 255-8601 Web Address: http://www.cnf.cornell.edu/ Stanford Nanofabrication Facility CIS Building Stanford University Stanford, CA 94305-4070 Telephone: (415) 725-6266 or (415) 725-NANO FAX: (415) 725-6278 Web Address: http://www.nnun.org/ Polar Programs The Earth's polar regions offer compelling scientific opportunities, but their isolation and their extreme climates challenge the achievement of these opportunities. NSF's programs for support of research in the Antarctic and the Arctic acknowledge the need to understand the relationships of these regions with global processes, the need to understand the regions as unique entities, and the opportunities presented by the regions as research platforms. NSF's polar programs provide special support for investigations in a range of scientific disciplines. In both polar regions, NSF has developed and can provide to investigators the operational capability to deploy and support modern field and laboratory science. The Office of Polar Programs (OPP) encourages proposals for high-risk research, proposals involving educational initiatives, and Small Grants for Exploratory Research (SGER) and Small Business Innovative Research (SBIR). The Office of Polar Programs is arranged in two major areas: United States Antarctic Research Arctic Research In addition to the information in this chapter, more is available on the OPP Home Page at http://www.nsf.gov/od/opp/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. For More Information For further information about activities mentioned in this chapter, contact the corresponding office listed below, or visit the OPP Home Page (http://www.nsf.gov/od/opp/) on the World Wide Web. The Office of Polar Programs (703) 306-1030 Arctic Natural Sciences (703) 306-1029 Arctic Social Sciences (703) 306-1029 Arctic System Science (703) 306-1029 Arctic Research and Policy (703) 306-1029 Arctic Research Support and Logistics (703) 306-1029 Antarctic Aeronomy and Astrophysics (703) 306-1033 Antarctic Biology and Medicine (703) 306-1033 Antarctic Earth Sciences (703) 306-1033 Antarctic Glaciology (703) 306-1033 Antarctic Ocean and Climate Systems (703) 306-1033 Antarctic Environmental Research (703) 306-1033 United States Antarctic Research The United States Antarctic Program (USAP) is the comprehensive name for U.S. Government-sponsored activities in Antarctica, in the region south of 60 degrees south latitude. Overall program responsibility for USAP activities was transferred to the National Science Foundation in 1970, and, in 1976, NSF was assigned responsibility for single- point management of the program. NSF manages the Antarctic program in support of the range of U.S. interests and the Nation's adherence to the Antarctic Treaty. The major goal of USAP research is to increase the understanding of the Antarctic region and its relationship to the rest of the planet. NSF-supported research has three principal thrusts: understanding the Earth and its large-scale systems, with particular emphasis on probing Antarctica's influence on these systems; research for which Antarctica is an ideal platform, such as studies of the universe that are made possible by the unique conditions for astronomy at the South Pole; and exploration of the geographical frontier of Antarctica. USAP supports research that can be done only in Antarctica or that can be done best in Antarctica. Eligibility Requirements United States academic institutions and academically related nonprofit organizations may submit proposals for research project support. Industry and local, state, and federal agencies may also be eligible for assistance in research project support. NSF particularly encourages proposals from women, minorities, and persons with disabilities, and proposals for research projects that include participation by undergraduates under the guidelines established by NSF cross-disciplinary programs such as Research Experiences for Undergraduates. All persons proposing to work in Antarctica must pass a physical examination that has standards specified by USAP. See also page iii for basic eligibility requirements for all NSF grants. Deadlines and Target Dates Antarctic programs have established target dates for the submission of proposals. To confirm a date, refer to the NSF Bulletin, a newsletter produced by the Office of Legislative and Public Affairs; the OPP Home Page on the World Wide Web (http://www.nsf.gov/od/opp/); or contact the appropriate program office. To provide time for proposal review and for operational planning, proposals normally will be considered for fieldwork beginning no sooner than a year later. (For example, proposals received in May 1998 would be considered for the 1999-2000 austral summer season and the 2000 austral winter.) Field projects requiring large amounts of cargo in Antarctica may require additional lead time to allow for transport by ship. See also page ii for basic information on deadlines for all NSF grants. For More Information For a more detailed description of the programs mentioned in this Guide, see the publications Antarctic Research Program Announcement and Proposal Guide (NSF 96-93), and Cooperative Agreements for Environmental Research in Support of U.S. Antarctic Program Environmental Management (NSF 93-96). These publications include material to help proposers evaluate the potential environmental impact of their projects and describe their operational needs in Antarctica, give instructions that are special to USAP, and describe individuals' legal obligations for Antarctic conservation and waste management under the Antarctic Conservation Act, a U.S. law. For answers to questions that are not readily answered in the books referenced in this section, you may contact a program manager from any one of the programs in OPP at (703) 306-1033. For questions of an operational nature, contact a member of the Polar Research Support Section at (703) 306- 1032. Specialists also are available in the areas of environmental protection, safety, and Antarctic Conservation Act permits. Further information is also available on the OPP Home Page (http://www.nsf.gov/od/opp/) on the World Wide Web. For information on research projects that do not involve work in the field, consult the appropriate program officer. Antarctic Aeronomy and Astrophysics This program supports research projects in the following areas: Astrophysics-Located at the Earth's spin axis on the 2.8- kilometer-thick East Antarctic ice sheet, South Pole Station is well situated for long, continuous astronomical and astrophysical observations. The high elevation of the station (2,835 meters), the dry atmosphere, the extremely low effective sky temperature, the isolation from man-made and other noise, and long periods of clear weather provide superior observing conditions. The program objective is to advance astrophysical research by taking advantage of these special characteristics. Upper Atmosphere Physics-Supports unique studies of the Earth's magnetosphere and ionosphere and of Sun/Earth relationships. These studies are possible in Antarctica because of its physically stable location at a high geomagnetic latitude. Year-round station-based research is possible at geomagnetic latitudes that range from 53 degrees south at Palmer, to 79 degrees south at McMurdo Station. Automatic Geophysical Observatories (AGOs) are also available to provide year-round support for low-powered autonomous instruments at several remote sites on the ice sheet. Research objectives include improving the understanding of Earth's upper atmosphere and near-space environment, investigating coupling among the neutral atmosphere, the ionosphere, and the magnetosphere, and investigating solar terrestrial effects. Long-Duration Ballooning-In cooperation with the National Aeronautics and Space Administration (NASA), NSF has developed the capability to launch balloon science payloads from McMurdo that weigh over a ton and that will reach altitudes of approximately 40 kilometers. These balloons will then drift once or twice around the South Pole during a 10- to 30-day period. This capability can be used by several disciplines and can, in some cases, serve as a low-cost substitute for space flight. Antarctic Biology and Medicine This program supports research projects in the following areas: Marine Biology/Biological Oceanography-Supports research on the oceans around Antarctica that make up one of the world's most productive regions. Objectives include understanding the structure and function of the Antarctic marine ecosystems, determining the major features and adaptations of organisms, and acquiring more knowledge of their distribution, abundance, and dynamics. Major focus is on ship- and shore-based studies that stress trophodynamics, including detailed investigations at all trophic levels. Emphases include krill, ice-edge ecosystems, and low- temperature adaptations. Terrestrial and Freshwater Biology-The biota of terrestrial and freshwater Antarctica are of special interest, particularly their adaptation to the extreme environment. The simplicity of these ecosystems provides opportunities for analysis that is more difficult and sometimes impossible in the complex systems of the lower latitudes. The primary research objective is to understand the features and adaptations of organisms and to gain further knowledge of their distribution, abundance, and dynamics. Medical Research-Biomedical studies are directed toward epidemiology of viral infections and physiological and psychological attributes of people in small isolated groups. Antarctic Environmental Research This program was established in response to the need for data on environmental impacts of human activity in Antarctica. The program supports basic and applied research for the establishment of environmental databases, indicators for a wide variety of pollutants and recovery rates, bioremediation potential, energy and resource conservation, environmental policy, and tourism impacts on the biota and physical regimes. Support is also given for the protection, cleanup, and management of activities under USAP, to help reduce the environmental footprint of NSF's activities in Antarctica and to establish a baseline for future measurements. Areas of inquiry include basic research, environmental policy research, effects of past practices, environmental monitoring activities, current impacts, resilience of ecosystems, and promising technologies. Antarctic Geology and Geophysics This program supports research projects in the following areas: Terrestrial Geology and Geophysics-Antarctica represents about nine percent of the Earth's continental crust and has been in a near-polar position for more than 100 million years. Reconnaissance studies have led to an understanding of many general aspects of the geology of the continent, and major evidence in support of plate tectonics models and of the Gondwana supercontinent has been developed. Antarctic geology has entered an era in which focused projects can contribute to regionally and globally significant geologic problems. Geophysical investigations of the sub-ice bedrock are a relatively new element of the program. An aerogeophysical facility has been developed with the capability of acquiring ice-elevation, ice-thickness, and magnetic and gravity data over the continent. Over-snow seismic capabilities are anticipated for the future. Overall objectives of the program include explaining the geology and geological evolution of Antarctica, understanding the relationship of Antarctica to global geodynamic systems, and exploiting unique aspects of Antarctica to address fundamental problems in geology and geophysics. Marine Geology and Geophysics-The seafloor around Antarctica is complex and presents fundamental problems in marine geology and geophysics. Its sediments provide detailed records of changes over time in the size of the Antarctic ice sheet, as well as clues to other geological and tectonic process that have affected the Antarctic. Objectives include the interpretation of geological and glacial history and the understanding of geological processes from studies of the continental margins and the adjacent oceanic crust. Antarctic Glaciology Program This program supports studies on the world's largest ice sheet. Covering 97 percent of the Antarctic continent and up to 4.8 kilometers thick, the ice sheet is a storehouse of information about climate and atmospheric constituents and their variation over time. The program's objectives are to determine the dynamics of the ice sheets, understand the climatic record stored in the layers of firn and ice, determine the history of glacial advance and retreat through the study of glacial-geologic deposits, and determine the present dynamic status of the ice sheets and their relationship to glacial and climatic history. Antarctic Ocean and Climate Systems This program supports research projects in the following areas: Atmospheric Sciences-Antarctica has an active relationship with regional weather and climate patterns, and perhaps with global as well. Far removed from pollution sources, it is an important monitoring and research area for world background levels of natural and anthropogenic atmospheric constituents. Conditions in Antarctica have proven to be reflections of global atmospheric changes on many scales. The primary research objectives of this program are to improve the understanding of the physical processes of the atmosphere, determine the relationship between events and conditions in the Antarctic atmosphere and global events, and determine the region's role in past and present global climate. Physical and Chemical Oceanography-Supports research on the Southern Ocean, which has a central role in world ocean circulation. Large-scale heat exchange and ice formation at the ocean surface overturn the water column and mix trace constituents, making the Southern Ocean the site of global- scale ventilation and a major source of the world's intermediate and deep-water masses. Huge changes in the extent of sea ice-varying annually between 4 and 20 million square kilometers-also influence energy transfer. The Antarctic Circumpolar Current, the world's largest ocean current, has a major effect on general oceanic circulation. The major research objectives of the program are to determine the dynamics of formation and distribution of water masses, currents, and sea ice; investigate the relationship between oceanic and atmospheric circulation systems and the physical basis for biological productivity; and investigate the relationship between the Southern Ocean and the climate. Operational Support In addition to research, USAP provides scientists with operational and laboratory support in Antarctica. On occasion, and usually on a contract basis, applied environmental research is supported to improve operational capabilities in Antarctica. Operational support includes the following: a year-round inland research station at the South Pole; two year-round coastal research stations with extensive laboratory and computing capabilities-one at McMurdo on Ross Island, and one at Palmer on Anvers Island in the Antarctic Peninsula region; summer field camps for research, as required; the ice-strengthened research ship Laurence Gould, which is 70.1 meters in length; the icebreaking research ship Nathaniel B. Palmer, which is 94 meters in length; a fleet of ski-equipped LC-130 airplanes; Twin Otter airplanes that are used as required; helicopters; an icebreaker used for channel breaking at McMurdo as well as for research support; a variety of over-snow vehicles; and automated, unmanned weather and geophysical observatories. Occasionally, vessels from the U.S. academic fleet and from the Ocean Drilling Program help support research activities in Antarctic waters. Air transport between New Zealand and McMurdo is provided several times per week in the austral summer, which runs from early October to the end of February. From McMurdo, which serves as the logistics hub on the Antarctic continent, research groups can access other sites, including the station at the South Pole. Several flights are made in August between New Zealand and McMurdo that provide an opportunity for late winter access. The summer camps are closed between February and October, and winter research is limited to the immediate environs of the South Pole and McMurdo, where station residents are isolated for as long as eight months. Palmer Station, located on Anvers Island in the Antarctic Peninsula region, relies mainly on the ship Laurence Gould for transport of personnel and materials to and from Punta Arenas, Chile, located at the southern tip of South America. The ship makes several trips throughout the year. On occasion (if required), air access via a Chilean station on King George Island can be arranged. The Laurence Gould also provides onboard research support in marine biology, oceanography, and geophysics in the vicinity of Palmer Station and the Antarctic Peninsula region, and can also support science in other areas of the southern oceans. U.S. Antarctic stations and ships provide voice and data communications, including Internet, to locations outside Antarctica. Non-U.S. Facilities-International Cooperation The United States is very enthusiastic about cooperative research activities with the other nations who are part of the Antarctic Treaty. U.S. scientists wishing to do research with other nations' programs are asked to contact the appropriate program manager in the OPP before submitting a proposal. Literature The following literature and related items about Antarctica are currently available. Please contact the source indicated. The Antarctic Journal of the United States contains quarterly news plus an annual review of the U.S. Antarctic Research Program. The journal has been published by NSF since 1966. Current issues are available from the U.S. Government Printing Office (GPO). To order, write the U.S. Government Printing Office, Washington, DC 20402; or telephone (202) 512-1800; or visit the GPO Home Page (http://www.access.gpo.gov/) on the World Wide Web. Back issues are available by writing the Information Assistant, Office of Polar Programs, National Science Foundation, Room 755, Arlington, VA 22230; or visit the OPP Home Page (http://www.nsf.gov/od/opp/) on the World Wide Web. The following publications are available from the Polar Research Board, part of the National Academy of Sciences (NAS). In addition to the documents listed here, the Board has produced numerous other publications related to the polar regions. For a complete list, visit the NAS Home Page (http://www.nas.edu/) on the World Wide Web; search for "Polar Research Board." To order by mail, write the Polar Research Board, National Academy of Sciences, 2101 Constitution Avenue, NW, Washington, DC 20037; or telephone (202) 334-3479. - An Evaluation of Antarctic Marine Ecosystem Research (1981) - Physical Oceanography and Tracer Chemistry of the Southern Ocean (1988) - Recommendations for a United States Ice Coring Program (1986) - Research Emphases for the U.S. Antarctic Program (1983) - Science and Stewardship in the Antarctic (1993) - Scientific Plan for a Regional Research Program in the Antarctic on Global Change (1994) An ongoing Antarctic bibliography that abstracts and indexes Antarctic research literature from around the world and has been published between 1951 and the present (prepared by the Library of Congress with NSF support). Twenty-one hardbound volumes and two cumulative indexes have been published to date, and cite more than 50,000 titles. For further information, write the Library of Congress (LOC), 1st & Independence Avenue, SE, Washington, DC 20540; or telephone (202) 707-5000; or visit the LOC Home Page (http://lcweb.loc.gov/homepage/) on the World Wide Web. Current Antarctic Literature is a monthly compilation of abstracts issued by the Cold Regions Bibliography Project, Library of Congress, with financial support from NSF-available in electronic format only. Visit the Cold Regions Research and Engineering Laboratory Home Page (http://lcweb.loc.gov/ rr/scitech/coldregions/ welcome.html) on the World Wide Web. Antarctic Bibliography is amassed in volumes that are printed annually by the Library of Congress and are sold by the Government Printing Office. The bibliography is exported to two commercial services. One service is Questel/ORBIT Information Technologies, which offers the bibliography under the name COLD. For more information, write 8000 Westpark Drive, McLean, VA 22101; or telephone, 1-800-421- 7229. The other service is the National Information Services Corporation (NISC), located at 3100 St. Paul Street, Baltimore, MD 21218; by telephone, (410) 243-0797. This firm produces the NISC DISC CD-ROM Arctic & Antarctic Regions. The Cold Regions bibliography appears here in a common record format with nine other polar data bases. The NISC DISC is a subscription service that is updated every 6 months. The bibliography (searchable back to 1951) is now available in the Library of Congress on-line "Science Reading Room," located on the Library of Congress Home Page (http://lcweb.loc.gov/rr/scitech/) on the World Wide Web. The U.S. Geological Survey (USGS) has reconnaissance maps of portions of Antarc-tica at various scales. For a copy of Antarctic Maps, Price List and Order Form, write Information Services, U.S. Geological Survey, Box 25286, Federal Center, Building 41, Denver, CO 80225; or telephone 1-800-USA-MAPS; or visit the USGS Home Page (http://www.usgs.gov/) on the World Wide Web; search for "Mapping Publications." Ice cores, ocean-bottom sedimentary cores, terrestrial sedimentary cores, dredged rocks, biological specimens, meteorites, and ocean-bottom photographs are available for study. Further information regarding these samples is in the publication Antarctic Research Program Announcement and Proposal Guide (NSF 96-93). Antarctic Artist and Writers Program (USAP Information Series #31) is available by writing the Information Assistant, Office of Polar Programs, National Science Foundation, Room 755, Arlington, VA 22230. Arctic Research The goal of the NSF Arctic Research Program is to gain a better understanding of the Earth's biological, geophysical, chemical, and sociocultural processes and the interactions of ocean, land, atmosphere, biological, and human systems. There are three integrated programs in the Arctic Research section of OPP: Arctic Natural Sciences, Arctic Social Sciences, and Arctic System Science. Support is also provided under the Arctic Research and Policy Program for data and information management research activities. Arctic research is supported at NSF by OPP and by a number of other disciplinary divisions within NSF that are linked through an Arctic Affiliates system. This system consists of representatives from different NSF programs that support arctic research and coordinate collaborative activities, including the potential for joint review and funding of arctic proposals, and the mutual support of special projects with high logistical costs. OPP offers a multidisciplinary and interdisciplinary scientific program that emphasizes the special character of the Arctic for scientific study. The arctic regions are among the Earth's most sensitive to environmental change and have long, natural climate records and thousands of years of human settlement. This interplay provides a unique foundation for research on integrated global systems and human adaptation. OPP disciplinary programs encompass a variety of scientific disciplines, including biological, social, earth, ocean, atmospheric sciences, and glaciology. Interdisciplinary research in the geo-, bio-, and social sciences is linked through the Arctic System Science Program. In addition to supporting research on long-term human and environmental interactions, OPP encourages the study of contemporary socioeconomic, cultural, and demographic issues in the changing environment of the post-Cold War world, and encourages bipolar research, especially glaciology, permafrost, sea-ice, ecology, conjugate magnetic field lines, and human factor studies. The U.S. Arctic Research and Policy Act of 1984 defines the Arctic as all areas north of the Arctic Circle and all U.S. territory north and west of the boundary formed by the Porcupine, Yukon, and Kuskokwim Rivers; all contiguous seas including the Arctic Ocean and the Beaufort, Bering, and Chukchi Seas; and the Aleutian chain. Field projects that fall outside these boundaries but are directly related to arctic science and engineering conditions and issues are appropriate, as are related laboratory and theoretical studies. NSF is one of 12 federal agencies that sponsor or conduct arctic science, engineering, and related activities. Under an agreement with the U.S. Navy, a nuclear submarine will be available for research in the Arctic Ocean. Researchers are strongly encouraged to pursue this possibility directly with OPP or the Division of Ocean Sciences, located in the Directorate for Geosciences. As the Arctic is the homeland of numerous Native peoples, special attention must be given to all aspects of research that may potentially affect their lives. An interagency statement of "Principles for the Conduct of Research in the Arctic" has been developed, and all arctic research grantees are expected to abide by these guidelines. Deadlines and Target Dates The Arctic Natural Sciences, Arctic Social Sciences, and Arctic System Science programs have annual target dates established for the submission of proposals. To confirm a date, refer to the NSF Bulletin, a newsletter produced by the Office of Legislative and Public Affairs; the OPP Home Page on the World Wide Web; or contact the appropriate program office. Proposals for workshops or dissertation improvement grants can be submitted at any time. Proposals for field programs requiring research support must be submitted with sufficient lead time to ensure scheduling and availability. Contact the Arctic Research Support and Logistics Program for information concerning requirements, forms, and time restrictions for submission. Most other NSF programs supporting proposals for arctic research have specific deadlines or target dates. For deadline and target dates, contact the desired program, or refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; or visit the appropriate Directorate Web Site on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. See also page ii for basic information on deadlines for all NSF grants. Research Opportunities Arctic research projects are supported by OPP and by other disciplinary divisions and programs at NSF. The publication Arctic Science, Engineering, and Education: Directory of Awards is produced each year and contains a compilation of all NSF arctic and related research grants from the previous fiscal year. The current version is for fiscal year 1996 (NSF 97-78). Additional program information can be found in the publication Arctic Research Program: Guidelines for Submission of Proposals (NSF 95-133). Arctic Logistics An arctic logistics component has been