Program
Information
Communications
Address
National Science Foundation
Cross-Directorate Activities
4201 Wilson Boulevard, Suite 995
Arlington VA 22230
Phone: (703) 292-8763
FAX: (703) 292-9068
Programs
ADVANCE:
Increasing the Participation and Advancement of Women in Academic
Science and Engineering Careers
ADVANCE
Home Page
Program
Solicitation (NSF 02-121)
Deadlines:
TBA
The goal
of the ADVANCE program is to increase the participation of
women in the scientific and engineering workforce through
the increased representation and advancement of women in academic
science and engineering careers. To meet this goal, the ADVANCE
program provides award opportunities for both individuals
and organizations through Fellows Awards, Institutional Transformation
Awards, and Leadership Awards. With each of the three types
of ADVANCE awards, NSF seeks to support new approaches to
improving the climate for women in U.S. academic institutions
and to facilitate women's advancement to the highest ranks
of academic leadership. Creative approaches to realizing this
goal are sought from both men and women. Members of underrepresented
minority groups and individuals with disabilities are encouraged
to apply. For additional information, contact ADVANCE Program
Director, Alice Hogan.
Social Behavioral and Economic Sciences or contact: Jolene
Jesse or Nancy Lutz.
Experimental
Program to Stimulate Competitive Research (EPSCoR) Program
EPSCoR Home
Page
Deadline:
Submission Date Varies with the Program
The Experimental
Program to Stimulate Competitive Research (EPSCoR) increases
the R&D competitiveness of an eligible state through the
development 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. For additional
information, contact Jolene
Jesse or the appropriate disciplinary program officer.
Faculty
Early Career Development Awards (CAREER)
CAREER
Home Page
Program Solicitation (NSF 02-111)
Deadline:
July 22, 2004
The Faculty
Early Career Development (CAREER) Program is a Foundation-wide
activity that offers the National Science Foundation's most
prestigious awards for new faculty members. This activity
recognizes and supports the early development of academic
faculty as both educators and researchers. NSF encourages
submission of CAREER proposals from tenure-track faculty members
within their first four years of full-time appointment at
all CAREER-eligible organizations who are likely to become
the academic leaders of the 21st century. NSF especially encourages
women, members of underrepresented minority groups, and persons
with disabilities to apply. CAREER proposals must include
a career-development plan that integrates research and education
activities. CAREER proposals are reviewed in the appropriate
Disciplinary program in the Division of Social and Economic
Sciences or the Division of Behavioral and Cognitive Sciences.
For additional information, contact Amber
Story.
Presidential
Early Career Awards for Scientists and Engineers (PECASE)
PECASE
Home Page
Program
Announcement
Deadline:
July 22, 2004
NSF selects
up to twenty nominees from the most meritorious awardees supported
by the CAREER program for the Presidential Early Career Awards
for Scientists and Engineers (PECASE). 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. PECASE recipients
must meet certain citizenship or residency requirements and
submit form 1317A at the time they apply for their CAREER
award. For additional information, contact Amber
Story.
Integrative Graduate Education and Research Training (IGERT)
Program
IGERT
Home Page
Program
Solicitation (NSF-04-550)
Deadline: Preliminary proposals was April 29, 2004
(5pm proposer's local time)
................Formal proposals
will be October 29, 2004 (5pm proposer's local
................time) BY INVITATION
ONLY.
The Integrative
Graduate Education and Research Training (IGERT) Program supports
projects based on multidisciplinary research themes that are
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. The program is intended to catalyze a
cultural change in graduate education, for students, faculty,
and institutions, by establishing innovative new models for
graduate education and training in a fertile environment for
collaborative research that transcends traditional disciplinary
boundaries. Thus, an IGERT project may involve investigators
from one or more departments within a single institution or
from more than one institution. It is also intended to facilitate
diversity in student participation and preparation, and to
contribute to the development of a diverse, globally-engaged,
science and engineering workforce. For additional information,
contact Frank Scioli,
Mark Weiss.
Graduate
Teaching Fellows in K-12 Education (GK-12)
GK-12
Homepage
Program
Announcement (NSF 04-533)
Deadline: Letters of Intent (required) is May 5, 2004
(5pm proposer's local time).
...............Full
proposal submission is June 2, 2004 (5pm proposer's local
time)
This program supports fellowships and associated training
that will enable graduate students and advanced undergraduates
in the sciences (including the social, behavioral, and economic
sciences), mathematics, engineering, and technology to serve
as resources in K-12 schools. Academic institutions apply
for awards to support fellowship activities, and are responsible
for selecting fellows. The fellows will serve as resources
for teachers in science and mathematics instruction. Expected
outcomes include improved communication and teaching skills
for the fellows, enriched learning by K-12 students, professional
development opportunities for K-12 teachers, and strengthened
partnerships between institutions of higher education and
local school districts. For additional information, please
contact Jolene Jesse.
Major
Research Instrumentation (MRI) Program
MRI
Homepage
Program
Solicitation (NSF 04-511)
Deadline: January 22, 2004
The Major Research Instrumentation Program (MRI) is designed
to improve the condition of scientific and engineering equipment
and facilities for research and research training in US academic
institutions. This program seeks to improve the quality and
expand the scope of research and research training in science
and engineering, and to foster the integration of research
and education by providing instrumentation for research-intensive
learning environments. For additional information, contact
John Yellen.
Minority
Postdoctoral Research Fellowships
Program
Solicitation (NSF 00-139)
Deadline:
December 6, 2004
This program seeks to prepare underrepresented minority scientists
for leadership positions in academia and industry. Applicants
must be US citizens, nationals, or lawfully admitted permanent
residents and recipients of the doctoral degree within the
past 4 years. The postdoctoral fellowships are designed to
permit Fellows to choose a sponsoring scientist and a research
and training environment that is most beneficial to their
scientific development. The supporting activities include
travel awards for minority graduate students who plan to apply
for the postdoctoral fellowship to visit potential sponsors;
an annual meeting of current and past Fellows; and research
starter grants for Fellows as