established to address special logistics needs. Those investigators proposing research projects that will require logistics support are encouraged to contact the appropriate OPP program manager for information. Arctic Natural Sciences Program This is a multidisciplinary program that supports research in atmospheric, biological, and earth sciences, glaciology, and ocean and climate systems. The program helps facilitate OPP's multidisciplinary, cross-disciplinary, and bipolar projects, and coordinates arctic natural sciences research with the Geoscience and Biological Science Directorates. Primary focus areas and activities include the following: Atmospheric Sciences-Focuses on traditional research interests in arctic meteorology, including stratus clouds, tropospheric chemistry, radiation balance, arctic lows, and arctic haze. Also supports research on past climates and atmospheric gases, as preserved in snow and ice cores, and studies of atmosphere/sea and atmosphere/ice interactions. In the area of upper atmospheric physics, research currently being supported includes auroral studies, magnetosphere- ionosphere coupling, the plasmapause, and wave particle interactions. Joint research projects with the Antarctic Aeronomy and Astrophysics Program will be considered. Biological Sciences-In particular, focus on projects that emphasize organismal adaptation to the arctic environment including research in freshwater, marine, and terrestrial biology, ecology, ecosystem structure and processes, and the biological consequences of ultraviolet radiation. OPP also participates in the Life in Extreme Environments (LExEn) Program. For more information, refer to the Announcement of Opportunity for FY 97 (NSF 97-45). See also Chapter 9, Crosscutting Areas of Research and Education. An increased interest in the Arctic as a source of natural resources has stimulated research on the effects of human activities on the environment, and in its protection and management. This program, in collaboration with the Arctic System Sciences Program, offers a special component that focuses on the human factors in the Arctic and Antarctic. See "Arctic System Science Program," in this chapter. Earth Sciences-Supports all subdisciplines of terrestrial and marine geology and geophysics, including but not limited to, physical and chemical processes that are active at or near the Earth's surface, stratigraphy, soil genesis, permafrost, crustal origin of the Arctic Basin, and paleoecological and paleoclimatic reconstructions and comparisons with modern environments. NSF does not support projects aimed at prospecting for mineral occurrences or deposits. Special emphasis is placed on understanding the geological processes that are important to the arctic regions and the geologic history dominated by those processes. Glaciology-OPP is the focal point for glaciological research within NSF. Glaciological research is concerned with the study of the history and dynamics of all naturally occurring forms of snow and ice, including seasonal snow, glaciers, and the Greenland ice sheet. Strong emphasis is on paleoenvironments from ice cores, ice dynamics, numerical modeling, glacial geology, and remote sensing of ice sheets. Ocean and Climate Systems-Encompasses a variety of disciplines with goals to develop and expand knowledge about the structure of the Arctic Ocean and adjacent seas; physical interactions with the global hydrosphere; and the formation and maintenance of the arctic sea-ice cover. Areas of interest include the formation, movement, and mixing of arctic water masses; the growth and decay of sea ice; the exchange of salt and heat with the Atlantic Ocean and the Bering Sea; the magnetic and gravity anomalies, heat flow, and sedimentary history; and the role of the Arctic Ocean and adjacent seas in the global climate. This program will also consider support of projects on the interdependencies of chemical and physical processes and marine organisms and productivity. Arctic Social Sciences Program This is a multidisciplinary and interdisciplinary funded program that encompasses anthropology, archaeology, economics, geography, linguistics, political sciences, psychology, sociology, and related subjects. Interdisciplinary research themes of particular interest include (1) rapid social change, community viability, and human and environmental interactions, including issues related to subsistence and sustainable development; (2) joint funding and review with programs in the Social, Behavioral, and Economic Sciences Directorate, when appropriate; (3) Human Dimensions of Global Change (HDGC), a special activity funded jointly with the Arctic System Science Program (see below), in which support can be provided for general HDGC research, policy sciences research, and research centers and teams (more information on the HDGC Program can be found in the publication Human Dimensions of Global Change (NSF 94-166)); and (4) research on human factors in the Arctic and Antarctic in conjunction with the Antarctic Polar Biology and Medicine Program. Relevant themes include small group interactions, stress and adaptation, and cognition and performance. Arctic System Science (ARCSS) Program A primary goal of this interdisciplinary program is to develop a better understanding of the physical, geological, chemical, biological, and sociocultural processes of the arctic system; how they interact with the total Earth system; and whether or not they contribute to or are influenced by global change. The program is interested in advancing the scientific basis for predicting environmental change on a season-to-centuries time scale, and for formulating policy options in response to the anticipated impacts of global change on humans and societal support systems. ARCSS has three linked components: (1) Ocean/Atmosphere/Ice Interactions (OAII); (2) Land/Atmosphere/Ice Interactions (LAII); and (3) Paleoenvironmental studies implemented through two projects: Paleoclimates from Arctic lakes and Estuaries (PALE) and Greenland Ice Sheet Program Two (GISP2). Both of the latter projects are administered within the Earth System History initiative of the US Global Change Research Program. It is expected that ARCSS will initiate a fourth component titled Human Dimensions of the Arctic System (HARC). Because the ARCSS Program realizes the importance of integrating research results from its various components (and any other Arctic research program), it has developed the Synthesis, Integration, and Modeling Studies (SIMS) effort. Specific program opportunities are announced periodically for multidisciplinary investigations. Successful proposals are funded by the Office of Polar Programs, the Atmospheric and Ocean Sciences Divisions in the Directorate for Geo- sciences, and by the Division of Environmental Biology in the Directorate for Biological Sciences. Social, Behavioral, and Economic Sciences The goals of the Social, Behavioral, and Economic (SBE) Sciences Directorate are to develop basic scientific knowledge of human social behavior, interaction, and decision-making and of social and economic systems, organizations, and institutions; to collect, analyze, and publish data on the status of the Nation's science and engineering human, institutional, and financial resources; and to advance the U.S. science and engineering enterprise by promoting international partnerships and by enhancing the work of U.S. researchers through cooperative activities with foreign scientists, engineers, and their facilities and institutions. The SBE Directorate comprises the following Divisions: Division of Social, Behavioral, and Economic Research (SBER) Division of Science Resources Studies (SRS) Division of International Programs (INT) In addition to the information in this chapter, more is available on the SBE Directorate Home Page at http://www.nsf.gov/sbe/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. The Social, Behavioral, and Economic Research (SBER) Division supports disciplinary research and related activities to advance the understanding of human behavior, including the study of human cognition and perception, linguistic ability, and interpersonal behavior; and both basic and methodological research and the development of resources for the conduct of research, including large-scale data collection activities. The Science Resources Studies (SRS) Division provides data, analysis, and reports on the overall U.S. scientific and technological enterprise in a global content and its impact on the economy and society. The International Programs (INT) Division supports cooperative research activities between U.S. researchers and their colleagues in other countries in all scientific and engineering fields supported by NSF. Emphasis is placed on promoting new partnerships, building institutional linkages, and enabling researchers to gain international experience early in their careers. Deadlines and Target Dates Proposals may be submitted at any time; however, for review within six months, proposals should be submitted by the established target or deadline date. These dates vary by division and program and are published regularly in the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs, or are available from the appropriate division or program. See also page ii for basic information on deadlines for all NSF grants. Crosscutting Activities The SBE Directorate takes an active role in several areas of crosscutting research not mentioned in this chapter. The following is a list of these activities. For more information on these programs, refer to the chapter indicated. Advanced Materials and Processing Program (AMPP) (see Chapter 6, Mathematical and Physical Sciences) Biotechnology (see Chapter 1, Biological Sciences) Manufacturing (MAN) (see Chapter 4, Engineering) Social, Behavioral, and Economic Research The Division of Social, Behavioral, and Economic Research (SBER) supports research in a broad range of disciplinary and interdisciplinary areas. The major focus of the division is to advance fundamental scientific knowledge about cognitive, linguistic, and psychological capacities of human beings; cultural, social, political, spatial, environmental, and biological factors related to human behavior; human behavior, interaction, and decision-making; social, political, legal, and economic systems, organizations, and institutions; and the intellectual, value, process, and impact contexts that govern the development and use of science and technology. The programs in the SBER Division, which are organized into five clusters, each containing two or more programs, will consider proposals that fall squarely into one of its disciplines or that are interdisciplinary. Support is not provided for clinical research, research on human diseases, or research primarily intended to develop or evaluate treatments for diseases. All programs in SBER consider proposals for research projects, conferences, and workshops. Some programs also consider proposals for doctoral dissertation improvement, the acquisition of specialized research and computing equipment, and large-scale data collection. SBER conducts special initiatives and competitions on a number of topics such as human dimensions of global change, learning and intelligent systems, and human capital. For More Information For further information, write the responsible division director, Division of Social, Behavioral, and Economic Research, National Science Foundation, 4201 Wilson Boulevard, Room 995, Arlington, VA 22230; or visit the SBER Division Home Page (located on the SBE Directorate Home Page, http://www.nsf.gov/sbe/) on the World Wide Web. Anthropological and Geographic Sciences Cluster This cluster supports research through the following programs: Archaeology and Archaeometry-Supports archaeological research that contributes to an anthropological understanding of the past. Both fieldwork and nonfieldwork are eligible for support. Through a special archaeometry competition, the program provides support for projects that conduct archaeometric work of anthropological significance and that develop archaeometric techniques. Support is also provided for preserving and increasing research accessibility of systematic anthropological collections and for archaeometric laboratories. Cultural Anthropology-Supports basic research on the causes and consequences of cross-cultural and intracultural variation as such research broadens or refines anthropological theory. In an effort to enhance the quality of students' field research in graduate programs, the program offers Ethnographic Research Training Awards. Scholars' Awards in Methodological Training for Cultural Anthropologists are offered for senior researchers who wish to upgrade their research skills by learning a particular analytical technique. Geography and Regional Science-Supports basic research on the causes and consequences of geographical differences in economic, social, cultural, and physical phenomena, including interactions among places and regions and interrelations between human activities and the natural environment. Projects on a variety of domestic and overseas topics that will enhance geographical theory and its applications qualify for support. Physical Anthropology-Supports basic research in areas that relate to human evolution and contemporary human variation. Research areas supported by the program include, but are not limited to, human genetic variation, human adaptation, human osteology, human paleontology, primate functional anatomy, and primate behavior. Cognitive, Psychological, and Language Sciences Cluster This cluster supports research through the following programs: Human Cognition and Perception-Supports research on human perceptual and cognitive processes, including the development of these processes. Emphasis is placed on research strongly grounded in theory. Research topics include vision, audition, haptic perception, attention, object recognition, language processing, spatial representation, motor control, memory, reasoning, and concept formation. The program encompasses a wide range of theoretical perspectives such as experimental computation, connectionism, and ecological perception, and a variety of methodologies such as experimental studies and computational modeling. Research involving acquired or developmental deficits is appropriate if the results speak to basic issues in the study of normal perception or cognition. Linguistics-Supports scientific research of all types that focus on natural human language as an object of investigation. The program supports research on the syntactic, semantic, phonetic, and phonological properties of individual languages and of language in general; the psychological processes involved in the use of language; the development of linguistic capacities in children; social and cultural factors in language use, variation, and change; the acoustics of speech and the physiological and psychological processes involved in the production and perception of speech; and the biological bases of language in the central nervous system. Social Psychology-Supports research on human and social behavior, including cultural influences and development over the life span. Research topics include aggression; altruism; attitude formation and change; attitudes and behavior; attributional processes; emotion; environmental psychology; group decision-making, performance, and process; health psychology; intergroup relations; interpersonal attraction and relations; nonverbal communication; person perception; personality processes; prejudice; the self; social comparison; social cognition; social influence; and stereotyping. Economic, Decision, and Management Sciences Cluster This cluster supports research through the following programs: Decision, Risk, and Management Science-Supports research that explores fundamental issues in management science; risk analysis; societal and public policy decision-making; behavioral decision-making and judgment; and organizational design. Research funded by the program is directed at increasing the understanding and effectiveness of problem- solving, information processing, and decision-making by individuals, groups, organizations, and society. Funded research must have implications in an operational or applied context; be grounded in theory; be based on empirical observation or subject to empirical validation; and be generalizable. The program conducts a special joint NSF/private sector initiative through which NSF funding is matched by contributions from private firms to conduct basic research that is firmly grounded in real and practical contexts. Economics-Supports basic scientific research designed to improve the understanding of the processes and institutions of the U.S. economy and of the world system of which it is a part. Emphasis is placed on strengthening both empirical and theoretical economic analysis and on the methods for rigorous research on economic behavior. Topics of current interest are computational economics; the transformation of command economies; human resource-related issues such as poverty, labor productivity, the family, gender, and racial discrimination; and the economic impact of global environmental change. The program also supports conferences and interdisciplinary research that strengthen the connection between economics and other social and behavioral sciences, mathematics, and statistics. The program funds research in almost every subfield of economics, including econometrics, economic history, finance, industrial organization, international economics, labor economics, public finance, macroeconomics, and mathematical economics. Transformations to Quality Organizations-Supports research aimed at building a knowledge base about the process of quality-oriented organizational change. Program guidelines require that the proposed research be planned with, endorsed by, and conducted within industrial or other organizations. Research teams must be multidisciplinary, with priority given to teams that include engineering, business, and social science faculty. All proposals must include a plan for disseminating research findings to practitioners in industry and the research and teaching communities. Infrastructure, Methods, and Science Studies Cluster This cluster supports research through the following programs: Infrastructure-Houses and provides information about various cross-Directorate programs in which the SBER Division participates. For activities related to the social and behavioral sciences, the program administers the Research Experiences for Undergraduates Sites and the Minority Postdoctoral Research Fellowship Programs, and coordinates the Faculty Early Career Development (CAREER), the Presidential Early Career Awards for Scientists and Engineers (PECASE), and the Small Business for Innovative Research Programs. Also in the areas of social and behavioral sciences, the program officer for IP can provide information about special opportunities NSF offers for minority and women investigators and for education initiatives. For a complete description of these programs, see Chapter 9, Crosscutting Areas of Research and Education. Methodology, Measurement, and Statistics (MMS)-Supports fundamental research on the development, application, and extension of formal models and methodologies for social and behavioral research, including methods for improving measurement, and research on statistical methodology or statistical modeling that has direct implications on one or more of the social and behavioral sciences. Also supported is research on methodological aspects of new or existing procedures for data collection; research to evaluate or compare existing data bases and data collection procedures; the collection of unique data bases with cross-disciplinary implications, especially when paired with developments in measurement or methodology; and the methodological infrastructure of social and behavioral research. Science and Technology Studies (STS)-Supports historical, philosophical, and social research regarding the character and development of science and technology; the nature of theory and evidence in different fields; and the social and intellectual construction of science and technology. Support is also given to research that examines the relationship between science, government, and other social institutions and groups, and processes of scientific innovation and change. Societal Dimensions of Engineering, Science, and Technology: Ethics and Values Studies, Research on Science and Technology (SDEST)-Combines two former programs in the SBE Directorate-Ethics and Values Studies (EVS) and Research on Science and Technology (RST). The EVS component focuses on developing and transmitting knowledge about ethical and value dimensions associated with the conduct and impacts of science, engineering, and technology. The RST component supports research to improve approaches and information for decision-making concerning management and direction of research, science, and technology. For more information, see the program announcement Societal Dimensions of Engineering, Science, and Technology (NSF 97-28). Social and Political Sciences Cluster This cluster supports research through the following programs: Law and Social Science-Supports scientific research on law and law-like systems of rules. This program encourages theoretically focused empirical studies aimed at advancing scientific knowledge about the impact of law; the nature, sources, and consequences of variations and changes in legal institutions and legal decision-making; and the dynamics of normative ordering in society. Included are studies of dispute processing, administrative and judicial decision- making, social control, compliance and deterrence, the regulatory role of law, legal and social change, and related inquiries on the relationship between legal processes and other social processes. The program supports cross-cultural research through its Global Perspectives on Sociolegal Studies initiative. Political Science-Supports social scientific research to improve the understanding of politics, political behavior, and political institutions and processes. This program supports rigorous empirical research of theoretical importance in American politics, political behavior, comparative politics, international relations, public choice and political economy, and other fields of political science. Research areas that have been supported recently include studies of activists in American political parties, information and issues in voting, congressional elections and campaigns, divided government, support for political institutions, electoral systems, nationalism and its relationship to ethnicity and language, the process of democratization, international political economy, and international conflict. Sociology-Supports research on problems of human social organization, demography, and processes of individual and institutional change. This program encourages theoretically focused empirical investigations aimed at improving the explanation of fundamental social processes. Included is research on organizations and organizational behavior, population dynamics, social movements, social groups, labor force participation, stratification and mobility, family, social networks, socialization, gender roles, and the sociology of science and technology. Science Resources Studies The Division of Science Resources Studies (SRS) provides policy-makers, researchers, and other decision-makers with high-quality data and analyses for making informed decisions about the Nation's science, engineering, and technology enterprise. To achieve this goal, the division performs the following: Describes the quantity and characteristics of the human, financial, and institutional resources devoted to science, engineering, and technology in the United States and compares these allocations to those of other nations. Specific topics examined include information on the education and employment of scientists and engineers, and the funding and performance of research and development by the federal government, industry, and academia. Analyzes factors related to changes in the science and technology resource system and assesses the effects of those changes. Describes the outputs of the science and technology resource system. The results of the division's work are disseminated as NSF publications and are available in print or electronic format on the SRS Division Home Page on the World Wide Web. Using data from its surveys, SRS produces numerous reports on important topics in science, engineering, and technology. Some examples of widely referenced SRS publications include Science and Engineering Indicators (NSB 96-21); Women, Minorities, and Persons with Disabilities in Science and Engineering (NSF 96-311); and National Patterns of R&D Resources (NSF 96-333). Additional data products such as microdata files are also made available to the research community. Most of the work of this division is performed internally and through contractual agreements with other federal agencies and appropriate nonfederal organizations. Extramural analyses of the division's extensive data bases and other special studies are occasionally supported through external grant awards. Examples of appropriate topics are: Studies designed to track the training and distribution of the Nation's scientists and engineers. Specific areas of interest include the current and future employment of scientists and technical personnel and the changing demographic characteristics of scientists and engineers. Collection, analysis, and dissemination of information on the characteristics and patterns of funding for research and development and for other scientific and technological activities. Studies of science and technology enterprise and innovation systems. This includes the development of special indicators, primarily of an output nature such as bibliometrics and studies of patents and licenses. Also of interest are modeling and simulations designed to better understand the distribution of human and financial resources for science and technology. Studies of the economic and social impact of science and technology. This includes, but is not limited to, studies on the returns to investment on research and development, business interests and investments in science and technology, and public understanding and attitudes toward science and technology. Collection and analysis of data on international science and technology investments, activities, and capabilities. More extensive and more current information is sought on foreign science and technology inputs, outputs, and impacts; the international flows of scientists and engineers; and indicators of science and technology globalization and interaction. For More Information For further information on programs in the SRS Division, or to obtain copies of publications, write the Division of Science Resources Studies, National Science Foundation, 4201 Wilson Boulevard, Room 965, Arlington, VA 22230; or visit the SRS Division Home Page (http://www.nsf.gov/sbe/srs/stats.htm) on the World Wide Web. International Programs Support of international activities is an integral part of NSF's mission to promote the progress of U.S. science and engineering. In particular, NSF recognizes the importance of enabling U.S. researchers and educators to advance their work through international collaboration, thus helping to ensure that future generations of U.S. scientists and engineers gain professional experience beyond our Nation's borders early in their careers. Disciplinary programs throughout NSF offer support to U.S. scientists and engineers for any portion of their research that must be performed internationally, and that is judged to be important to the specific objectives of their work. The Division of International Programs (INT) contributes to NSF's mission by promoting new partnerships between U.S. scientists and engineers and their colleagues in other countries in all fields of science and engineering research and education supported by NSF. A priority focus of INT is to encourage the participation of students, recent Ph.D.'s, and junior faculty in international activities. The division especially promotes collaborative opportunities by U.S. scientists and engineers in areas of the world that have been relatively neglected or difficult to access. Most of INT's programs are organized on a regional or country basis. The division is organized into six regional groupings in which proposals normally compete. Proposals for International Research Fellow awards compete on a division- wide basis. The INT Division places a particular emphasis on the support of exploratory phases of research collaboration. Projects that promote access to unique scientific resources, foreign centers of research excellence, or state-of-the-art facilities are encouraged. INT support is meant to help catalyze mutually beneficial research relationships to develop projects that will subsequently compete for support in the disciplinary research Directorates. INT typically supports the travel and incremental international living costs of the U.S. participants in the activity. Special considerations and funding provisions for particular geographical regions or countries are described in the program announcement International Opportunities for Scientists and Engineers (NSF 96-14), or on the INT Division Home Page on the Web. Eligibility Requirements Proposals for international activities from U.S. scientists and engineers are eligible for consideration in all fields of science and engineering supported by NSF. A proposal must be submitted by a U.S. institution, except in the case of International Research Fellow Awards and the Japan and Korea Summer Programs in which case an application from an individual will be accepted. However, the individual applicant must be a U.S. citizen or permanent resident. See also page iii for basic eligibility requirements for all NSF grants. For More Information Detailed information on activities supported by INT can be obtained by contacting by telephone the relevant program officer listed below, or by e-mail. Individual e-mail addresses are listed on the INT Division Home Page (located on the SBE Directorate Home Page, http://www.nsf.gov/sbe/) on the World Wide Web. International Research Fellow Awards (worldwide) (703) 306-1706 Africa, Near East, and South Asia (703) 306-1707 The Americas (703) 306-1706 Central and Eastern Europe (703) 306- 1703 East Asia and the Pacific (703) 306- 1704 Japan and Korea (703) 306-1701 Western Europe (703) 306-1702 A more extensive write-up on the programs in the INT Division is contained in the program announcement, International Opportunities for Scientists and Engineers (NSF 96-14). For further information, write the Division of International Programs, National Science Foundation, 4201 Wilson Boulevard, Room 935, Arlington, VA 22230; or contact by e- mail, intpubs@nsf.gov, or by telephone, 1-800-437-7408; or visit the INT Division Home Page (located on the SBE Directorate Home Page, http://www.nsf.gov/sbe/) on the World Wide Web. Types of Support The INT Division supports research through the following methods: Cooperative research projects-Involve a partnership between at least one U.S. principal investigator or research institution and a foreign counterpart investigator or institution. Awards are typically for a period of two or three years and are intended to initiate international cooperation involving new foreign partners. Projects that include the participation of students, postdoctorates, or junior researchers receive priority consideration. For those interested in cooperative research with Japan, American researchers may be eligible to apply (through INT), for special competitions sponsored by NSF's counterpart agencies in Japan. Joint seminars and workshops-Involve groups of U.S. and foreign counterpart investigators and are intended to provide opportunities to identify common priorities in specific, well-defined research areas, and to initiate or strengthen research collaboration. Planning visits-Last from one to two weeks and are intended to permit U.S. investigators to meet with prospective foreign partners to finalize plans for a proposed cooperative activity that is eligible for support by the division. International Research Fellow Awards-Are given to postdoctoral and junior investigators and are available to U.S. citizens and permanent residents who have recently earned a doctoral degree (typically, within six years prior to the date of application), or expect to receive the doctoral degree by the award date. Dissertation enhancement awards-Support dissertation research at overseas sites by graduate students enrolled in U.S. institutions. Priority is given to applicants who are U.S. citizens or permanent residents; applications from foreign nationals are also considered in certain countries or regions. These awards are intended to encourage the development of international experience and outlook and recipients are expected to work in close cooperation with their host country institutions. Research experiences for students-Provide opportunities for U.S. graduate and undergraduate students to work in overseas laboratories and universities, and initiate professional relationships with foreign scientists and engineers. For the Summer Programs in Japan and Korea, the applicant is the individual graduate student. For all other regions, proposals are submitted by a faculty member for support of an individual or for a group of students. Organizational linkages-Are aimed at establishing or strengthening the existing relationship between a U.S. organization or institution, and its foreign counterpart(s) for the purpose of advancing the international interests of U.S. science and engineering research and education. For example, research networks and center-to-center projects forge links between groups of investigators who are working at major U.S. research centers and similar groups in other countries that feature the participation of students, postdoctoral investigators, and junior faculty. The division also encourages activities that are conducted by professional science and engineering societies, to facilitate discipline-related cooperation through foreign counterpart organizations. Crosscutting Areas of Research and Education This chapter contains a partial listing of cross-Directorate programs sponsored by NSF. Activities not mentioned here may appear elsewhere in this publication. Refer to the appropriate Directorate. In addition to the information in this chapter, more is available on the NSF Home Page at http://www.nsf.gov/. For easy reference, this Web address appears at the bottom of each right-hand page in the chapter. Emerging Themes for FY 1998 Knowledge and Distributed Intelligence NSF is investing in fundamental research and education designed to realize the full potential of the age of information. Taking shape within an ambitious, agency-wide effort called Knowledge and Distributed Intelligence (KDI), these investments promise to change how we learn and create, how we work, and how we live. KDI-focused research will produce scientific knowledge that is essential to understanding the universe and our place in it. In addition, KDI will focus on the following: (1) The need for fully accessible, distributed information systems, and high-capacity networks and advanced computational equipment that will facilitate research and educational activities, thus enabling greater collaboration across disciplines, geographic locations, and language and other barriers. (2) The need to develop a better understanding of the nature of intelligence, including how humans learn and create; how animals, plants, and machines perceive, store, and process information; and how intelligence coalesce from scattered sources in complex systems, such as neurons within a brain. (3) How knowledge, especially knowledge from science and engineering, drives economic growth. KDI will seek to develop what's needed (i.e., new tools and methods, new models of collaboration across all science and engineering disciplines, and new approaches to discovery) to help people create knowledge that is expected to lead to entirely new applications, enterprises, and markets, many of which cannot even be imagined at this time. The idea of a multidisciplinary, knowledge-themed investment emerged from a series of workshops held over a period of several years in which leading researchers and educators from different backgrounds and disciplines assessed the status of research and education and made recommendations for the future. KDI is aimed at creating new ways of collecting, transforming, representing, transmitting, and using information to produce new dimensions of knowledge. The effort should lead to tremendous increases in scientific understanding of the roles of intelligence in complex systems, both natural and artificial. Another critical impact of KDI will be enhanced human interactions across disciplinary boundaries. Advances on the frontier of one discipline often create new opportunities within other areas of science and engineering. KDI has three interrelated areas of focus: Knowledge Networking (KN)-Supports research that seeks to achieve new levels of human and machine interactivity, and timely retrieval and integration of information among people, organizations, and communities. KN goals include developing new ways of representing and searching information; improving data storage capabilities; and supporting research on and providing access to high-capacity networks, including the Next Generation Internet. Learning and Intelligent Systems (LIS)-Supports research and educational activities that seek to have a major impact on human intellectual and creative potential. The key to this focus is work that will advance our basic understanding of learning and intelligent behavior; stimulate research that tests and evaluates the integration of diverse concepts related to learning and intelligence; and support the development and use of information technologies in learning across a wide variety of fields. An ongoing program, LIS began funding proposals in 1997. New Challenges in Computation (NCC)-Supports research that builds on the key role of computer tools in uncovering new knowledge. To transform massive data sets into knowledge, and, finally, into understanding requires not only advances in computer programming far beyond what is currently available, but also new hardware. To create and manage sophisticated models that simulate the behavior of complex systems, visualization techniques beyond current capabilities are needed. NCC research focuses on solutions to scientific and engineering problems that are computationally expansive, data intensive, and traditionally difficult to represent. Deadlines and Target Dates For deadline information, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; or refer to the section on "Crosscutting Programs" located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. For More Information For further information, consult the following program announcements: Learning and Intelligent Systems Initiative (NSF 97-18), and Knowledge and Distributed Intelligence (in progress). Information is also available in the section on "Crosscutting Programs," located on the NSF Home Page (http://www.nsf.gov/), on the World Wide Web. Life and Earth's Environment Life and Earth's Environment (LEE) is a broad thematic area incorporating a wide-ranging set of activities designed to foster research and education on the complex interdependencies among living organisms and the environments that affect, sustain, and are modified by them. All kinds of organisms-from microbes to humans-fall within the LEE framework, as do environments that range from frozen polar regions and volcanic vents to temperate forests and agricultural lands as well as the neighborhoods, businesses, and industries of urban centers. LEE focuses on three integrating scientific themes: Diversity-the variety, origin, and impacts of lifeforms; the habitats in which they live; the forces that shape those habitats; and the potential for life elsewhere in the universe. Complexity-the interplay among biological, physical, and chemical systems and human activities and systems over geographic scales ranging from local to global and temporal scales ranging from milliseconds to geologic epochs. Stability and Change-the biological, physical, or human factors that individually and interactively foster stability or lead to change. Many NSF programs support research and educational activities dealing with life and Earth's environment through their regular competitions. The following information describes the two special crosscutting LEE efforts for fiscal year 1998: Life in Extreme Environments and Urban Systems. Life in Extreme Environments-NSF recently announced a new program to enhance knowledge about "Life in Extreme Environments" (LExEn) through highly interdisciplinary, integrated research activities. This program is prompted by the realization that life flourishes on Earth in an incredibly wide range of environments-from high-salt deserts to volcanoes to polar ice-and these environments may be analogous to the harsh conditions that exist now, or have existed, on other planets. The study of microbial life-forms and the extreme environments in which they exist here on Earth can provide important new insights into how organisms form and adapt to diverse environments. This knowledge will provide the basis for detecting and understanding the life- forms that may exist beyond our own planet, and for developing useful new products and processes. The program is being managed by the Directorates for Biological Sciences (BIO), Engineering (ENG), Geosciences (GEO), Mathematical and Physical Sciences (MPS), and the Office of Polar Programs (OPP). There will be a special funding opportunity in fiscal year 1998 to highlight NSF's strong interest in this area. Announcements will be posted electronically with hard copies available upon request. If you would like to be alerted to the posting of these announcements, please send a message to listmanager@nsf.gov with the command subscribe nsflexen in the text of the message (the subject line is ignored). Your e-mail address will be extracted from the "From" field of your request. For More Information Persons interested in submitting a proposal for the LExEn initiative should contact the division that is most closely related to their area of interest. Division of Environmental Biology Dr. Charles O'Kelly (703) 306-1481 cokelly@nsf.gov Division of Molecular and Cellular Biosciences Dr. Phil Harriman (703) 306-1439 pharrima@nsf.gov Division of Astronomical Sciences Dr. Vernon Pankonin (703) 306-1826 vpankoni@nsf.gov Division of Chemistry Dr. George Rubottom (703) 306-1851 grubotto@nsf.gov Division of Bioengineering and Environmental Systems Dr. George Vermont (703) 306-1318 gvermont@nsf.gov Division of Atmospheric Sciences Dr. Jarvis Moyers (703) 306-1523 jmoyers@nsf.gov Division of Earth Sciences Dr. Chris Maples (703) 306-1551 cmaples@nsf.gov Division of Ocean Sciences Dr. Phillip Taylor (703) 306-1587 prtaylor@nsf.gov Dr. David Epp (703) 306-1586 depp@nsf.gov Office of Polar Programs (Antarctic Research Section) Dr. Linda Duguay (703) 306-1033 lduguay@nsf.gov Office of Polar Programs (Arctic Research Section) Dr. Douglas Siegel-Causey (703) 306-1030 dsiegel@nsf.gov Urban Systems-The NSF will announce shortly an activity for fiscal year 1998 to enhance fundamental research at the disciplinary interfaces on processes that determine or constrain the nature and direction of continuing change in urban settings. This activity responds to the realization that urban systems are growing increasingly complex with expansion in urban and suburban areas, expansion in expectations for infrastructure service and delivery, and increasing diversity of cultures and environments. A central challenge of urban research is understanding how physical, biological, and social processes that shape urban environments are functionally interrelated. The Urban Systems Program currently involves all seven of NSF's Directorates: Social, Behavioral, and Economic Sciences, Geosciences, Mathematical and Physical Sciences, Biological Sciences, Engineering, Education and Human Resources, and Computer and Information Science and Engineering. All projects are expected to involve fundamental interdisciplinary research. Investigations will be supported that promise to increase understanding of how the physical, natural, and human processes that shape urban environments are functionally interrelated. The program is being coordinated by a representative from the SBE Directorate and has a fiscal year 1998 funding level of 3.5 million from the Director's Opportunity Fund, with corresponding matching funds from participating Directorates. For More Information An announcement for this competition will appear in early 1998, with a call for proposals in late spring. For further information, contact the program coordinator, Dr. Frank P. Scioli by telephone, (703) 306-1761, or by e-mail, fscioli@nsf.gov. Educating for the Future The dynamic changes expected in science, engineering, and technology in the 21st century require innovative activities that help ensure the production of a world-class and diverse talent pool of scientists and engineers as well as a scientifically literate citizenry. Educating for the Future (EFF) is a major, emerging NSF thematic area that focuses on a broad array of research and educational activities that are designed to: identify relevant research that informs a better understanding of learners and the learning experience, from childhood to the workplace; couple interdisciplinary research interactions with educational practice; promote innovative, systemic approaches to learning at all levels; develop the instructional workforce needed to educate and train learners; link learning and discovery in educational practice; and infuse technology into learning. Primary areas of emphasis for EFF currently include the following: Learning and Early Development-EFF will support activities that increase understanding of children's learning, including biological, cognitive, and social processes that affect such learning, in both formal and informal settings; and emphasize new theories, models, and empirical studies that examine how children develop and acquire knowledge about their world, including studies that range from cortical structure and function, through perception, language, and memory, to parent-child interactions and social networks. Transitions from Childhood to the Workforce-Activities that NSF will support include research on the social and economic investments in schools, families, and communities that optimize the effectiveness of the workforce; examination of how educational, social, and economic factors interact to foster effective children's and adolescents' transitions to the workforce; developing methods for sustaining the productivity of the U.S. workforce; and efforts that address gaps in existing social and economic databases that hinder a better understanding of these important transitions. Systemic Reform of Undergraduate Education-Building on the experiences and successes in grades K through 12 systemic reform, NSF will support visionary plans and activities that transform small-scale innovations into self- sustaining, systemic reforms that benefit undergraduate and graduate students. Toward this end, NSF will integrate a number of activities that address the totality of effort essential to the systemic reform of undergraduate science, mathematics, engineering, and technology education within colleges and universities. Teacher Education-In an effort to implement effective reform in science, mathematics, engineering, and technology education at all levels, NSF will intensify its support of a critical component of such reform, that is, development of the instructional workforce. Activities will be supported that foster the education, training, and professional development of teachers and faculty, and that encourage colleges and universities to work in concert with schools, state and local educational agencies, and professional societies. Learning Technologies-Activities supported in this area include prototyping of testbeds, research on the effectiveness of technologies for education, and training of teachers and faculty on the effective use of learning technologies. President's Mathematics Initiative-The President has proposed an initiative aimed at improving mathematics achievement in grades five through eight that includes a national voluntary test of mathematics at the eighth grade, accompanying efforts aimed at teachers, instructional materials and technologies, and public engagement of the issue. NSF will support the President's initiative by treating mathematics in grades five through eight as a focus area for the broader activities described above and working in close collaboration with the Department of Education. Integration of Research and Education-Continued emphasis and enhanced support will be provided for a range of activities that provide model opportunities for the integration of research and education. These include Awards for the Integration of Research and Education (RAIRE), Faculty Early Career Development (CAREER), Integrative Graduate Education and Research Training (IGERT), Research Experiences for Undergraduates (REU), Grants for Vertical Integration of Research and Educa-tion in the Mathematical Sciences (VIGRE), Collaborative Research in Undergraduate Institutions (C-RUI) in the biological sciences, and Postdoctoral Fellowships in Science, Mathematics, Engineering and Technology Education (PFSMETE). Further descriptions of many of these programs can be found later in this chapter. All seven Directorates participate in one or more of these activities. They include: Biological Sciences (BIO), Computer and Information Science and Engineering (CISE), Education and Human Resources (EHR), Engineering (ENG), Geosciences (GEO), Mathematical and Physical Sciences (MPS), Social, Behavioral, and Eco-nomic Sciences (SBE), and the Office of Polar Programs (OPP). For More Information For further information on any of the areas described in this section, including eligibility and deadline information, contact the appropriate office or individual listed below: For Learning and Early Development, and for Transitions from Childhood to the Workforce, in the Division of Social, Behavioral, and Economic Research (SBE Directorate) contact the Cluster Coordinator for Cognitive, Psychological, and Language Sciences at (703) 306-1728. For Systemic Reform of Undergraduate Education, contact the Division of Under-graduate Education (EHR Directorate) at (703) 306-1670. For Teacher Education, in the Division of Elementary, Secondary, and Informal Education (EHR Directorate) contact the Program Director for Teacher Enhancement at (703) 306- 1613; and, in the Division of Undergraduate Education, contact the Program Director for Teacher and Faculty Development at (703) 306-1670. For Learning Technologies, contact the Division of Research, Evaluation, and Communication (EHR Directorate) at (703) 306-1650. For President's Mathematics Initiative, contact the Division of Elementary, Secondary, and Informal Education (EHR Directorate) at (703) 306-1628. For Integration of Research and Education, contact the Program Officer or Coordinator in the Directorate that most closely pertains to your area of interest. Human Resource Activities Activities to Encourage Participation by Underrepresented Populations In an evolving economic order in which knowledge of science, mathematics, and technical problem-solving skills will become the key resources, it is essential that our Nation draw upon a diverse pool of talent to meet the challenges of the future, whether in the classroom, in research venues, or in the workplace. A diverse "talent trust" enables academia, government, business, and industry to comprehensively respond to national problems and opportunities. Attracting and retaining minority populations and persons with disabilities in scientific and technical careers enhances the potential for forever-greater developments in science, engineering, and technology fields that will add to the quality of life for all citizens. NSF sponsors a number of activities directed specifically at bringing underrepresented group members into the science and engineering (S&E) education pipeline. These activities help to engage underrepresented populations in science and technology and to prepare them for potential advance- ment to the highest levels of leadership. By retaining these students in the education enterprise, we can make great strides in improving the Nation's scientific research activities and, therefore, in preparing these students to make lifelong contributions in the sciences. The cross- Directorate programs described in this section are designed to help nurture a diverse talent pool into a successive cadre of versatile, well-prepared scientists, engineers, technicians, and "knowledge workers." The following programs offer research and career development opportunities and are intended to: improve the quality of S&E research experiences available to minority students at all educational levels; increase the number of students who attain degrees in S&E and pursue careers in these fields; strengthen the S&E capabilities of institutions with significant minority enrollments; and build effective institutional coalitions and alliances that capitalize on their relative strengths in accomplishing these objectives. Minority Programs NSF has a number of special programs targeted to members of minority groups that are underrepresented in science and engineering. These groups include American Indians or Alaskan Natives (Native Americans), Blacks (African Americans), Hispanics, and Pacific Islanders. Such efforts include programs for students, faculty, and institutions. Research Opportunities for Minority Students and College Faculty NSF offers several activities that encourage talented and promising minority students and college faculty to participate in ongoing research. All of these activities are achieved through supplements to existing NSF-supported research projects. NSF encourages principal investigators who receive NSF support to include minority students in their projects as research assistants. These activities include: for high school students, "Research Assis-tantships for Minority High School Students" (see program announcement NSF 89-39); for undergraduate students, "Research Experiences for Undergraduates" (see program announcement NSF 96-102); and for college faculty, "Research Opportunity Awards" (see program announcement NSF 94-79). Eligibility Requirements A participant must be a member of an underrepresented minority group, and be a citizen or national of the United States. Eligible students may be at the high school or undergraduate level. Faculty should be employed at a U.S. academic institution, be working in an NSF-supported field, and should not have the resources to conduct the research at their own institution. Interested parties make their own arrangements; there is no central referral source. Most awards are for summer support but arrangements may sometimes be made for the academic year. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration Supplemental funding may be requested for each participant. Full-time summer stipends for high school students are expected to be at least $1,000, whereas those for undergraduates should be at least $2,000. Faculty summer support may not exceed two-ninths of the academic year salary. Indirect costs in the student-focused programs are limited to 25 percent of stipends. Support is available for a summer or, if funding is available, for part-time activities during the academic year. Procedures for Requesting Support A request for funding may be included in an initial proposal submission to NSF or in a request for a supplement to a current award. The request should include a statement indicating the process by which participants will be selected and a brief description of their participation in the project. Current NSF grantees who would like to involve minority populations in their research efforts are encouraged to request supplemental funding for their existing grants. The principal investigator at the host institution should contact the appropriate NSF program officer. For More Information For further information on student-focused programs, see the publications Research Assistantships for Minority High School Students (NSF 89-39) and Research Experiences for Undergraduates (NSF 96-102). The Research Opportunity Awards for faculty are described fully in Research in Undergraduate Institutions (NSF 94-79). For general inquiries, write the cognizant program officer or the Senior Staff Associate for Cross-Directorate Programs, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or contact by telephone, (703) 306-1603; or refer to the section on "Crosscutting Programs," located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. Minority Research Planning Grants and Career Advancement Awards These awards are part of NSF's overall effort to give members of minority groups that are underrepresented in science and engineering greater access to scientific research support. The goal of these programs is to increase the number of minority faculty in mainstream research. Minority Research Planning Grants (MRPG)-Are one-time, limited awards for preliminary studies and other activities to facilitate the development of more competitive NSF proposals. The awardee is expected to submit a proposal to one of NSF's research programs or to the Faculty Early Career Development (CAREER) Program after completion of the planning grant. A complete description of the CAREER Program is available later in this chapter. Eligibility Requirements Eligibility is limited to underrepresented minority scientists or engineers who are eligible for a regular NSF research award in their respective discipline; hold a faculty or research-related position, tenured or nontenured, at a U.S. institution; are a U.S. citizen or national; and have not served as principal or co-principal investigators on independent federal research awards. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration Awards may be funded for as long as 18 months and for as much as $18,000; they are not renewable. Deadlines and Target Dates The MRPG target dates vary with each discipline. Proposals should be directed to the appropriate disciplinary program through standard institutional channels. See also page ii for basic information on deadlines for all NSF grants. Minority Career Advancement Awards (MCAA)-Are geared toward expanding opportunities for minority researchers to advance their careers. It is particularly appropriate for independent investigators whose careers are still evolving, and for experienced researchers who are changing research direction or who have had a significant research career interruption. For example, an investigator may wish to acquire new skills in an area that will expand their research capabilities or to develop an innovative research method in collaboration with another investigator. Eligibility Requirements A MCAA applicant should be a member of an underrepresented minority group with some prior independent research experience as a principal investigator or project leader; be eligible for a regular NSF research award in their respective discipline; hold a faculty or research-related position at a U.S. institution; and be a U.S. citizen or national. Tenure is not an eligibilityfactor. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration The maximum dollar amount of these awards is $50,000 for a period of 12 months. An additional $10,000 may be requested for equipment. Deadlines and Target Dates The MCAA target dates vary with each discipline. Proposals should be directed to the appropriate NSF disciplinary program through standard institutional channels. See also page ii for basic information on deadlines for all NSF grants. For More Information For further information about the MRPG and MCAA Programs, see the publication Research Planning Grants and Career Advancement Awards for Minority Scientists and Engineers (NSF 94-147), or write the appropriate disciplinary program officer or the Senior Staff Associate for Cross-Directorate Programs, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or contact by telephone, (703) 306-1603; or refer to the section on "Crosscutting Programs," located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards in the Biological, Social, Behavioral, and Economic Sciences-Are one-time fellowship and travel awards available to recent Ph.D.s or those about to earn a doctoral degree in an eligible field. Travel awards facilitate a visit to the potential host institution to discuss details of a postdoctoral appointment with the proposed mentor. Fellowships are portable and provide stipend and other support for up to three years of additional research training at a U.S. or foreign institution chosen by the fellow. Eligibility Requirements Applicants must be a member of an underrepresented minority group in science and engineering and be a citizen, national, or permanent resident of the United States. Fields of study supported by the Biological Sciences and the Social, Behavioral, and Economic Sciences Directorates are eligible. Travel awards are available to graduate students who are within 18 months of the date they expect to receive their doctoral degree. Fellowships may be awarded to persons who have held their doctorates no more than four years prior to the application deadline or who will receive their degrees within the calendar year in which the fellowship is awarded. Fellowships will not be offered to those who will have had two full years of postdoctoral support prior to applying for the fellowship. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration Travel awards provide up to $3,000 for as many as three approved trips to institutions or meetings during the 12 months following the award. Fellowships may provide up to three years of support consisting of a $28,000 annual stipend, an $8,000 special allowance, and a $4,000 institutional allowance annually. Deadlines and Target Dates To confirm a deadline date, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs. Travel awards have quarterly deadlines; fellowships have an annual deadline. See also page ii for basic information on deadlines for all NSF grants. For More Information For more information, see the publication Minority Postdoctoral Research Fellowships and Supporting Activities (NSF 94-133). General inquiries can be made by writing the Minority Postdoctoral Fellowships Program, Division of Biological Infrastructure, National Science Foundation, 4201 Wilson Boulevard, Room 615, Arlington, VA 22230; or contact by telephone, (703) 306-1470; or visit the BIO Directorate Home Page (http://www.nsf.gov/bio/) on the World Wide Web. Women's Programs Professional Opportunities for Women in Research and Education The Professional Opportunities for Women in Research and Education (POWRE) Program provides outstanding women with funding opportunities not ordinarily available through regular research and education grants. POWRE aims to increase the representation of women in the nation's science and engineering workforce and encourage their professional advancement. It is an NSF-wide effort that includes objectives of the former Visiting Professorships for Women, Faculty Awards for Women, Research Planning Grants, and Career Advancement Awards Programs. The major goals of the POWRE Program include providing opportunities for further career advancement, professional growth, and increased prominence of women in NSF-supported science and engineering disciplines; and encouraging more women to pursue careers in science and engineering by providing greater visibility for women scientists and engineers in academic institutions and industry. The program targets women scientists and engineers who currently hold non-tenured academic or industrial positions, academic tenured or tenure-track positions, or plan to enter or re- enter academia. Since NSF is particularly interested in increasing the participation of minority women, women with disabilities, and women whose careers have been interrupted, proposals from these groups are especially encouraged. POWRE supported categories include: Visiting Professor-Supports activities at a host academic institution for the conduct of research projects and to engage in innovative educational activities that have promise beyond the home institution's traditional education approaches. Visiting Researcher-Supports activities for academically employed women to conduct research at an industrial or non- federal organization. Research/Educational Enhancement-Supports opportunities to enhance the applicant's research and/or educational activities at the home institution or at an external site through access to and utilization of new and/or special facilities, skills, or methodologies; or exploratory or pilot work to determine feasibility of a new line of inquiry or educational activity. Supplements-Supports additional research and education activities for women principal investigators and co- principal investigators who have existing NSF grants. These supplements allow women to take advantage of a special opportunity or provide them with extra support at a critical career stage. In addition, consideration will be given to international activities to forge linkages between foreign and U.S. scientists and engineers; to provide access to unique research equipment and facilities; to plan joint seminars and workshops; and to address issues that can benefit from international comparison. Eligibility Requirements Eligibility is limited to women scientists and engineers who hold a doctorate at the time of submission in a field of research supported by NSF; are U.S. citizens, nationals, or permanent residents at the time of proposal submission; and who hold or have held a faculty or research-related position at a U.S. college, university, or other nonprofit institution. Applicants for the Visiting Professor position may also be currently employed in industry or be on the staff of a scientific or engineering professional organization. Women whose careers have been interrupted but intend to resume an academic career are encouraged to apply in either the Visiting Professor or Research/Educational Enhancement categories of POWRE. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration Award size and duration for POWRE proposals and supplement requests vary depending on the activities proposed and the priorities of the NSF disciplinary Directorates. Awards for all of the categories under POWRE, except Supplements, will be made for up to 18 months duration. The maximum budget amounts, including both direct and indirect costs, are $150,000 for Visiting Professor and Visiting Researcher categories, and $75,000 for the Research/Educational Enhancement category. Additional restrictions or specific guidelines may be established by different NSF organizational units. Potential applicants should visit the individual Directorate Home Page, located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. Proposal and Supplement Request Review POWRE proposals and supplement requests will be reviewed by the relevant NSF organizational units in accordance with NSF's new merit review criteria. Additional criteria to be used in evaluating POWRE proposals and supplement requests are the applicant's career objectives and the relevance of the proposed activities to these objectives; impact of a POWRE award on the applicant's academic advancement and/or leadership roles; and the match between the proposed activity and the research and educational environment and facilities at the host institution (for those activities that involve a host organization). Final funding decisions will be made by NSF. In making selections, such secondary criteria as distribution among disciplines, racial and ethnic affiliation, geographic areas, and types of institutions may be considered. See "Merit Review Criteria for the Selection of Research and Education Projects" on page iv. Deadlines and Target Dates To confirm a deadline or target date, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; or refer to the section on "Crosscutting Programs," located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. See also page ii for basic information on deadlines for all NSF grants. For More Information For further information, see the POWRE program announcement (NSF 97-91), or refer to the section on "Crosscutting Programs," located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. Program for Women and Girls Studies show that the levels of women who participate in Science, Engineering, and Mathematics (SEM) are low. The Program for Women and Girls offers several activities designed to help improve the recruitment and retention of women and girls in SEM education and careers. For further information on these fellowships, see Chapter 3, Education and Human Resources. Support for Persons With Disabilities NSF has taken a position of leadership in ensuring that persons with disabilities have the opportunity to participate fully in NSF-supported projects. Disciplinary programs throughout NSF entertain project proposals which include a disability focus or component. Additionally, NSF provides support for the following: Facilitation Awards for Persons with Disabilities These awards provide funding for special assistance or equipment to enable persons with disabilities-investigators and other staff, including student research assistants-to work on NSF projects. For a complete description of this effort, see the publication Facilitation Awards For Scientists And Engineers With Disabilities (NSF 91-54). See also Chapter 3, Education and Human Resources. For More Information NSF has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairment to communicate with NSF about NSF programs, employment, or general information. The telephone number for TDD is (703) 306-0090; for FIRS, 1-800- 877-8339. To speak with someone in the Division of Human Resource Management (HRM), which has a separate TDD number, call (703) 306-0189. Undergraduate Activities NSF encourages faculty research at predominantly undergraduate institutions for many reasons. For example, this research contributes to the knowledge base in science and engineering; enhances the scientific and technical training of students by strengthening the environment in academic departments that are geared primarily toward undergraduate instruction; and promotes the integration of research and education in these undergraduate institutions. Predominantly undergraduate institutions include two-year, four-year, master's-level, and small doctoral institutions. Eligible institutions should have the following qualifications: offer grant baccalaureate degrees in NSF- supported fields or provide instructional programs for students who are pursuing such degrees with institutional transfers; have an undergraduate enrollment exceeding that of the graduate level; and have awarded no more than 20 Ph.D.s or D.Sci.s in all NSF-supported disciplines during the two previous academic years. Faculty members from these institutions are encouraged to request support through standard NSF disciplinary programs, Research Opportunity Awards (ROA), and, for faculty in the nondoctoral departments, Research in Undergraduate Institutions (RUI). For more information, see the program announcement Research in Undergraduate Institutions (NSF 94- 79). The programs summarized below have been developed in the major areas of faculty, students, and curriculum. In addition, there is a program supporting institution-wide reform activity. Detailed descriptions about the ROA and the RUI Programs can be found later in this chapter. The programs summariazed below have been developed in the major areas of faculty, students, and curriculum. In addition, there is a program supporting instituion-wide reform activity. Faculty Research Opportunities at Predeominantly Undergraduate Institutions Research in Undergraduate Institutions The Research in Undergraduate Institutions (RUI) Program supports research and research equipment for faculty located in nondoctoral departments in predominantly undergraduate institutions. In addition to fulfilling the usual NSF requirements, RUI proposals must also describe the expected impact of the proposed research on the research and training environment of the department. This impact statement is considered in the proposal evaluation. Proposals for RUI are accepted in all research disciplines supported by NSF. They are evaluated and funded by the NSF program in which the proposed research falls. Within this context, RUI serves as a vehicle for eligible proposals and is fully integrated with the ongoing research activities of NSF. Eligibility Requirements Proposals may be submitted by faculty in departments that meet the following qualifications: the submitting institution must be predominantly undergraduate as defined above; and the department of the principal investigator must offer courses in an NSF-supported field that qualify for bachelor's degree credit, and may offer master's degrees but may not award doctorates or offer doctoral courses and supervise doctoral research. See also page iii for basic eligibility requirements for all NSF grants. Nature of Support Awards may support research at the home institution, including work in the field, or away from the home institution at a research university or a government or industrial laboratory. RUI also may be used to access the various disciplinary research equipment programs for acquisition of instrumentation essential for faculty research. The latter often requires multiple investigators and matching funds as specified by the disciplinary area. Award Criteria Eligible RUI proposals are evaluated on a competitive basis with all the other proposals submitted to NSF in the same area of research in accordance with the standard merit review procedure for that discipline. However, special RUI reviewer instructions are provided that emphasize the multifaceted RUI institution. NSF review criteria permit consideration of an RUI proposal in terms of its contribution to the infrastructure of science and engineering research, including training in the sponsoring department and institution. Thus, reviewers are asked to especially consider the RUI impact (infrastructure) statement contained in the proposal as well as to recognize the potential impact of heavier teaching loads; the limited support personnel, facilities, and equipment; and possibly the smaller scale of the investigator's research. Deadlines and Target Dates Target and deadline dates vary by NSF program; RUI proposals should be submitted in accordance with these dates. To confirm a deadline or target date, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs. See also page ii for basic information on deadlines for all NSF grants. For More Information Further information is available in the publication Research in Undergraduate Institutions (NSF 94-79). Applicants are urged to discuss proposed projects with the program officer in the appropriate discipline. For general inquiries, write the Senior Staff Associate for Cross-Directorate Programs, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or telephone (703) 306-1603; or refer to the section on "Crosscutting Programs," located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. Collaborative Research at Undergraduate Institutions The Collaborative Research at Undergraduate Institutions (C- RUI) Program involves the Biological Sciences Directorate (BIO) and is designed to support multidisciplinary collaborative research groups at primarily undergraduate institutions. These groups are composed of three faculty members representing at least two disciplinary areas, and up to 10 undergraduates who will work on a project whose subject matter is primarily in the biological sciences and will require a cross-disciplinary approach. Research Opportunity Awards Through the Research Opportunity Awards (ROA) component of the Research in Undergraduate Institutions (RUI) Program, NSF provides opportunities for faculty at institutions with limited research opportunities to participate in research under the aegis of NSF investigators at other institutions. Science teachers who teach middle and high school levels and who have a keen interest in research may also take part. Most teachers elect to participate during the summer months. Faculty members and teachers make their own arrangements with NSF investigators at the universities or laboratories that have been awarded or are currently applying for an NSF grant. Prospective investigators who wish to employ faculty under these arrangements should include the additional requirements in the proposal budget. In the case of ongoing awards, grantees should contact the cognizant NSF program officer and request supplemental funding to permit participation by a visiting ROA researcher. Each case is judged on its own merits and grants are awarded at the discretion of the NSF program manager. The ROA visiting scientist becomes a temporary employee of the grantee institution where the principal investigator holds an appointment. Length of employment, the stipend, and other arrangements with respect to employment become matters of individual negotiation between the visiting scientist or engineer from the smaller institution, and the principal investigator at the host institution. For More Information For further information about RUI and ROA, see the publication Research in Undergraduate Institutions (NSF 94- 79), or write the cognizant NSF program officer or the Senior Staff Associate for Cross-Directorate Programs, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or telephone (703) 306-1603; or visit the EHR Directorate Home Page (http://www.ehr.nsf.gov/) on the World Wide Web. Students Research Experiences for Undergraduates The Research Experiences for Undergraduates (REU) Program is supported by all of NSF's disciplinary research programs and provides opportunities for undergraduate students to experience hands-on participation in research or related scholarly activities in areas of science, mathematics, and engineering. NSF supports researchers who involve students in either ongoing research (REU Supplements) or special programs (REU Sites). Eligibility Requirements All U.S. institutions conducting research in disciplines normally supported by NSF are eligible to apply. Proposals will be accepted from colleges and universities, nonacademic research institutions such as government or industrial laboratories, or combinations thereof. There is no restriction on the number of proposals that may be submitted per institution. A student participant must be a citizen or permanent resident of the United States and its possessions, and must be enrolled in a program leading to a bachelor's degree. See also page iii for basic eligibility requirements for all NSF grants. Deadlines and Target Dates For further information on the REU Program, including the annual deadline for receipt of proposals for support of REU Sites, see the program announcement Research Experiences for Undergraduates (NSF 96-102), or direct inquiries to the relevant NSF research Directorate. The program announcement is available on the On-Line Document System, located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web; or from the NSF Publications Clearinghouse. See the front of this Guide to Programs for information on ordering printed publications. Information on deadlines is also available in the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs. Proposals for REU Supplements will be accepted at any time but should be submitted as early in the fiscal year (beginning October 1) as possible, and require two to three months to process after receipt by NSF. See also page ii for basic information on deadlines for all NSF grants. Curriculum Undergraduate Course and Curriculum Development in Engineering, Mathematics, and the Sciences This activity supports the development of new or improved courses, curricula, delivery systems, and nationally disseminated products for the revitalization of the content, conduct, and quality of undergraduate education in science, mathematics, engineering, and technology. See Chapter 3, Education and Human Resources, for a description. For More Information For further information, write the appropriate research Directorate or the Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230; or telephone (703) 306-1670; or visit the DUE Division Home Page (located on the EHR Directorate Home Page, http://www.ehr.nsf.gov/) on the World Wide Web. Graduate and Postdoctoral Education Integrative Graduate Education and Research Training To meet the need for a cadre of broadly prepared Ph.D.s with the technical, professional, and personal skills essential to addressing the varied career demands of the future, NSF has developed a new, agency-wide initiative that will sponsor the development of innovative, research-based graduate education and training programs in Ph.D.-granting institutions. The Integrative Graduate Education and Research Training (IGERT) Program will support projects based on multidisciplinary research themes and organized by diverse groups of investigators with appropriate research and teaching expertise. The use of a multidisciplinary research theme provides a framework for the integration of research and educational activities, and for collaborative efforts in training that span disciplinary areas. Thus, an IGERT project may involve investigators from one or more departments within a single institution or from more than one institution. The emphasis of the IGERT Program is on the training of graduate students; however, the program will support efforts that include undergraduate and/or postdoctoral training if such participation will strengthen the proposed training program. More information, including answers to frequently asked questions, detailed instructions on "Preparing and Submitting an IGERT Preproposal" (or a Formal Proposal), and the names of cognizant NSF staff is available in the IGERT program announcement (NSF 97-112), available only in electronic format under the section "Crosscutting Programs" on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. Graduate Research Fellowships NSF annually awards approximately 1,000 new three-year Graduate Fellowships and Minority Graduate Fellowships. NSF Fellows are expected to contribute significantly to research, teaching, and industrial applications in science, mathematics, and engineering. Separate competitions are conducted for Graduate and Minority Graduate Fellowships, with each offering additional awards for women in engineering and computer and information science. For further information on these fellowships, see Chapter 3, Education and Human Resources. NSF Postdoctoral Fellowships NSF sponsors 15 fellowship programs for postdoctoral and senior postdoctoral research in science and engineering. These fellowships are in specific disciplines and are sponsored by the appropriate NSF organization. Contact the appropriate division listed below for more information about these fellowships. Fellowship /Contact Joint NSF/Alfred P. Sloan Foundation Postdoctoral Research Fellowships in Molecular Evolution Molecular Evolution Postdoctoral Fellowships Biological Infrastructure National Science Foundation 4201 Wilson Boulevard, Rm. 615 Arlington, VA 22230 Tel: (703) 306-1469 Minority Postdoctoral Research Fellowships in Biological, Social, Behavioral, and Economic Sciences BIO Minority Research Fellowships Biological Infrastructure National Science Foundation 4201 Wilson Boulevard, Rm. 615 Arlington, VA 22230 Tel: (703) 306-1469 SBE Minority Research Fellowships Cross-Directorate Activities SBER, Rm. 995 National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1733 Postdoctoral Research Fellowships in Biosciences Related to the Environment Postdoctoral Research Fellowships in Biosciences Related to the Environment Biological Infrastructure National Science Foundation 4201 Wilson Boulevard, Rm. 615 Arlington, VA 22230 Tel: (703) 306-1469 CISE Postdoctoral Research Associates in Computational Science and Engineering Division of Advanced Scientific Computing National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1970 CISE Postdoctoral Research Associates in Experimental Science Office of Cross-Disciplinary Activities National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1980 NSF Postdoctoral Fellowships in Science, Mathematics, Engineering, and Technology Education NSF-PFSMETE Program Division of Graduate Education National Science Foundation 4201 Wilson Boulevard, Rm. 907 Arlington, VA 22230 Tel: (703) 306-1697 E-mail: PFSMETE@nsf.gov NSF-NATO Postdoctoral Fellowships in Science and Engineering NATO Postdoctoral Fellowship Program Division of Graduate Education National Science Foundation 4201 Wilson Boulevard, Rm. 907 Arlington, VA 22230 Tel: (703) 306-1630 Graduate Student Industrial Fellowship Dr. Donald Senich ENG Contact/GOALI Program National Science Foundation 4201 Wilson Boulevard, Rm. 527 Arlington, VA 22230 Tel: (703) 306-1330 Postdoctoral Industrial Fellowship Dr. Donald Senich ENG Contact/GOALI Program National Science Foundation 4201 Wilson Boulevard, Rm. 527 Arlington, VA 22230 Tel: (703) 306-1330 Earth Sciences Postdoctoral Research Fellowships Division of Earth Sciences National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1550 Ridge Interdisciplinary Global Experiments (RIDGE) Postdoctoral Fellowship Program Division of Ocean Sciences National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1586 Mathematical Sciences Postdoctoral Research Fellowships (with Research Instructorship option) Infrastructure Program Division of Mathematical Sciences National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1870 E-mail: msprf@nsf.gov Mathematical Sciences University/Industry Postdoctoral Research Fellowships Infrastructure Program Division of Mathematical Sciences National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1870 E-mail: msprf@nsf.gov International Research Fellow Awards Research Fellow Awards Division of International Programs National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1706 Japan Society for the Promotion of Science (JSPS) Postdoctoral Awards for U.S. Researchers JSPS Postdoctoral Awards Division of International Programs National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1701 E-mail: NSFJinfo@nsf.gov Long- and Medium-Term Research Visits for Scientists and Engineers at Foreign Centers of Excellence Long- and Medium-Term Research Visits Division of International Programs National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1710 Science and Technology Agency of Japan Postdoctoral Awards for U.S. Researchers STA Postdoctoral Awards Division of International Programs National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 Tel: (703) 306-1701 E-mail: NSFJinfo@nsf.gov Doctoral Dissertation Research Improvement NSF awards grants to improve the scientific quality of doctoral dissertation research. These awards are made to allow doctoral candidates the opportunity for greater creativity in the gathering and analysis of data than would otherwise be possible. Grants are intended to cover research- related expenses such as field equipment, supplies, and travel to and from research sites. These awards are not fellowships and no stipend is included. Support is not provided for everyday personal expenses of the doctoral student; however, the student may concurrently receive such support from other sources. Dissertation proposals are judged on the basis of scientific content, importance, and originality. In addition, the doctoral candidate must show that the award will in fact improve the quality of the research. Note: Dissertation improvement awards are available only in certain disciplines, including the social and behavioral sciences and certain biological sciences. No dissertation improvement awards are made in the mathematical and physical sciences, the geosciences, engineering, cellular and molecular biology, or physiology. For More Information Each division that administers these grants treats applications in a different way. Doctoral students who wish to apply for a dissertation improvement grant should write directly to the appropriate research division(s). International Activities NSF offers international opportunities for graduate and postdoctoral education through the following activities: international research fellow awards for postdoctoral and junior investigators; dissertation enhancement awards to support dissertation research at overseas sites by graduate students enrolled in U.S. institutions; and research experiences for students that provide opportunities for U.S. graduate and undergraduate students to work in overseas laboratories and universities and initiate professional relationships with foreign scientists and engineers. For more information on any of these activities, see Chapter 8, Social, Behavioral, and Economic Sciences. Faculty Career Development Faculty Early Career Development The Faculty Early Career Development (CAREER) Program is an NSF-wide activity that supports junior faculty within the context of their overall career development. It combines in a single program the support of research and education of the highest quality and in the broadest sense. This premier program emphasizes the importance NSF places on the early development of academic careers dedicated to stimulating the discovery process in which the excitement of research is enhanced by inspired teaching and enthusiastic learning. Eligibility Requirements CAREER applicants must be in their first or second full-time tenure-track or equivalent academic appointment; not hold or have held tenure before the proposal deadline; and be employed at a U.S. institution that awards a baccalaureate or advanced degree in a field supported by NSF. Current or former recipients of CAREER awards, Presidential Young Investigator Awards, Presidential Faculty Fellowships, or PECASE awards are not eligible. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration The duration of awards is at least four but no more than five years. The funding level is consistent with the scope of the project and NSF Directorate and disciplinary practice. The total award, including indirect costs, ranges from $200,000 to $500,000 over the award period. The intent is to provide stable support at a sufficient level and duration to enable awardees to achieve the education and research career-development objectives of the program. For More Information Potential applicants for the CAREER Program should refer to the CAREER Frequently Asked Questions (FAQ) document on the CAREER Home Page, located under "Crosscutting Programs" on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. For specific information on proposal development, consult the disciplinary program contacts given in the latest version of the Faculty Early Career Development (CAREER) Program Guidelines. This document is also available on the CAREER Home Page, located under "Crosscutting Programs" on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web; or by writing the NSF Publications Clearinghouse, PO Box 218, Jessup, MD 20794-0218; or contact by telephone (301) 947-2722, or by e-mail, pubs@nsf.gov. NSF Component of the Presidential Early Career Awards for Scientists and Engineers Each year NSF selects up to 20 nominees for Presidential Early Career Awards for Scientists and Engineers (PECASE) from among the most meritorious first-year awardees supported by the CAREER Program. PECASE awards recognize outstanding scientists and engineers who, early in their careers, show exceptional potential for leadership at the frontiers of knowledge. This Presidential Award is the highest honor bestowed by the United States Government on scientists and engineers beginning their independent careers. See above for a description of the CAREER Program. Eligibility Requirements Nominees for a PECASE Award must meet all the eligibility requirements of the CAREER Program and be U.S. citizens, nationals, or permanent residents who hold such status on or before the established deadline date for the CAREER Program. In addition, to be eligible for PECASE, proposals for the CAREER Program must include a completed copy of NSF Form 1317A, available in the CAREER program guidelines. PECASE nominees will be selected from among the successful applicants for the CAREER Program. See also page iii for basic eligibility requirements for all NSF grants. Award Size and Duration The CAREER awards of those NSF nominees who are PECASE recipients will be adjusted to provide a total of five years of support at $100,000 annually. Deadlines and Target Dates To determine the deadline date for the CAREER Program, refer to the NSF Bulletin, a publication produced by the Office of Legislative and Public Affairs; or see the CAREER Home Page located under "Crosscutting Programs" on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web. See also page ii for basic information on deadlines for all NSF grants. For More Information A brochure giving an overall description of PECASE is available on the PECASE Home Page (located under "Crosscutting Programs" on the NSF Home Page at http://www.nsf.gov/); or by writing the NSF Publications Clearinghouse, PO Box 218, Jessup, MD 20794-0218; or contact by telephone (301) 947-2722, or by e-mail, pubs@nsf.gov. Other Activities Grant Opportunities for Academic Liaison with Industry A major objective of NSF is to improve the Nation's capacity for intellectual and economic growth. It does this by supporting the discovery of new knowledge and the enhancement of a skilled workforce. Industry can outline new technical challenges and assist in the support of academic institutions. By serving as a catalyst for industry- university partnerships, NSF helps to ensure that intellectual capital and emerging technologies are brought together in ways that promote economic growth and an improved quality of life. The Grant Opportunities for Academic Liaison with Industry (GOALI) Initiative aims to synergize university-industry partnership by making funds available to support an eclectic mix of industry-university linkages. A particular interest of the initiative is to afford the opportunity for (a) faculty, postdoctoral fellows, and students to conduct research and gain experience with production processes in an industrial setting; (b) industry scientists and engineers to bring industry's perspective and integrative skills to academe; and (c) interdisciplinary university-industry teams to conduct long-term projects. This initiative targets high- risk and high-gain research, with focus given to fundamental topics that would not have been undertaken by industry; the development of innovative collaborative industry-university educational programs; and the direct transfer of new knowledge between academe and industry. To meet this objective, GOALI provides funding for individuals such as faculty, postdoctoral fellows, and students, to develop creative modes of collaborative interactions with industry through individual or small group research projects; and industry-based fellowships for graduate students and postdoctoral fellows. GOALI is a cross- Directorate program. Examples of the types of research activities supported by the participating Directorates can be found in the GOALI program announcement. The topics addressed in a GOALI award need not focus on fundamental issues only, but should address long-term, generic research within an intellectual envelope shared by the industrial partner. Fundamental research generally is performed in academe in parallel with more applied research in industry. Investigators are expected to integrate research objectives with educational and human resources goals and industry needs. The GOALI initiative emphasizes the need to improve research linkages between industry and university in the design of products and processes. This research should strengthen the fundamental scientific and engineering foundations on which new design and production practices and methods may be based. The goal of this emphasis is to improve the basic understanding and development of integrated design tools in both academe and industry. When faculty visit industry to perform a research or education activity for intervals longer than one month, it is expected that industry will provide cost-sharing for 50 percent of the salary during the visit. Industry participation on a research or education project is required, and cost-sharing for collaborative work at industrial sites and universities is encouraged. However, industrial partners are not required to match the funds of NSF research awards for projects performed at universities. In the case of a collaborative project or industrial fellowship, a coinvestigator or coadvisor from industry is required. Support by the GOALI Initiative may be provided as either a grant or as a supplement to an existing eligible NSF award. Proposals for GOALI must compete with all other proposals within their respective research or education program. In addition, some Directorates offer programs that include GOALI-related activities that are also listed in the program announcement. These include: The Directorate for Biological Sciences (BIO)-Supports postdoctoral and graduate student research experiences in industry through the Postdoctoral Research Fellowships in Biosciences Related to the Environment (NSF 94-114), and the Minority Postdoctoral Research Fellowships and Supporting Activities (NSF 94-133) Programs. The Directorate for Computer and Information Science and Engineering (CISE)-Offers opportunities in all areas normally supported by the Directorate. Postdoctoral fellowships in industry are evaluated according to the program announcement for CISE Postdoctoral Research Associates in Computational Science and Engineering, and Associates in Experimental Science (NSF 96-119). The Directorates for Education and Human Resources (EHR), Engineering (ENG), and Geosciences (GEO)-Support research and education projects and fellowships in all areas normally supported by the Directorate. The Directorate for Mathematical and Physical Sciences (MPS)-Encourages innovative academic-industrial cooperative pursuits in research and education in all areas normally supported by the Directorate. The Directorate for Social, Behavioral and Economic Sciences (SBE)-Supports research in the framework of two initiatives. The first initiative advances the mission of the Decision, Risk, and Management Science Program. The second initiative is related to Transformations to Quality Organizations. For More Information Persons interested in requesting support under GOALI, should seek guidance on proposal submission from the NSF program director in the Directorate that pertains to their area of interest. BIO Directorate Dr. Gerald Selzer (703) 306-1469 gselzer@nsf.gov CISE Directorate Dr. John Cherniavsky (703) 306-1980 jchernia@nsf.gov EHR Directorate Dr. Sonia Ortega (703) 306-1697 sortega@nsf.gov ENG Directorate Dr. Donald Senich (703) 306-1390 dsenich@nsf.gov GEO Directorate Dr. Leonard Johnson (703) 306-1559 lejohnso@nsf.gov MPS Directorate Dr. Henry Blount (703) 306-1946 hblount@nsf.gov SBE Directorate Dr. James Dean, Jr. (703) 306-1757 jdean@nsf.gov For information on NSF inter-Directorate activities or general questions regarding new GOALI mechanisms, contact Dr. M.C. Roco, Coordinator for the NSF GOALI Initiative by telephone, (703) 306-1371, or by e-mail, mroco@nsf.gov. For more detailed information about the GOALI Initiative, including information on the submission of proposals, see the GOALI Initiative Announcement (NSF 97-116), available on the GOALI Home Page (http://www.nsf.gov/goali) on the World Wide Web. The announcement can also be accessed under the section "Crosscutting Programs" on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web, or by writing the NSF Publications Clearinghouse, PO Box 218, Jessup, MD 20794-0218; or contact by telephone, (301) 947-2722, or by e- mail, pubs@nsf.gov. Awards for the Integration of Research and Education This activity represents a continuation of NSF's commitment to the core strategy of integrating research and education, as articulated in the strategic plan NSF in a Changing World. In fiscal year 1998, awards will be made to recognize approximately 10 colleges and universities who have shown leadership, innovation, and achievement in their efforts to integrate research and education throughout their organization. For More Information For further information, write the Office of Science and Technology Infrastructure, National Science Foundation, 4201 Wilson Boulevard, Room 1270, Arlington, VA 22230; or contact by telephone, (703) 306-1040, or by e-mail, sti@nsf.gov; or visit the OSTI Home Page (http://www.nsf.gov/od/osti) on the World Wide Web. Interdisciplinary Research and Education The President's National Science and Technology Council (NSTC) has established a set of national goals in areas ranging from information technologies and health research, to improving transportation systems and strengthening fundamental research. The Council prepares R&D strategies that are coordinated across Federal agencies to form an investment package. NSF participates in four initiatives coordinated by the NSTC: Civil Infrastructure Systems (CIS); Environment and Global Change; High Performance Computing and Communications (HPCC); and Partnership for a New Generation of Vehicles (PNGV). In previous years, descriptions of crosscutting programs in Advanced Materials and Processing (AMPP), Manufacturing (MAN), and Biotechnology appeared in this chapter. However, beginning with this Guide (FY98), these descriptions will appear as follows: For AMPP, see Chapter 6, Mathematical and Physical Sciences. For MAN, see Chapter 4, Engineering. For Biotechnology, see Chapter 1, Biological Sciences. Civil Infrastructure Systems The Nation's civil infrastructure systems (CIS) are the private and public works networks that provide the basic services essential to meet the challenges of an increasingly competitive world and sustain a high quality of life in the United States. The systems that comprise our infrastructure are constructed to transport people and goods; supply water as well as the safe disposal of waste; provide energy; and transmit information. Population growth, demographic changes, and increased expectations for service have led to an expanded CIS network that is increasingly complex and difficult to manage intelligently. The United States has a multi-trillion dollar investment in CIS; internationally, the investment is certainly many times larger and escalating. The best, informed decisions regarding CIS investment, service, and performance require local, regional, national, and international partnerships extending across disciplines and sectors within the constructed, natural, and human environments. Fundamental discoveries and knowledge bases are needed with contributions from the broad spectrum of science and engineering disciplines and from all sectors, including entities such as economic, social, and political institutions; academe; industry; owners; contractors; professional and trade societies; and the public in general. Advancements in understanding the complexity and diversity of infrastructure systems, as well as their performance and interactions, depend on the discovery and integration of CIS knowledge within the United States and across national boundaries. Recent technological advances have been slow in being applied to CIS, and the impact of the information revolution on CIS planning is extremely important. The overall goal of the CIS research area is to enable fundamental research and intellectual dialogue that will support the development of a CIS knowledge base of engineering and science necessary for the best decision-making, and for technological innovation that will create a sustainable quality of life throughout the Nation. CIS-related research opportunities at NSF are developed in order to capitalize on and continue the development of advances in engineering, mathematics, and science for application in next-generation CIS. Examples include: new materials and technologies and the availability of data acquisition, management, and knowledge mining and networking technologies from information science; breakthroughs in economic analysis of market structure that are critical for formal modeling of the economic location; new tools and scientific methods that will enable more fundamental investigations of deterioration processes that cause degradation of CIS materials, system function, and reliability of service; the development of spatial and performance CIS-related data bases for urban and exurban environments complied by researchers and public and private agencies and organizations, nationally and internationally; and a strong interest in CIS in many countries around the world, many of which are confronting serious CIS problems with different solutions; an increased knowledge about practices in other countries will assist U.S. companies as they compete for the market share. In particular, the NSF investment in CIS research will focus on the following activities: continue support for the Institute for Civil Infrastructure Systems (ICIS) as a national and international center for the development of connections necessary for advancing CIS research and education, thus promoting the creation of an integrated community, including researchers, industry, and agencies; develop research opportunities to enable system-focused advances in the analysis of life cycle performance, decision management, and information technology for improved application to civil infrastructure systems, incorporating input from environmental, social, political, and public policy disciplines, and from mathematical, physical, biological, geological, economic, and geographic sciences; support research partnerships that will synergize and integrate investments of the federal, state, and local government; those of the private sector; and those of research foundations established by professional and industry groups, enhancing the prospect for removing barriers for innovation in CIS design, construction, condition assessment, and performance monitoring; encourage educational institutions, professional organizations, and industry to interact in developing curriculum in CIS that will provide education and experience in the constructed, human, and natural environments, and the interactions among these three environments; support CIS-related research through appropriate disciplinary programs in all of NSF's research Directorates, including research in advanced materials, deterioration science, assessment technologies, renewal engineering, and institutional effectiveness and productivity. NSF's internal working group on CIS will support the development of opportunities for collaborative research among these Direc torates; coordinate NSF's overall support for CIS-related research and education; and help facilitate the review of cross-Directorate research and education projects; and support involvement of CIS researchers in programs designed to increase linkages with industry and other federal agencies, including GOALI, CAREER, and the NSF/EPA Partnership for Environmental Research, and with interdisciplinary initiatives within NSF, including KDI. Further descriptions of many of these programs can be found later in this chapter. For More Information For further information, contact Dr. Priscilla P. Nelson, Acting Senior Engineering Coordinator and Coordinator for the NSF CIS Working Group, ENG Directorate, by telephone, (703) 306-1302, or by e-mail, pnelson@nsf.gov. Environment and Global Change As an agency whose mission is to support fundamental research and education in all science and engineering disciplines, NSF seeks to support a diverse set of activities that will enhance the understanding of complex environmental and global change processes. To accomplish this goal, NSF's Environment and Global Change activities support basic disciplinary research and focused interdisciplinary research activities. NSF's Environment and Global Change activities seek to broaden the scientific understanding of our environment through support of investigator-initiated research and research collaborations that fall within the following categories: Understanding Fundamental Processes-Most research NSF supports in the areas of environment and global change is focused on understanding the fundamental processes operating on physical, biological, and human systems. These analyses include disciplinary and interdisciplinary efforts that broaden our knowledge about particular systems and interactions among different systems. Examples include understanding the fundamental processes that determine biological diversity, ecosystem dynamics, atmospheric chemistry, chemical and biogeochemical dynamics, Earth system history, solar influences, oceanic circulation processes, and political or economic institutional change. Observation Systems and Data Management-To support and facilitate the research needs of scientists who are interested in environmental and global change research, NSF funds long-term observation systems and data management efforts. These activities include long-term observation platforms such as Long-Term Ecological Research sites, seismic networks, and other facilities and activities geared toward promoting the continuous and continued collection of relevant data sets. NSF also funds the maintenance and management of important data bases such as climatic data bases at the National Center for Atmospheric Research (NCAR); the maintenance and management of samples and materials needed for research, such as ice cores and archaeological artifacts; and other networks or activities that encourage access, maintenance, and sharing of data. Modeling Activities-NSF encourages enhanced understanding of physical, biological, and human systems and processes by supporting diverse modeling activities. These activities include research on modeling approaches, model enhancement, and model integration for different purposes, such as economic modeling, vegetative modeling, and climate modeling. NSF also supports work that advances integrative approaches for linking different models Evaluating Options for Responding to Global Change-NSF supports research and analyses of responses to global and environmental changes. Examples of these activities include mitigation and risk assessment approaches; technologies to avoid, alleviate, or minimize environmental damage; the study of economic evaluation and impact methodologies; and analysis of tools and options for decision makers. Enhancement of International Research Infrastructure-NSF's Environment and Global Change Programs involve collaborations, scientific field experiments, research networks, and coordination activities that link U.S. scientists and educators with their international counterparts. NSF has lead responsibility for the Inter- American Institute for Global Change Research (IAI) within the United States. For additional information on IAI, contact Dr. Paul Filmer, Program Director of IAI, at (703) 306-1515. In addition to participating in international research efforts, NSF plays an active role in the U.S. Global Change Research Program, an 18-agency, coordinated federal effort that focuses on activities in the areas of the environment and global change. This interagency scientific research program was established by the Global Change Research Act of 1990 to enhance research aimed at understanding and responding to global change, including the cumulative effects of human activities and natural processes on the environment. NSF also has been a major catalyst for interagency activities dealing with other important environmental issues. These activities cut across a broad spectrum of scientific disciplines to address issues related to the preservation, management, and enhancement of the environment. Specific areas of interest include air quality, biodiversity and ecosystem dynamics, environmental technology, natural disaster reduction, water and watersheds research, and risk assessment. The BIO, ENG, GEO, MPS, and SBE Directorates and OPP all contribute to Environment and Global Change activities. The EHR Directorate also funds many educational activities that complement the Environment and Global Change Research foci. For More Information For further information on NSF Environment and Global Change (EGC) activities, including information on focused global change research programs, see the brochure Environment and Global Change Research Opportunities (NSF 97-43), or contact Elizabeth Martin by telephone, (703) 306-1480 (ext. 6444), or by e-mail, emartin@nsf.gov. Information on environment and global change research opportunities, including information on EGC-related awards, is available on the EGC Home Page (http://www.nsf.gov/ stratare/egch/envresop.htm) on the World Wide Web. Special announcements of funding opportunities for fiscal year 1998 are expected to be issued for the NSF/NOAA Earth System History Program, the NSF Environmental Geochemistry and Biogeochemistry Program, and the NSF/EPA Partnership for Environmental Research. As soon as these or other announcements become available, they will be posted on the EGC Home Page. NSF also participates in a joint program on Bioremediation with the Environmental Protection Agency (EPA), the Office of Naval Research (ONR), and the Department of Energy (DOE). Links to future announcements of opportunity as part of this program will be accessible on the EGC Home Page. Researchers may also subscribe to the NSF Environment and Global Change electronic mailing list by sending a message with complete address and contact information to env-gc-ext- request@nsf.gov. High Performance Computing and Communications The High Performance Computing and Communications (HPCC) Program-with its recent expansion to include information infrastructure-supports and elaborates on the federal HPCC Program goals. These include the extension of U.S. technological leadership in science and engineering; and the acceleration of wide dissemination and application of high performance computing and communications technologies. NSF has long supported computing and communications, which are the core of the HPCC Program. The goals of HPCC are: Generate knowledge with the potential for radically changing the state of high performance computing and communications capabilities, information infrastructure technologies, and the future conduct of science, engineering, and education. Create a cadre of scientists, engineers, and technical personnel who are knowledgeable about computational science and computer science and engineering, and who will implement these new capabilities in academia and industry. Create interdisciplinary teams of scientists and engineers in related fields to create innovative computational and communications technologies that support overarching engineering, scientific, and societal goals. Research and prototype new generations of scalable parallel high performance computers and software technologies to achieve Grand and National Challenges-the performance of one trillion computer calculations per second. Research and prototype national research and education networking services and capabilities that will connect universities, high schools, research laboratories, and libraries at speeds of up to one billion bits per second. Encourage partnerships that will enhance innovation and technology transfer, thereby promoting U.S. productivity and industrial competitiveness. Support fundamental research that will make advanced computing and communications information infrastructure available to a larger segment of the society; solve information-intensive national challenges; and advance educational technologies. To support these goals, the HPCC Program is divided into the following three components: (1) The Research component addresses discipline-specific and multidisciplinary activities that are focused on enabling computing and communications required to allow scientists and engineers to effectively utilize emerging high performance computing and communications. This component supports research that focuses on technologies that will better enable the global information infrastructure of the 21st century by providing support for individual investigators through NSF-wide research programs, and for interdisciplinary groups that involve virtually every research area at NSF. (2) The Research Infrastructure component provides and demonstrates state-of-the-art HPCC technology through various networks, the Supercomputer Centers, the Metacenter Regional Alliances, and various instrumentation programs that are geared toward enabling researchers in all disciplines. (3) The Education and Training component increases the pool of citizens who are capable of utilizing and contributing to the emerging national opportunities for HPCC technologies in all segments of society. It does this through activities in the EHR and CISE Directorates and by support of graduate students and postdoctorals on research awards. The HPCC Program intersects to all NSF crosscuts, both through the Research Infrastructure activities and through the results of enabling computing and communications research and education. The BIO, CISE, EHR, ENG, GEO, MPS, and SBE Directorates and OPP contribute to the HPCC Program. For More Information For further information, contact Dr. Robert Voigt, HPCC Coordinator, (703) 306-1900. For more specific information concerning the HPCC Program, see the Supplement to the President's FY 1997 Budget titled Advancing the Frontiers of Information Technology and the HPCC FY 1997 Implementation Plan. For a copy of this information, contact the HPCC National Coordination Office by telephone, (301) 402-4100, or by e-mail, nco@hpcc.gov; or visit the HPCC Home Page (http://www.hpcc.gov) on the World Wide Web. Partnership for a New Generation of Vehicles NSF is one of seven federal agencies and 20 federal laboratories participating in the Partnership for New Generation of Vehicles (PNGV) Initiative. PNGV members are working with a consortium of automakers in the United States to reduce manufacturing cost and time for all vehicles; to increase fuel efficiency and reduce vehicle emissions; and to develop a new class of vehicles with three times the fuel efficiency of today's autos and comparable performance and cost of ownership. NSF does not maintain a focused PNGV program, but rather supports PNGV-related efforts through its disciplinary and other established programs. Two particular examples of this are the Small Business Innovation Research Program and the Grant Opportunities for Academic Liaison with Industry Initiative. In all cases, funding of PNGV-related efforts requires that general NSF criteria and program-specific criteria be met. For More Information Persons interested in submitting proposals for research and education activities related to PNGV should contact the program that is most closely related to their area of interest. Other Activities International Programs Research and education in science and engineering benefit immensely from international cooperation. NSF promotes the internationalization of science and engineering in the following two ways: (1) It enables and encourages U.S. scientists, engineers, and their institutions to take advantage of opportunities to enhance their research and education programs through international cooperation. NSF also provides future generations of U.S. scientists and engineers with the experience and outlook they will need to function productively in an international research and education environment, through support for fellowships and research activities at overseas sites. (2) Disciplinary programs throughout NSF offer support to U.S. scientists and engineers for the international aspects of their research that are judged to be important to the specific objectives of NSF-supported activities. The Division of International Programs (INT), part of the Directorate for Social, Behavioral, and Economic Sciences, works with all the disciplinary Directorates and with all the crosscutting programs to support international cooperative research activities in any field of science and engineering deemed eligible for NSF funding. Generally organized on a regional or country basis, INT's programs focus on promoting new partnerships between U.S. scientists and engineers and their colleagues in other countries, with special emphasis on increasing the participation of students, recent Ph.D.s, and junior faculty in international activities. In addition, INT can co-fund proposals submitted to any NSF research division, and vice versa. For More Information For further information, visit the INT Division Home Page (located on the SBE Directorate Home Page, http://www.nsf.gov/sbe/) on the World Wide Web, or see the program announcement International Opportunities for Scientists and Engineers (NSF 96-14). A more detailed description of the Division of International Programs can be found in Chapter 8, Social, Behavioral, and Economic Sciences. Small Business Innovation Research Program and Small Business Technology Transfer Program NSF encourages small businesses to submit high-quality proposals that pertain to important scientific, engineering, and science/engineering education problems and opportunities that could lead to significant commercial and public benefit if the research is successful. The Small Business Innovation Research (SBIR) Program operates under Public Law 97-219, the Small Business Research Development and Enhancement Act of 1992. The Small Business Technology Transfer (STTR) Program is a pilot program, established by the Small Business Technology Transfer Act of 1992 (Public Law 102- 564, Title II). The purpose of both programs is to stimulate technological innovation, utilize small business concerns to meet federal R&D needs, foster and encourage the participation of minority and disadvantaged persons in technological innovation, and increase commercialization by the private sector of innovations from federal R&D. The SBIR Program uses a uniform process that involves three phases. Phase I is a six-month effort designed to evaluate the feasibility and the scientific and technical merit of an idea. Phase II builds on the feasibility study and leads to the development of a model or prototype. Phase III is considered the "commercialization" phase, and SBIR federal funding is not available. To bring about commercialization in Phase III, development of a partnership with another funding source is strongly encouraged and is one of the measures used in the evaluation of Phase II proposals. The STTR Program differs from SBIR in that it requires the small business to engage in cooperative research with nonprofit research institutions. STTR is also a three-phase process. Phase I is a 12-month effort that determines scientific, technical, and commercial merit and establishes concept feasibility and eligibility for Phase II. Phase II further develops proposed ideas while taking into consideration scientific, technical, and commercial merit, Phase I results, and other relevant information. Phase III involves the commercial application of the research funded in Phases I and II; federal funds are not used for Phase III efforts. Both of these programs are highly competitive and support the Nation's small, high-tech businesses who are able to convert basic ideas and research into commercial products that will enhance the Nation's productivity and help maintain its competitive leadership in the international marketplace. To qualify, a small business must meet the following criteria, as defined by the legislation: be independently owned and operated, not dominant in the field of operation, and have its principal place of business in the United States; be 51 percent owned by U.S. citizens; be organized as a profit-making business; have the principal researcher (or investigator) employed by the small business; and the size of the company should be limited to 500 employees. The small business can partner with other businesses or nonprofit institutions, such as academic or government laboratories. In Phase I, the partner's participation can be one-third and in Phase II, up to one-half. Members of academic institutions can participate either through a subcontract to the institution or as consultants. Proposing companies are encouraged to take advantage of research expertise and facilities that are available through partnering with local colleges, universities, national laboratories, and other research providers. The leveraging of resources and collaborations, either through subcontracts or by consulting services, provides the small firm with a vital support mechanism, thus enhancing the proposed project. For More Information For further information, contact Dr. Kesh Narayanan, Director of Industrial Innovation Programs in the ENG Directorate, (703) 306-1390. Small Grants for Exploratory Research NSF uses the Small Grants for Exploratory Research (SGER) mechanism to fund small-scale exploratory work in all fields of science, engineering, and education supported by NSF, through brief proposals without the usual external review. Such work includes preliminary research on untested and novel ideas, ventures into emerging research areas, research requiring urgent access to specialized data, facilities, or equipment, or similar exploratory efforts likely to catalyze innovative advances. Research programs, including those that support education- related research, may use up to five percent of their budgets for SGER awards. These awards are normally for one year (but may be up to two years) and may not exceed $100,000, with the average amount depending on the particular program. Renewed funding of SGER awards may be requested only through submission of a non-SGER proposal, which will be subject to full merit review. Only one copy of a brief proposal is required. NSF program officers are not required to seek advice from external reviewers before making their recommendations; therefore, principal investigators are strongly encouraged to contact the appropriate program officer directly to see if the proposed research would be suitable for SGER support, or if a fully reviewable proposal should be submitted. Except for programs in the Biological Sciences and the Education and Human Resources Directorates, program officers may, at their discretion, extend a small number of SGER awards for six additional months, with up to $50,000 in supplemental funding. Requests for such extensions should be submitted one to two months prior to the expiration date of the initial SGER award, and should contain a progress report and outline of the proposed research, not exceeding five pages. For More Information For further information, see the NSF Grant Proposal Guide (NSF 98-2), available on the On-Line Document System, located on the NSF Home Page (http://www.nsf.gov/) on the World Wide Web; or from the NSF Publications Clearinghouse. Direct general inquiries to the appropriate research division. See the front of this Guide to Programs for information on ordering printed publications. Grant Opportunities for Academic Liaison with Industry The Grant Opportunities for Academic Liaison with Industry (GOALI) Initiative aims to synergize university-industry partnership by making funds available to support an eclectic mix of industry-university linkages. A particular interest of the initiative is to afford the opportunity for (a) faculty, postdoctoral fellows, and students to conduct research and gain experience with production processes in an industrial setting; (b) industry scientists and engineers to bring industry's perspective and integrative skills to academe; and (c) interdisciplinary university-industry teams to conduct long-term projects. This initiative targets high- risk and high-gain research, with focus given to fundamental topics that would not have been undertaken by industry; the development of innovative collaborative industry-university educational programs; and the direct transfer of new knowledge between academe and industry. For a complete description of the GOALI Initiative and a list of contact people, see "Other Activities," earlier in this chapter. Science and Technology Centers: Integrative Partnerships The Science and Technology Centers: Integrative Partnerships (STC) Program serves as an innovative vehicle for the conduct of world-class research by bringing together a critical mass of facilities and expertise from academia, national laboratories, and industry. The center mode of funding involves multiple partners and brings key strengths to the national research enterprise. The program supports basic research (in areas normally supported by NSF) on the study of interdisciplinary problems, and the integration of these research issues with educational processes. The program will initiate a competition in fiscal year 1998 and expects to make 8 to 10 awards in fiscal year 2000. Proposed annual budgets may range from $1.5 million to $4.0 million of NSF support. For More Information For further information, write the Office of Science and Technology Infrastructure, National Science Foundation, 4201 Wilson Boulevard, Room 1270, Arlington, VA 22230; or contact by telephone, (703) 306-1040, or by e-mail, sti@nsf.gov; or visit the OSTI Home Page (http://www.nsf.gov/od/osti) on the World Wide Web. Major Research Instrumentation The Major Research Instrumentation (MRI) Program is designed to improve the condition of research equipment in our Nation's academic institutions. The program provides support for the acquisition or development of major research instrumentation. The initiative responds to needs identified by the academic science and engineering community for research instrumentation that is, in general, more expensive than that supported through other NSF programs and for improving the Nation's research and research training capabilities. For More Information For further information, write the Office of Science and Technology Infrastructure, National Science Foundation, 4201 Wilson Boulevard, Room 1270, Arlington, VA 22230; or contact by telephone (703) 306-1040, or by e-mail, sti@nsf.gov; or visit the OSTI Home Page (http://www.nsf.gov/od/osti) on the World Wide Web. Index a ACI. See Partnerships for Advanced Computational Infrastructure Advanced Materials and Processing Program, 1-3, 2-2, 3-2, 4- 2, 6-2, 6-15, 8-2 Advanced Scientific Computing, 2-6, 6-14 Advanced Study Institutes, 3-15 Advanced Technological Education, 3-9, 3-10 Advanced Technologies and Instrumentation, 6-4 Aeronomy Program, 5-3, 7-3, 7-9 African Americans. See Minorities AGOs. See Automatic Geophysical Observatories Aircraft, 5-6-5-7 Alaskan Natives. See Minorities Alfred P. Sloan Foundation, 1-6, 9-16 Algebra and number theory, 6-8 Alliances for Minority Participation, 3-17 American Indians. See Minorities AMP. See Alliances for Minority Participation AMPP. See Advanced Materials and Processing Program Analysis, 6-9 Analytical chemistry, 6-13 Animal behavior, 1-10 Animal models, 1-2 Antarctic Aeronomy and Astrophysics, 7-3 Antarctic bibliography, 7-6 Antarctic Biology and Medicine, 7-3 Antarctic Circumpolar Current, 7-5 Antarctic Environmental Research, 7-4 Antarctic Geology and Geophysics, 7-4 Antarctic Glaciology Program, 7-5 Antarctic Ocean and Climate Systems, 7-5 Antarctic Treaty, 7-2, 7-6 Antarctica. See United States Antarctic Program Anthropological and Geographic Sciences cluster of programs, 8-3 Application of Advanced Technologies Program, 3-24 Applied mathematics, 6-8 Arabidopsis Genome Research Project, 1-4 Archaeology, 8-3 Archaeometry, 8-3 ARCSS. See Arctic System Science Program Arctic Affiliates system, 7-7 Arctic Logistics, 7-9 Arctic Natural Sciences Program, 7-9 Arctic Research Program, 7-2 Arctic Affiliates system, 7-7 Arctic Logistics, 7-9 Arctic Natural Sciences Program, 7-9 Arctic Social Sciences Program, 7-10 Arctic System Science Program, 7-10 boundaries, 7-8 deadlines and target dates, 7-8 goals, 7-7 research opportunities, 7-8 support areas, 7-7 Arctic Social Sciences Program, 7-10 Arctic System Science Program, 7-8, 7-9, 7-10 Arecibo (Puerto Rico) Observatory, 5-5, 6-5 ASC. See Advanced Scientific Computing ASI. See Advanced Study Institutes Associated Universities, Inc., 6-7 Association of Universities for Research in Astronomy, 6-5 AST. See Astronomical Sciences Astronomical Sciences, 6-3 Astronomy and Astrophysics Research Projects, 6-4 Astronomy Research and Instrumentation, 6-4 support areas, 6-3 Astronomy and Astrophysics Research Projects, 6-4 Astronomy Research and Instrumentation, 6-4 Astrophysics Program, 7-3, 7-9. See also Astronomy and Astrophysics Research Projects ATE. See Advanced Technological Education ATI. See Advanced Technologies and Instrumentation ATM. See Atmospheric Sciences Atmosphere-Surface Turbulent Exchange Research Facility, 5-7 Atmospheric chemistry, 5-4, 6-14 Atmospheric Sciences, 6-12. See also Lower Atmospheric Facilities Program; National Center for Atmospheric Research; Upper Atmospheric Facilities Program deadlines and target dates, 5-3 eligibility, 5-3 of Antarctica, 7-5 of the Arctic, 7-9, 7-10 programs, 5-3 support areas, 5-2 Atomic physics, 6-11, 6-14 AUI. See Associated Universities, Inc. AURA. See Association of Universities for Research in Astronomy Automatic Geophysical Observatories, 7-3 Award size and duration Alliances for Minority Participation, 3-17 Centers of Research Excellence in Science and Technology, 3- 18 Comprehensive Partnerships for Mathematics and Science Achievement, 3-17 demonstration projects for persons with disabilities, 3-21 Facilitation Awards for Scientists and Engineers with Disabilities, 3-22 Faculty Early Career Development, 9-19 Implementation and development projects for women and girls, 3-20 Institutionalization of Experimental Projects, 3-22 Minority Career Advancement Awards, 9-9 Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards, 9-9 Minority Research Planning Grants, 9-8 NSF-NATO Postdoctoral Fellowships in Science and Engineering, 3-15 Presidential Early Career Awards for Scientists and Engineers, 9-20 Professional Opportunities for Women in Research and Education, 9-11 Program for Persons with Disabilities information dissemination activities, 3-21 Program for Women and Girls information dissemination activities, 3-20 research and development projects for students with disabilities, 3-22 research opportunities for minority students and college faculty, 9-7 Rural Systemic Initiatives, 3-4 Awards for the Integration of Research and Education, 9-6, 9- 22 b Ballooning, 7-3 Basic research in conservation and restoration biology, 1-13 Beginning investigator proposals, 1-2 Behavioral neuroscience, 1-9 BES. See Bioengineering and Environmental Systems BIO. See Biological Sciences Biochemical engineering, 4-3 Biochemistry and Biophysics, 6-13 Biochemistry of gene expression, 1-11 Bioconversion, 1-13 Bioelectronics and bionetworks, 1-14 Bioengineering and Environmental Systems areas of research, 4-3 support areas, 4-3 Biogeochemistry, 9-26 Bioinorganic chemistry, 6-13 Biological diversity, 1-13 Biological Infrastructure, 1-3 instrument-related activities, 1-3 research resources, 1-4 support areas, 1-3, 6-13, 6-15 training, 1-5 Biological oceanography, 5-9, 7-3 Biological physics, 6-10, 6-12 Biological Sciences, 1-1 animal models, 1-2 beginning investigator proposals, 1-2 Biological Infrastructure, 1-3, 6-13, 6-15 continuing activities, 1-13 crosscutting activities, 1-3, 9-1 to 9-30 deadlines and target dates, 1-2 description, 1-1 disease-related research, 1-2 divisions, 1-1 eligibility for grants, 1-2 Environmental Biology, 1-6 GOALI-related activities, 9-21 group proposals, 1-2 Home Page, 1-1, 1-2 Integrative Biology and Neuroscience, 1-8 Life in Extreme Environments initiative, 7-9, 9-3 Biological Sciences (cont.) Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards, 9-9 Molecular and Cellular Biosciences, 1-10 Postdoctoral Research Fellowships in Biosciences Related to the Environment, 9-16 proposal submission, 1-2 special BIO competitions, 1-12 supplemental funding opportunities, 1-16 support areas, 1-1 Biomedical engineering/research to aid persons with disabilities, 4-4 Biomedical research in Antarctica, 7-4 Biomolecular processes, 1-11 Biomolecular structure and function, 1-11 Bionetworks, 1-14 Biophysics, 6-14 Bioprocessing bioconversion, 1-13 Bioremediation program, 9-26 Biosphere Program, 5-3 Biosystems analysis and control, 1-13 Biotechnology, 1-13, 4-2, 6-15, 8-2 Biotechnology/biochemical engineering, 4-3 Biotic surveys and inventories, 1-7 Blacks. See Minorities c C-RUI. See Collaborative Research at Undergraduate Institutions CAREER. See Faculty Early Career Development Career Advancement Awards, 9-10 Career Advancement Awards for Minority Engineers, 4-14 CCR. See Computer and Computation Research CDA. See Office of Cross-Disciplinary Activities Cell biology, 1-12 Cellular organization, 1-12 Cellular regulation, 1-12 Center for Light Force Dynamics, 6-11 Center for Particle Astrophysics, 6-3 Centers of Excellence in Advanced Technological Education, 3- 10 Centers of Research Excellence in Science and Technology, 3- 18 Cerro Tololo (Chile) Inter-American Observatory, 6-6 CESR. See Cornell University, Electron Storage Ring CGS. See Construction/Geotechnology/Structures CHE. See Chemistry Chemical and Transport Systems, 4-4 areas of research, 4-5 support areas, 4-4, 6-12, 6-13 Chemical oceanography, 5-9 Chemical Reaction Processes, 4-5, 6-13 Chemistry, 6-12 areas of research, 6-13 of materials, 6-14 support areas, 6-12 Systemic Changes in the Undergraduate Chemistry Curriculum and Mathematical Sciences and Their Applications Throughout the Curriculum, 3-12 Chemistry Research Instrumentation and Facilities Program, 6- 15 CHESS. See Cornell University, High-Energy Synchrotron Source Children. See Educating for the Future; Elementary, Secondary, and Informal Education CIS. See Civil Infrastructure Systems CISE. See Computer and Information Science and Engineering CISE Postdoctoral Research Associates in Computational Science and Engineering, 9-16, 9-21 CISE Postdoctoral Research Associates in Experimental Science, 9-17, 9-21 Civil and Mechanical Systems, 4-5 areas of research, 4-6 support areas, 4-5 Civil Infrastructure Systems, 4-7, 6-15 crosscutting activities, 9-24 goals, 9-23 research opportunities, 9-23 CLASS. See Cross-chain Loran Atmospheric Sounding System Climate dynamics, 5-4 CMM. See Control/Mechanics/Materials CMP. See Condensed matter physics CMS. See Civil and Mechanical Systems Cognition and perception, 8-3 Cognitive systems, 2-4 Cognitive, Psychological, and Language Sciences cluster of programs, 8-3 Cold Regions Bibliography Project, 7-6 Collaborative Research at Undergraduate Institutions, 1-5, 9- 6, 9-13 Collaborative Research in Neuroscience, Computer and Mathematical Sciences, and Engineering, 1-14 Collaborative Research in Plant Biology Program, 1-4 Collaborative Research on Learning Technologies, 3-24 Collaboratives for Excellence in Teacher Preparation, 3-11 Colleges and universities. See specific institutions; Community colleges; Graduate Education; Industry/University Cooperative Research Centers Program; Industry/University Liaison Program; State/Industry University Cooperative Research Centers; Technical institutes; Undergraduate Education Colorado State University S-band radar, 5-7 Combined Research and Curriculum Development, 4-7, 4-11, 4- 13 Combustion and Thermal Plasmas, 4-5 Common Rule on Protection of Human Subjects, 2-4 Communication Program, 3-26 Communications research, 2-7 Community colleges, 4-13 Competitions in Biological Sciences, 1-7, 1-12 Comprehensive Partnerships for Mathematics and Science Achievement, 3-17 Computational biology activities in the biological sciences, 1-4 Computational chemistry, 6-14 Computational mathematics, 6-9 Computational neuroscience, 1-9 Computer and Computation Research, 2-3 Computer and Information Science and Engineering, 2-1 Advanced Materials and Processing Program, 2-2 Advanced Scientific Computing, 2-6 challenges in, 2-8 Combined Research and Curriculum Development, 4-13 Computer and Computation Research, 2-3 Cross-Disciplinary Activities, 2-7, 6-15 crosscutting activities, 2-2, 9-4, 9-6, 9-27 deadlines and target dates, 2-2 divisions, 2-1 eligibility for grants, 2-2 GOALI-related activities, 9-21 Home Page, 2-1 Information, Robotics, and Intelligent Systems, 2-4 instrumentation, 2-8 Learning and Intelligent Systems initiative, 2-8 Manufacturing, 2-2 Microelectronic Information Processing Systems, 2-5 Minority Institutional Infrastructure, 2-8 Networking and Communications Research and Infrastructure, 2- 6 Partnerships for Advanced Computational Infrastructure, 2-2 research infrastructure, 2-8 special projects, 2-8 support areas, 2-1, 2-2 Computer systems, architecture, and software, 2-3 Computing systems research, 2-5 Condensed matter physics, 6-16 Conferences Mathematical Sciences, 6-9 Construction/Geotechnology/Structures, 4-6 Continental Dynamics Program, 5-8, 5-9 Control/Mechanics/Materials, 4-6 Cooperative research projects for international research, 8- 8 Cornell University cooperative agreement with Instituto Geofisico de Peru, 5-5 Electron Storage Ring, 6-10, 6-11 High-Energy Synchrotron Source, 6-11 National Astronomy and Ionosphere Center, 5-5 Course and curriculum development projects, 3-12 Course, Curriculum, and Laboratory Improvement, 3-11 CPMSA. See Comprehensive Partnerships for Mathematics and Science Achievement CRCD. See Combined Research and Curriculum Development CREST. See Centers of Research Excellence in Science and Technology CRI. See Collaborative Research in Neuroscience, Computer and Mathematical Sciences, and Engineering CRIF. See Chemistry Research Instrumentation and Facilities Program CRLT. See Collaborative Research on Learning Technologies Cross-chain Loran Atmospheric Sounding System, 5-7 Crosscutting activities Biological Sciences, 1-3, 1-14, 9-4, 9-9, 9-13, 9-25, 9-27 Civil Infrastructure Systems, 9-24 Computer and Information Science and Engineering, 2-2, 9-4, 9-27 Education and Human Resources, 3-2, 9-4, 9-25 Emerging Themes for FY 1998, 9-2 Engineering, 4-2, 9-4, 9-25, 9-27 Geosciences, 5-2, 9-4 Human Resource Activities, 9-6 Interdisciplinary Research and Education, 9-22 International Programs, 9-19, 9-27 Mathematical and Physical Sciences, 6-2, 6-7, 9-4, 9-25, 9- 27 Polar Programs, 9-6, 9-25, 9-27 Social, Behavioral, and Economic Sciences, 8-2, 9-4, 9-9, 9- 25, 9-27 Undergraduate Education, 9-12 CRPB. See DOE/NSF/USDA Collaborative Research in Plant Biology Program CSR. See Computing systems research CTIO. See Cerro Tololo (Chile) Inter-American Observatory CTS. See Chemical and Transport Systems Cultural anthropology, 8-3 Curriculum Development. See Combined Research and Curriculum Development Curriculum Improvement. See Course, Curriculum, and Laboratory Improvement d Database activities in the biological sciences, 1-4 Database and expert systems, 2-4 DBI. See Biological Infrastructure Deadlines and target dates Arctic Research Program, 7-8 Atmospheric Sciences programs, 5-3 Biological Sciences, 1-2 Computer and Information Science and Engineering, 2-2 Education and Human Resources, 3-2 Engineering, 4-2 Engineering Education and Centers, 4-12 Experimental Program to Stimulate Competitive Research, 3-23 Grant Opportunities for Academic Liaison with Industry Initiative, 4-9 Knowledge and Distributed Intelligence, 9-3 Mathematical and Physical Sciences, 6-2 Minority Career Advancement Awards, 9-9 Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards, 9-9 Minority Research Planning Grants, 9-8 Presidential Early Career Awards for Scientists and Engineers, 9-20 Professional Opportunities for Women in Research and Education, 9-11 Research Experiences for Undergraduates, 9-14 Research in Undergraduate Institutions, 9-13 Social, Behavioral, and Economic Sciences, 8-2 United States Antarctic Program, 7-2 DEB. See Environmental Biology Decision, Risk, and Management Science Program, 8-4, 9-22 Decision-making, 8-4 Demonstration projects for persons with disabilities, 3-21 Design and integration engineering, 4-8 Design automation, 2-5 Design, Manufacture, and Industrial Innovation areas of research, 4-8 support areas, 4-7 Developmental mechanisms cluster of Biological Sciences research, 1-9 Developmental neuroscience, 1-9 DGE. See Graduate Education Disabled persons. See Program for Persons with Disabilities Disease-related research, 1-2 Dissertations enhancement awards, 8-8 improvement grants, 1-12 research improvement, 9-19 Distributed Intelligence. See Knowledge and Distributed Intelligence DMII. See Design, Manufacture, and Industrial Innovation DMR. See Materials Research DMS. See Mathematical Sciences DOE. See U.S. Department of Energy DOE/NSF/USDA Collaborative Research in Plant Biology Program, 1-4 DUE. See Undergraduate Education e EAR. See Earth Sciences, 5-8 Early childhood development, 9-5 Earth Sciences, 5-8 core research support, 5-8, 6-12 eligibility, 5-8 of the Arctic, 7-9 Postdoctoral Research Fellowships, 9-17 special emphasis areas, 5-8 Earth System History initiative, 7-10 Earthquake Engineering Research Centers Program, 4-7 Ecological and evolutionary physiology, 1-10 Ecology, 1-8 ecological studies, 1-7 of the Great Lakes, 5-9 Economic, Decision, and Management Sciences cluster of programs, 8-4 Economics, 8-4 Ecosystems studies, 1-7 ECS. See Electrical and Communications Systems Educating for the Future, 3-2, 9-5 Education and Human Resources, 3-1. See also Human Resource Crosscutting Activities Advanced Materials and Processing Program, 3-2 Astronomy Research and Instrumentation, 6-4 crosscutting activities, 3-2, 9-4, 9-6, 9-25 deadlines and target dates, 3-2 Educating for the Future, 3-2 Education System Reform, 3-2 Elementary, Secondary, and Informal Education, 3-5 Experimental Program to Stimulate Competitive Research, 3-23 GOALI-related activities, 9-22 Graduate Education, 3-13, 3-18 Home Page, 3-1 Human Resource Development, 3-16 Knowledge and Distributed Intelligence, 3-2, 3-14, 3-25, 9- 2, 9-24 Learning and Intelligent Systems Program, 2-8, 3-2, 3-14, 3- 24, 3-25, 9-2 long-term goals, 3-2 Research, Evaluation, and Communication, 3-23 standards-based reform of science and mathematics education, 3-2 support areas, 3-1, 6-12 Undergraduate Education, 3-9, 3-17, 6-15, 9-5, 9-12 Educational innovations in computer and information science, 2-7 Educational System Reform, 3-2 EEC. See Engineering Education and Centers EERC Program. See Earthquake Engineering Research Centers Program EFF. See Educating for the Future EHR. See Education and Human Resources Electrical and Communications Systems areas of research, 4-10 support areas, 4-10 Electromagnetic spectrum management, 6-4 Elementary particle physics, 6-10, 6-11 Elementary, Secondary, and Informal Education, 3-5 Eligibility requirements, ii Alliances for Minority Participation, 3-17 Atmospheric Sciences programs, 5-3 Biological Sciences, 1-2 Centers of Research Excellence in Science and Technology, 3- 18 Collaboratives for Excellence in Teacher Preparation, 3-11 Comprehensive Partnerships for Mathematics and Science Achievement, 3-17 Eligibility requirements (cont.) Computer and Information Science and Engineering, 2-2 Continental Dynamics, 5-9 demonstration projects for persons with disabilities, 3-21 Earth Sciences, 5-8 Engineering, 4-2 Experimental Program to Stimulate Competitive Research, 3-23 Facilitation Awards for Scientists and Engineers with Disabilities, 3-22 Faculty Early Career Development, 9-19 Graduate Research Fellowships, 3-13 implementation and development projects for women and girls, 3-20 Informal Science Education projects, 3-7 Instructional Materials Development Program, 3-7 Instrumentation and Facilities, 5-9 International Programs, 8-7 International Research Fellow Awards, 8-7 Japan and Korea Summer Programs, 8-7 Lower Atmospheric Facilities Program, 5-7 Minority Career Advancement Awards, 9-9 Minority Graduate Research Fellowships, 3-13 Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards, 9-9 Minority Research Planning Grants, 9-8 NAIC facilities, 6-5 National Center for Atmospheric Research, 5-6 National Optical Astronomy Observatories, 6-6 NATO Advanced Study Institutes, 3-15 NRAO facilities, 6-7 NSF-NATO Postdoctoral Fellowships in Science and Engineering, 3-14, 3-15 oceanographic facilities, 5-10 Postdoctoral Fellowships in Science, Mathematics, Engineering, and Technology Education, 3-15 postdoctoral research fellowships in mathematical sciences, 6-10 Presidential Awards for Excellence in Mathematics and Science Teaching, 3-8 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program, 3-9 Presidential Early Career Awards for Scientists and Engineers, 9-20 Professional Opportunities for Women in Research and Education, 9-10 Program for Persons with Disabilities information dissemination activities, 3-21 Program for Women and Girls information dissemination activities, 3-20 Research Experiences for Undergraduates, 9-14 Research in Undergraduate Institutions, 9-12 Research on Education, Policy, and Practice, 3-25 research opportunities for minority students and college faculty, 9-7 Rural Systemic Initiatives, 3-4 Statewide Systemic Initiatives, 3-2 Teacher Enhancement Program, 3-6 Undergraduate Faculty Enhancement Program, 3-13 United States Antarctic Program, 7-2 Upper Atmospheric Facilities, 5-5 Urban Systemic Initiatives, 3-4 Endocrinology environmental endocrinology/endocrine disruptors, 1-14 neuroendocrinology, 1-9 ENG. See Engineering Engineering, 4-1. See also Computer and Information Science and Engineering Advanced Materials and Processing Program, 4-2 Bioengineering and Environmental Systems, 4-3 Biotechnology, 4-2 Chemical and Transport Systems, 4-4 Civil and Mechanical Systems, 4-5 crosscutting activities, 4-2, 9-4, 9-6, 9-25, 9-27 deadlines and target dates, 4-2 Design, Manufacture, and Industrial Innovation, 4-7 divisions, 4-1 Electrical and Communications Systems, 4-10 eligibility for grants, 4-2 Engineering Education and Centers, 4-12 Engineering Research Centers Program, 4-2, 4-7, 4-11 Grant Opportunities for Academic Liaison with Industry Program, 4-2, 4-7, 4-9, 4-11, 6-2, 6-3, 9-20, 9-22, 9-24, 9- 30 Home Page, 4-1 Industry/University Cooperative Research Centers Program, 4- 2, 4-7, 4-11, 4-12 Manufacturing, 2-2, 4-2, 6-15, 8-2 Societal dimensions of engineering, science, and technology: Ethics and values studies, research on science and technology, 8-5 special emphasis areas, 4-2 support areas, 4-1 Engineering Center linkages with engineering technology programs, community colleges, and technical institutes, 4-13 Engineering Education and Centers, 4-12 areas of research, 4-12 support areas, 4-12 Engineering Education Coalitions, 4-13 Engineering Education Scholars workshops, 4-13 Engineering Research Centers Program, 4-2, 4-7, 4-11, 4-12 Enhancement of international research infrastructure, 9-25 Environment and Global Change Research Program, 5-8, 6-15, 9- 24 Environmental Biology, 1-6 Arctic programs, 7-10 ecological studies, 1-7 postdoctoral research fellowships, 1-6 Special Competitions for Partnerships for Enhancing Expertise in Taxonomy, 1-7 support areas, 1-6 systematic and population biology, 1-7 Environmental biotechnology, 1-13 Environmental endocrinology/endocrine disruptors, 1-14 Environmental Geochemistry and Biogeochemistry Program, 9-26 Environmental systems, 4-4 EPA. See U.S. Environmental Protection Agency EPSCoR. See Experimental Program to Stimulate Competitive Research ERC Program. See Engineering Research Centers Program ERCs. See Engineering Research Centers Program ESIE. See Elementary, Secondary, and Informal Education ESR. See Educational System Reform Ethics and Values Studies, 8-5 Ethology. See Physiology and ethology Eukaryotic genetics, 1-12 Evaluating options for responding to global change, 9-25 Evaluation Program for SMET Education, 3-25 EVS. See Ethics and Values Studies Experimental physical chemistry, 6-14 Experimental Program to Stimulate Competitive Research, 3-23 Experimental Projects in Science, Engineering, and Mathematics for Persons with Disabilities Program, 3-22 Experimental software systems, 2-3 Experimental systems, 2-5 Extragalactic astronomy and cosmology, 6-4 f Facilitation Awards for Persons with Disabilities, 9-11 Facilitation Awards for Scientists and Engineers with Disabilities, xi, 3-22 Faculty Awards for Women, 9-10 Faculty development programs. See also Teachers Faculty Early Career Development, 1-1, 4-7, 4-11, 6-2, 6-4, 6-12, 6-15, 8-4, 9-6, 9-8, 9-19, 9-24 Faculty Research Opportunities at Predominantly Undergraduate Institutions, 9-12 Undergraduate Faculty Enhancement Program, 3-9, 3-11, 3-13 Faculty Early Career Development, 1-1, 4-7, 4-11, 6-2, 6-4, 6-12, 6-15, 8-4, 9-6, 9-8, 9-24 award size and duration, 9-19, 9-20 eligibility requirements, 9-19, 9-20 focus areas, 9-19 FASED. See Facilitation Awards for Scientists and Engineers with Disabilities Federal Information Relay Service, 9-12 Filamentous fungi, 1-15 FIRS. See Federal Information Relay Service Fluid, particulate, and hydraulic systems, 4-5 FY 1998 themes Educating for the Future, 9-5 Knowledge and Distributed Intelligence, 9-2 Life and Earth's Environment, 9-3 g Galactic astronomy, 6-4 Gemini 8-Meter Telescopes Project, 6-5 Gemini Observatories, 6-3 Genetics, 1-11, 1-12 GEO. See Geosciences Geochemistry, 9-26 Geography and regional science, 8-3 Geology of Antarctica, 7-4 Geometric analysis, 6-9 Geometric computation, 2-3 Geophysics of Antarctica, 7-4 Geosciences, 5-1 Atmospheric Sciences, 5-2 crosscutting activities, 5-2, 9-4, 9-6 divisions, 5-1 Earth Sciences, 5-8 education and outreach activities, 5-2 Global Learning to Benefit the Earth Program, 5-2 GOALI-related activities, 9-22 Home Page, 5-1 Ocean Sciences, 5-9 support areas, 5-1, 5-2 Geosphere Program, 5-3 Geotechnology, 4-6 Girls. See Program for Women and Girls GISP2. See Greenland Ice Sheet Program Two Glaciology of the Antarctic, 7-5 of the Arctic, 7-9 Glial mechanisms, 1-9 Global Change. See Environment and Global Change Program Global Learning to Benefit the Earth Program, 5-2 Global Oscillation Network Group, 6-6 Global Perspectives on Sociolegal Studies initiative, 8-5 GLOBE Program. See Global Learning to Benefit the Earth Program GOALI. See Grant Opportunities for Academic Liaison with Industry Initiative GONG. See Global Oscillation Network Group Graduate Education, 3-13. See also specific institutions; Integrative Graduate Education and Research Training; Undergraduate Education Centers of Research Excellence in Science and Technology, 3- 18 Graduate Research Fellowships, 3-13, 9-15 Graduate Student Industrial Fellowship, 9-17 Grant Opportunities for Academic Liaison with Industry Initiative, 4-2, 4-7, 4-9, 4-11, 6-2, 6-3, 9-24 aims and objectives, 9-20, 9-30 cost-sharing component, 9-21 deadlines and target dates, 4-9 Grants for Vertical Integration of Research and Education in the Mathematical Sciences, 9-6 Gravitational physics, 6-12 Great Lakes ecology, 5-9 Greenland Ice Sheet Program Two, 7-10 h HARC. See Human Dimensions of the Arctic System Hazard Reduction, 4-6 HDGC. See Human Dimensions of Global Change Program High Performance Computing and Communications Program, 6-15 education and training component, 9-27 goals, 9-26 research component, 9-27 research infrastructure component, 9-27 High school students. See Comprehensive Partnerships for Mathematics and Science Achievement; Elementary, Secondary, and Informal Education; Research assistantships for minority high school students Higher education. See Community colleges; Graduate Education; Technical Institutes; Undergraduate Education Hispanics. See Minorities Home pages Biological Sciences, 1-1 Computer and Information Science and Engineering, 2-1 Education and Human Resources, 3-1 Engineering, 4-1 Geosciences, 5-1 Mathematical and Physical Sciences, 6-1 National Academy of Sciences, 7-6 Polar Programs, 7-1 Science Resources Studies, 8-6 Social, Behavioral, and Economic Sciences, 8-1 HPCC. See High Performance Computing and Communications Program HR. See Hazard Reduction HRD. See Human Resource Development Human cognition and perception, 8-3 Human Dimensions of Global Change Program, 7-10 Human Dimensions of the Arctic System, 7-10 Human Resource Crosscutting Activities activities to encourage participation by underrepresented populations, 9-6 Awards for Integration of Research and Education, 9-22 Curriculum, 9-14 Faculty Career Development, 9-19 Faculty Research Opportunities at Predominantly Undergraduate Institutions, 9-12 Graduate and Postdoctoral Education, 9-15 Grant Opportunities for Academic Liaison with Industry Initiative, 9-20 Minority Programs, 9-7 Students, 9-14 Support for Persons with Disabilities, 9-11 Undergraduate Activities, 9-12 Women's Programs, 9-101 Human Resource Development Underrepresented Minorities and Other Students, 3-16 Human subject proposals, 2-4 i I/UCRC. See Industry/University Cooperative Research Centers Program IAI. See Inter-American Institute for Global Change Research IBN. See Integrative Biology and Neuroscience ICIS. See Institute for Civil Infrastructure Systems IGERT. See Integrative graduate education and research training ILI Program. See Instrumentation and Laboratory Improvement Program IMD Program. See Instructional Materials Development Program IMM. See Institute for Mechanics and Materials Implementation and development projects for women and girls, 3-19 Improvements in facilities, communications, and equipment at biological field stations and marine laboratories, 1-4 IMR Program. See Instrumentation for Materials Research Program Indiana University Cyclotron Facility, 6-10, 6-12 Industrial Advisory Boards, 4-12 Industry/University Cooperative Research Centers Program, 4- 2, 4-7, 4-11, 4-12 Industry/University Liaison Program, 4-9 Informal Science Education projects, 3-7 Information dissemination activities Education and Human Resources programs, 3-20, 3-21 Program for Persons with Disabilities, 3-21 Program for Women and Girls, 3-20 Information Science. See Computer and Information Science and Engineering Information technology and organizations, 2-4 Information, Robotics, and Intelligent Systems, 2-4 Infrastructure, Methods, and Science Studies cluster of programs, 8-4 Inorganic, bioinorganic, and organometallic chemistry, 6-13 Institute for Civil Infrastructure Systems, 4-7, 9-24 Institute for Mechanics and Materials, 4-7 Institution-wide reform of undergraduate education in science, mathematics, engineering, and technology, 3-12 Institutionalization of Experimental Projects, 3-22 Instituto Geofisico de Peru, 5-5 Instructional Materials Development Program, 3-6, 3-8 Instrument development for biological research, 1-3 Instrument-related activities of Biological Sciences, 1-3 Instrumentation and Facilities Program, 5-8, 5-9 Instrumentation and Laboratory Improvement Program, 3-13 Instrumentation for Materials Research Program, 6-18 INT. See International Programs Integrated circuit chips, 2-5 Integrated Sounding System, 5-7 Integration of Research and Education, 9-6 Integrative animal biology, 1-10 Integrative Biology and Neuroscience, 1-8 developmental mechanisms, 1-9 neuroscience, 1-9 physiology and ethology, 1-10 support areas, 1-8 Integrative Graduate Education and Research Training, 1-5, 3- 14, 9-6, 9-15 Integrative plant biology, 1-10 Intelligent Systems, 2-4 Inter-American Institute for Global Change Research, 9-25 Interactive systems, 2-4 Interdisciplinary Research and Education Civil Infrastructure Systems, 9-23 Environment and Global Change, 9-24 Grant Opportunities for Academic Liaison with Industry Initiative, 9-30 High Performance Computing and Communications Program, 9-26 international programs, 9-27 Major Research Instrumentation, 9-30 Partnership for a New Generation of Vehicles, 9-27 Science and Technology Centers: Integrative Partnerships, 9- 30 Small Business Innovation Research Program, 9-28 Small Business Technology Transfer Program, 9-28 Small Grants for Exploratory Research, 9-29 support areas, 9-22 Interfacial, transport, and separation processes, 4-5 International Geosphere/Biosphere Program, 5-3 International Programs, 8-7. See also Polar Programs crosscutting activities, 9-19, 9-27 eligibility requirements, 8-7 enhancement of international research infrastructure, 9-25 International Research Fellow Awards, 8-7, 8-8, 9-18 support areas, 8-7 types of support, 8-8 International Research Fellow Awards, 8-7, 8-8, 9-18 IRIS. See Information, Robotics, and Intelligent Systems ISE projects. See Informal Science Education projects ISS. See Integrated Sounding System IUCF. See Indiana University Cyclotron Facility j Japan and Korea Summer Programs, 8-7, 8-8 Japan Society for the Promotion of Science (JSPS) Postdoctoral Awards for U.S. Researchers, 9-18 Jicamarca (Peru) Radio Observatory, 5-5 JILA. See Joint Institute for Laboratory Astrophysics JOI. See Joint Oceanographic Institutions, Inc. JOIDES. See Joint Oceanographic Institutions for Deep Earth Sampling Joint Institute for Laboratory Astrophysics, 6-11 Joint NSF/Alfred P. Sloan Foundation Postdoctoral Research Fellowships in Molecular Evolution, 9-16 Joint NSF/NIH multiuser instrumentation activity, 1-3 Joint Oceanographic Institutions for Deep Earth Sampling, 5- 11 Joint Oceanographic Institutions, Inc., 5-11 Joint seminars and workshops for international research, 8-8 JSPS. See Japan Society for the Promotion of Science (JSPS) Postdoctoral Awards for U.S. Researchers k K through 12 education. See Elementary, Secondary, and Informal Education KDI. See Knowledge and Distributed Intelligence Kitt Peak (Arizona) National Observatory, 6-6 KN. See Knowledge Networking Knowledge and Distributed Intelligence, 3-2, 3-14, 3-25, 9- 24 deadlines and target dates, 9-3 focus areas, 9-2 Knowledge modeling and computational intelligence, 4-10 Knowledge models and cognitive systems, 2-4 Knowledge Networking, 9-2 Korea. See Japan and Korea Summer Programs KPNO. See Kitt Peak (Arizona) National Observatory l Laboratory improvement. See Instrumentation and Laboratory Improvement Program LAF. See Lower Atmospheric Facilities Program LAII. See Land/Atmosphere/Ice Interactions Lamont-Doherty Earth Observatory, 5-11 Land/Atmosphere/Ice Interactions, 7-10 Language sciences, 8-3 Large-scale dynamic meteorology, 5-4 Laser Interferometer Gravity Wave Observatory, 6-10, 6-12 Law and social science, 8-5 Learning and early development, 9-5 Learning and Intelligent Systems Program, 2-8, 3-2, 3-14, 3- 24, 3-25, 9-2 Learning technologies, 9-5 LEE. See Life and Earth's Environment LExEn. See Life in Extreme Environments Library of Congress, Cold Regions Bibliography Project, 7-6 Life and Earth's Environment, 9-3 Life in Extreme Environments, 7-9, 9-3 LIGO. See Laser Interferometer Gravity Wave Observatory Linguistics, 8-3 LIS. See Learning and Intelligent Systems Program Local Systemic Change projects, 3-6 Long- and Medium-Term Research Visits for Scientists and Engineers at Foreign Centers of Excellence, 9-18 Long-duration ballooning, 7-3 Long-Term Ecological Research, 1-8, 9-25 Long-term research in environmental biology, 1-8 Loran- or Omega-tracked balloon system, 5-7 Lower Atmospheric Facilities Program, 5-3, 5-6 LSC projects. See Local Systemic Change projects LTER. See Long-term ecological research LTREB. See Long-term research in environmental biology m Magnetospheric physics, 5-4 Major Research Instrumentation Program, 4-7, 4-11, 6-15, 9- 30 MAN. See Manufacturing Management of technological innovation, 4-8 Management science, 8-4 Manufacturing, 2-2, 4-2, 6-15, 8-2 Manufacturing processes and equipment, 4-8 Marine biology/biological oceanography, 7-3 Marine biotechnology, 1-14 Marine geology and geophysics, 5-10 Marine geology and geophysics of Antarctica, 7-4 Massachusetts Institute of Technology, 5-5 Materials Research, 6-12, 6-14, 6-15 Materials Research Science and Engineering Centers, 6-17 Materials theory, 6-16 Mathematical and Physical Sciences, 6-1 Advanced Materials and Processing Program, 6-2 Astronomical Sciences, 6-3 Chemistry, 6-12 collaborative efforts with other directorates, 6-3 crosscutting activities, 6-2, 9-4, 9-6, 9-25, 9-27 deadlines and target dates, 6-2 divisions, 6-1 GOALI-related activities, 9-22 Home Page, 6-1 Materials Research, 6-15 Mathematical Sciences, 6-7 Modeling of Biological Systems-The Interface of Biology, Mathematics, and the Physical Sciences, 1-15 multidisciplinary activities, 6-3 Physics, 6-10 President's Mathematics Initiative, 9-5 special focus programs, 6-2 support areas, 6-1, 6-2 Mathematical Sciences, 6-7 areas of research, 6-8 cross-disciplinary interactions, 6-7 general conferences, workshops, symposia, special years, and related activities, 6-9 support areas, 6-7 Mathematical Sciences and Their Applications Throughout the Curriculum, 3-12 Mathematical Sciences Infrastructure Program, 6-9 Mathematical Sciences Postdoctoral Research Fellowships (with Research Instructorship option), 9-18 Mathematical Sciences University/Industry Postdoctoral Research Fellowships, 9-18 MCAAs. See Minority Career Advancement Awards MCB. See Molecular and Cellular Biosciences MCEMs. See metals, ceramics, and electronic materials Medical research in Antarctica, 7-4 Mentoring programs Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program, 3-19 Mesoscale dynamic meteorology, 5-4 Metabolic biochemistry, 1-11 Metal Oxide Semiconductor Implementation System, 2-5 Metals, ceramics, and electronic materials, 6-16 Meteorology. See Atmospheric Sciences Methodology, measurement, and statistics for social and behavioral research, 8-5 Michigan State University, National Superconducting Cyclotron Laboratory, 6-10 Microbial biology, 1-15 Microbial genetics, 1-12 Microelectronic Information Processing Systems, 2-5 Millstone Hill (Massachusetts) Radar, 5-5 Minorities. See also Underrepresented Minorities and Other Students Career Advancement Awards for Minority Engineers, 4-14 Minority Institutional Infrastructure, 2-8 NSF education goals, 3-16 postdoctoral research fellowships, 1-6 research opportunities for minority students and college faculty, 9-7 supplemental funding for support of women, minority, and physically disabled engineering research assistants, 4-14 Minority Career Advancement Awards, 9-8 Minority Graduate Research Fellowships, 3-13 Minority Institutional Infrastructure, 2-8 Minority Postdoctoral Research Fellowship Program, 8-4 Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards in the Biological, Social, Behavioral, and Economics Sciences, 9-9 Minority Postdoctoral Research Fellowships and Supporting Activities, 9-21 Minority Postdoctoral Research Fellowships in Biological, Social, Behavioral, and Economic Sciences, 9-16 Minority Research Planning Grants, 9-8 MIPS. See microelectronic Information Processing Systems MIT. See Massachusetts Institute of Technology MMS. See methodology, measurement, and statistics for social and behavioral research Modeling activities for environment and global change, 9-25 Modeling of Biological Systems-The Interface of Biology, Mathematics, and the Physical Sciences, 1-15 Molecular and Cellular Biosciences, 1-10 biomolecular processes, 1-11 biomolecular structure and function, 1-11 cell biology, 1-12 support areas, 1-10, 6-12 Molecular biochemistry, 1-11 Molecular biophysics, 1-11 Molecular evolution, postdoctoral research fellowships, 1-6, 9-16 Molecular physics, 6-11, 6-14 MOS Implementation Services, 4-11 MOSIS. See Metal Oxide Semiconductor Implementation System MPS. See Mathematical and Physical Sciences MRI. See Major Research Instrumentation Program MRPGs. See Minority Research Planning Grants MRSECs. See Materials Research Science and Engineering Centers MT. See Materials theory Multi-User MEMS Processes, 4-11 Multiuser biological equipment and instrumentation resources, 1-3 n NAFI. See National Facilities and Instrumentation NAIC. See National Astronomy and Ionosphere Center Nanofabrication, 4-11 NASA. See National Aeronautics and Space Administration National Academy of Sciences Home Page, 7-6 Polar Research Board, 7-6 Presidential Awards for Excellence in Mathematics and Science Teaching, 3-8 National Aeronautics and Space Administration, 7-3 National and Regional Centers of Excellence for Advanced Technological Education, 3-9 National Astronomy and Ionosphere Center, 5-5, 6-4 National Astronomy Centers, 6-3 National Center for Atmospheric Research, 5-3, 5-6, 9-25 National Center for Computational Electronics, 4-11 National Earthquake Hazards Reduction Program, 4-6, 5-8 National Facilities and Instrumentation, 6-18 National Institute of Standards and Technology, 6-11 National Institutes of Health joint NSF/NIH multiuser instrumentation activity, 1-3 National Nanofabrication Users Network, 4-11 National Optical Astronomy Observatories, 6-5 National Radio Astronomy Observatory, 6-6 National Science and Technology Council, 1-13 Manufacturing activities, 4-2 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program, 3-19 National Science Board, x National Science Foundation. See also specific programs and divisions description, x Director, x merit review criteria, iv National Science Board, x non-discrimination policy, xi organizational structure, x responsibilities, x support areas, x National Solar Observatory, 6-6 National Space Weather Program, 5-3 National User Facilities, 6-18 NATO NSF-NATO Postdoctoral Fellowships in Science and Engineering, 3-14, 9-17 travel grants for NATO Advanced Study Institutes, 3-15 NCAR. See National Center for Atmospheric Research NCC. See New Challenges in Computation NCRI. See Networking and Communications Research and Infrastructure NEHRP. See National Earthquake Hazards Reduction Program Networking and Communications Research and Infrastructure, 2- 6 Networking and communications research special projects, 2-7 Networking research, 2-7 Neuroendocrinology, 1-9 Neuronal and glial mechanisms, 1-9 Neuroscience, 1-9 New Challenges in Computation, 9-2 New technologies in high performance computing, 2-6 NIH. See National Institutes of Health NIST. See National Institute of Standards and Technology NNUN. See National Nanofabrication Users Network NOAA Earth System History Program, 9-26 NOAO. See National Optical Astronomy Observatories North Pole. See Arctic Research Program NRAO. See National Radio Astronomy Observatory NSCL. See Michigan State University, National Superconducting Cyclotron Laboratory NSF Environmental Geochemistry and Biogeochemistry Program, 9-26 NSF postdoctoral fellowships, 9-16 NSF-NATO Postdoctoral Fellowships in Science and Engineering, 3-14, 9-17 NSF/EPA Partnership for Environmental Research, 9-24, 9-26 NSF/NOAA Earth System History Program, 9-26 NSFNET, 2-6 NSO. See National Solar Observatory NSTC. See National Science and Technology Council Nuclear physics, 6-10 Numeric, symbolic, and geometric computation, 2-3 o OAII. See Ocean/Atmosphere/Ice Interactions Observation systems and data management for environment and global change research, 9-25 Observatories. See Astronomical Sciences OCE. See Ocean Sciences Ocean and climate systems Antarctic, 7-5 Arctic, 7-9 Ocean Drilling Program, 5-11 Ocean Sciences, 5-9, 7-8, 7-10 Ocean technology and interdisciplinary coordination, 5-10 Ocean/Atmosphere/Ice Interactions, 7-10 Oceanographic centers and facilities, 5-10 Oceanography. See Biological oceanography; Ocean and climate systems; Ocean Sciences ODP. See Ocean Drilling Program Office of Cross-Disciplinary Activities, Computer and Information Science and Engineering Program, 2-7 Office of Multidisciplinary Activities, 6-3 Office of Naval Research bioremediation program, 9-26 Office of Science and Technology Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program, 3-19 OMA. See Office of Multidisciplinary Activities ONR. See Office of Naval Research Operational and laboratory support in Antarctica, 7-5 Operations Research Program, 4-8 OPP. See Polar Programs Optical physics, 6-11, 6-14 Optoelectronics, 4-11 Organic chemical dynamics, 6-13 Organic synthesis, 6-14 Organizational change process, 8-4 Organizational linkages for international research, 8-9 Organometallic chemistry, 6-13 OSTP. See Office of Science and Technology p Pacific Islanders. See Minorities PAESMEM. See Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program PALE. See Paleoclimates from Arctic Lakes and Estuaries Paleoclimate, 5-4 Paleoclimates from Arctic Lakes and Estuaries, 7-10 Parent Involvement in Science, Mathematics, and Technology Education, 3-8 Particle astrophysics, 6-10 Partnership for a New Generation of Vehicles, 9-27 Partnerships for Advanced Computational Infrastructure, 2-2, 2-6 PECASE. See Presidential Early Career Awards for Scientists and Engineers PEET. See Special Competitions for Partnerships for Enhancing Expertise in Taxonomy Persons with disabilities. See Biomedical engineering/research to aid persons with disabilities; Facilitation Awards for Persons with Disabilities; Facilitation Awards for Scientists and Engineers with Disabilities; Program for Persons with Disabilities; Supplemental funding; Support for Persons with Disabilities PFSMETE. See Postdoctoral Fellowships in Science, Mathematics, Engineering, and Technology Education Ph.Ds. See Graduate Education PHY. See Physics Physical and chemical oceanography of Antarctica, 7-5 Physical anthropology, 8-3 Physical foundations of enabling technologies, 4-10, 4-11 Physical meteorology, 5-4 Physical oceanography, 5-10 Physics, 6-10 areas of research, 6-11 support areas, 6-10 Physiology and ethology, 1-10 Planetary astronomy, 6-4 Planning visits for international research, 8-8 Plant (agricultural) biotechnology, 1-13 Plant biology, 1-10 Plant science initiative, 1-4 Plasma physics, 6-11 PNGV. See Partnership for a New Generation of Vehicles Polar Programs, 7-1. See also International Programs Arctic Research Program, 7-7 crosscutting activities, 9-6, 9-25, 9-27 Home Page, 7-1 support areas, 7-1 United States Antarctic Program, 7-2 Polar Research Board, 7-6 Political science, 8-5 Polymers, 6-13, 6-14, 6-16 Population biology, 1-7 Postdoctoral Fellowships in Science, Mathematics, Engineering, and Technology Education, 3-15, 9-6, 9-16, 9-17 Postdoctoral Industrial Fellowship, 9-17 Postdoctoral Research Associateships in Computational Science and Engineering, 2-6, 9-16 Postdoctoral Research Associateships in Experimental Science, 2-8, 9-17 Postdoctoral research fellowships. See also Graduate Education; NSF postdoctoral fellowships Biological Sciences, 1-6 environment-related, 1-6 in molecular evolution, 1-6 Mathematical Sciences, 6-10 Postdoctoral Research Fellowships in Biosciences Related to the Environment, 9-16, 9-21 POWRE. See Professional Opportunities for Women in Research and Education PPD. See Program for Persons with Disabilities Pre-K through 12 education. See Elementary, Secondary, and Informal Education President's Mathematics Initiative, 9-5 Presidential Awards for Excellence in Mathematics and Science Teaching, 3-8 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring Program, 3-19 Presidential Early Career Awards for Scientists and Engineers, 6-4, 8-4 award size and duration, 9-20 deadlines and target dates, 9-20 eligibility requirements, 9-20 Probability, 6-9 Production Systems Program, 4-8 Professional Opportunities for Women in Research and Education, 3-20, 4-7, 4-14, 6-4 award size and duration, 9-11 deadlines and target dates, 9-11 eligibility requirements, 9-10 goals, 9-10 grant supplements, 9-10 proposal and supplement request review, 9-11 research/educational enhancement, 9-10 visiting professor, 9-10 visiting researcher, 9-10 Program for Persons with Disabilities, 3-20, 6-12 Program for Women and Girls, 3-19, 6-12, 9-11 Prokaryotes, 1-15 Prototyping tools and methodologies, 2-5 Psychology, 8-3 r Radar, Lower Atmospheric Facilities and, 5-7 Radio-Acoustic Sounding System, 5-7 RAIRE. See Awards for the Integration of Research and Education RAMHSS. See Research assistantships for minority high school students RASS. See Radio-Acoustic Sounding System REC. See Research, Evaluation, and Communication Regional science, 8-3 REPP. See Research on Education, Policy, and Practice Research and development projects for students with disabilities, 3-22 Research assistantships for minority high school students, 1-16, 9-7 Research collections in systematics and ecology, 1-5 Research experiences for students to work overseas, 8-8 Research Experiences for Undergraduates, 4-11, 4-13, 6-2, 6- 10, 6-12, 6-15, 7-2, 9-6, 9-7 deadlines and target dates, 9-14 eligibility requirements, 9-14 sites, 1-5, 6-4, 6-11, 8-4, 9-14 supplements, 1-16, 6-4, 9-14 Research in Teaching and Learning Program, 3-24 Research in Undergraduate Institutions, 4-13, 6-4, 6-11 award criteria, 9-13 deadlines and target dates, 9-13 eligibility requirements, 9-12 nature of support, 9-12 Research Opportunity Awards, 9-13 Research infrastructure in computer and information science, 2-8 Research on Education, Policy, and Practice, 3-24 Research on Science and Technology, 8-5 Research opportunities for minority students and college faculty activities, 9-7 award size and duration, 9-7 eligibility requirements, 9-7 request for funding procedure, 9-8 Research Opportunity Awards, 1-16, 4-13, 9-7, 9-12, 9-13 Research Planning Grants, 4-14, 9-10 Research resources of Biological Sciences, 1-4 Research, Evaluation, and Communication, 3-23 REU. See Research Experiences for Undergraduates RIDGE. See Ridge Interdisciplinary Global Experiments Postdoctoral Fellowship Program Ridge Interdisciplinary Global Experiments Postdoctoral Fellowship Program, 9-17 Risk analysis, 8-4 ROAs. See Research opportunity awards Robotics and machine intelligence, 2-4 RSIs. See Rural Systemic Initiatives RST. See Research on Science and Technology Rural Systemic Initiatives, 3-4 s S/IUCRCs. See State/Industry University Cooperative Research Centers SBE. See Social, Behavioral, and Economic Sciences SBER. See Social, Behavioral, and Economic Research SBIR. See Small Business Innovation Research Program Science and Technology Agency of Japan Postdoctoral Awards for U.S. Researchers, 9-18 Science and Technology Centers, 6-15 Integrative Partnerships Program, 9-30 Science and technology studies for social and behavioral research, 8-5 Science Resources Studies, 8-6 Home Page, 8-6 support areas, 8-6 Science, mathematics, engineering, and technology education. See Education and Human Resources Scientific Computing Research Environments in the Mathematical Sciences, 6-10 Seminars on international research, 8-8 Sensory systems, 1-10 SGER. See Small Grants for Exploratory Research Signal processing systems, 2-5 Signal transduction and cellular regulation, 1-12 SIMS. See Synthesis, Integration, and Modeling Studies Small Business Innovation Research Program, 4-7, 4-8, 4-9, 6- 15, 7-1, 8-5 purpose, 9-28 qualification criteria, 9-29 support areas, 9-28 Small Business Technology Transfer Program, 4-9, 6-15 purpose, 9-28 qualification criteria, 9-29 support areas, 9-28 Small Grants for Exploratory Research, 4-7, 7-1, 9-29 SMET education. See Education and Human Resources Social and economic dimensions of biotechnology, 1-14 Social and Political Sciences cluster of programs, 8-5 Social psychology, 8-4 Social, Behavioral, and Economic Research, 8-2 Anthropological and Geographic Sciences cluster, 8-3 Cognitive, Psychological, and Language Sciences cluster, 8-3 Economic, Decision, and Management Sciences cluster, 8-4 focus areas, 8-2 Infrastructure, Methods, and Science Studies cluster, 8-4 Social and Political Sciences cluster, 8-5 support areas, 8-2 Social, Behavioral, and Economic Sciences, 8-1 Arctic Social Sciences Program, 7-10 crosscutting activities, 8-2, 9-4, 9-6, 9-9, 9-25, 9-27 deadlines and target dates, 8-2 divisions, 8-1 GOALI-related activities, 9-22 goals, 8-1 Home Page, 8-1 International Programs, 8-2, 8-7 Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards, 9-9 Science Resources Studies, 8-2, 8-6 Social, Behavioral, and Economic Research, 8-2 support areas, 8-2 Societal Dimensions of Engineering, Science, and Technology: Ethics and Values Studies, Research on Science and Technology, 8-5 Sociology, 8-6 Software engineering and languages, 2-3 Solar-terrestrial studies, 5-4 Solid-State Chemistry and Polymers, 6-13, 6-16, 6-17 Sondrestrom (Greenland) Radar Facility, 5-5 South Pole. See United States Antarctic Program Special Competitions for Partnerships for Enhancing Expertise in Taxonomy, 1-7 SRI International, 5-5 SRS. See Science Resources Studies SSCP. See Solid-State Chemistry and Polymers SSI. See Statewide Systemic Initiatives State/Industry University Cooperative Research Centers, 4-13 Statewide Systemic Initiatives, 3-3 Statistics and probability, 6-9 STCs. See Science and Technology Centers Stellar astronomy and astrophysics, 6-4 STS. See Science and technology studies for social and behavioral research STTR Program. See Small Business Technology Transfer Program Studies and Indicators Program, 3-24 Supplemental funding. See also Travel grants Biological Sciences, 1-16 for women, minority, and physically disabled engineering research assistants, 4-14 Support for Persons with Disabilities, 9-11-9-12 Support of living stock collections, 1-5 Surface chemistry, 6-13 Surface meteorology stations, 5-7 Symbolic computation, 2-3 Symposia for Mathematical Sciences, 6-9 Synthesis, Integration, and Modeling Studies, 7-10 Systemic and Population Biology, 1-7 Systemic Changes in the Undergraduate Chemistry Curriculum and Mathematical Sciences and Their Applications Throughout the Curriculum, 3-12 Systemic Reform of Undergraduate Education, 9-5 t Taxonomy Special Competitions for Partnerships for Enhancing Expertise in Taxonomy, 1-7 TDD. See Telephonic Device for the Deaf TE Program. See Teacher Enhancement Program Teacher education, 9-5 Teacher Enhancement Program, 3-5, 3-8 Teachers. See also Faculty development programs Presidential Awards for Excellence in Mathematics and Science Teaching, 3-8 Teacher Enhancement Program, 3-5, 3-8 Technical institutes, 4-13 Telephonic Device for the Deaf, 9-12 Telescopes. See Astronomical Sciences Terrestrial and freshwater biology of Antarctica, 7-4 Terrestrial geology and geophysics of Antarctica, 7-4 Texas A&M University, 5-11 Theoretical and computational chemistry, 6-14 Theoretical physics, 6-12 Theory of computing, 2-3 Thermal Transport and Thermal Processing, 4-5 Topology and foundations, 6-9 Training. See also Collaborative Research at Undergraduate Institutions; Integrative Graduate Education and Research Training; Research Experiences for Undergraduates Biological Sciences, 1-5 Transformations to quality organizations, 8-4, 9-22 Transitions from childhood to the workforce, 9-5 Travel grants. See also Supplemental funding Minority Postdoctoral Research Fellowships and Graduate Student Travel Awards, 9-9 NATO Advanced Study Institutes, 3-15 u U.S. Department of Agriculture DOE/NSF/USDA Collaborative Research in Plant Biology Program, 1-4 U.S. Department of Education President's Mathematics Initiative, 9-5 U.S. Department of Energy bioremediation program, 9-26 DOE/NSF/USDA Collaborative Research in Plant Biology Program, 1-4 large accelerator facilities, 6-10 U.S. Department of State NSF-NATO Postdoctoral Fellowships in Science and Engineering, 3-14 U.S. Environmental Protection Agency bioremediation program, 9-26 NSF/EPA Partnership for Environmental Research, 9-24, 9-26 U.S. Geological Survey reconnaissance maps of Antarctica, 7-7 U.S. Global Change Research Program, 7-10, 9-25 U.S. Navy, Arctic Ocean research, 7-8 U.S. Science Advisory Committee, 5-11 U.S. Weather Research Program, 5-3 U.S.-Japan Joint Optoelectronics Project, 4-11 UAF. See Upper Atmospheric Facilities Program UCAR. See University Corporation for Atmospheric Research UFE. See Undergraduate Faculty Enhancement Program Undergraduate Course and Curriculum Development, 3-11 Undergraduate Course and Curriculum Development in Engineering, Mathematics, and the Sciences, 9-14 Undergraduate Education, 3-9, 6-15. See also specific institutions; Graduate Education; Research Experiences for Undergraduates Course, Curriculum, and Laboratory Improvement, 3-11 crosscutting activities, 9-12 systemic reform of, 9-5 Undergraduate Focus Program/Alliances for Minority Participation, 3-17 Undergraduate Faculty Enhancement Program, 3-11, 3-13 Underrepresented Minorities and Other Students, 3-16, 6-4, 6- 12, 9-6 Underrepresented populations, activities to encourage participation, 9-6 Understanding fundamental processes of environment and global change, 9-24 UNIDATA, 5-6 United States Antarctic Program, 7-2 Antarctic Aeronomy and Astrophysics, 7-3 Antarctic bibliography, 7-6 Antarctic Biology and Medicine, 7-3 Antarctic Environmental Research, 7-4 Antarctic Geology and Geophysics, 7-4 Antarctic Glaciology Program, 7-5 Antarctic Ocean and Climate Systems, 7-5 deadlines and target dates, 7-2 eligibility requirements, 7-2 focus areas, 7-2 literature, 7-6 non-U.S. facilities, 7-6 Operational Support, 7-5 publications, 7-6 support areas, 7-2 Universities. See specific institutions; Graduate Education; Industry/University Cooperative Research Centers Program; Industry/University Liaison Program; State/Industry University Cooperative Research Centers; Undergraduate Education University Corporation for Atmospheric Research, 5-6 University of Colorado Joint Institute for Laboratory Astrophysics, 6-11 University of Michigan Center for Ultrafast Optics, 6-11 University-National Oceanographic Laboratory System, 5-10 University/Industry Cooperative Research Programs in the Mathematical Sciences, 6-10 UNOLS. See University-National Oceanographic Laboratory System Upper atmosphere physics, 7-3 Upper Atmospheric Facilities Program, 5-3, 5-5 Urban Systemic Initiatives, 3-3 Urban Systems Program, 9-4 USAP. See United States Antarctic Program USGS. See U.S. Geological Survey USI. See Urban Systemic Initiatives USSAC. See U.S. Science Advisory Committee v VIGRE. See Grants for Vertical Integration of Research and Education in the Mathematical Sciences Visiting Professorships for Women, 9-10 w Weather. See Atmospheric Sciences Web addresses. See Home pages Women and girls. See Professional Opportunities for Women in Research and Education; Program for Women and Girls; Supplemental funding Workforce transitions, 9-5 Workshops Education and Human Resources information dissemination activities, 3-20, 3-21 Engineering Education Scholars workshops, 4-13 international research, 8-8 Mathematical Sciences, 6-9 World Climate Research Program, 5-3 CFDA and Privacy Act information Catalog of Federal Domestic Assistance (CFDA) The CFDA provides the user with a comprehensive, up-to-date, descriptive listing of assistance programs administered by federal departments and agencies. Information contacts with telephone numbers and addresses are included. The catalog is published by the Office of Management and Budget (OMB) and the General Services Administration (GSA). Copies can be ordered from the Government Printing Office (GPO). The assigned CFDA numbers for each NSF Directorate are as follows: 47.041 Engineering 47.049 Mathematical and Physical Sciences 47.050 Geosciences 47.070 Computer and Information Science and Engineering 47.074 Biological Sciences 47.075 Social, Behavioral, and Economic Sciences 47.076 Education and Human Resources 47.077 Academic Research Instrumentation 47.078 Polar Programs Privacy Act and Public Burden The information requested on proposal forms is solicited under the authority of the National Science Foundation Act of 1950, as amended. It will be used in connection with the selection of qualified proposals and may be disclosed to qualified reviewers and staff assistants as part of the review process; to applicant institutions/grantees to provide or obtain data regarding the application review process, award decisions, or the administration of awards; to government contractors, experts, volunteers, and researchers as necessary to complete assigned work; and to other government agencies in order to coordinate programs. See Systems of Records, NSF-50, "Principal Investigators/Proposal File and Associated Records," 60 Federal Register 4449 (Jan. 23, 1995), and NSF-51, "Reviewer/ Proposal File and Associated Records," 59 Federal Register 8031 (Feb. 17, 1994). Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. The public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Gail A. McHenry, Reports Clearance Officer, Information Dissemination Branch, National Science Foundation, 4201 Wilson Boulevard, Suite 245, Arlington, VA 22230. PT 04,14,18,22,25,34,42,44,DD,FF,II KW 0102000,0111001,0404000,0408000,0417000, 0500000,0600000,1002000,1004000,1010000,1013018 NSF 97-150 (Replaces NSF 97-30)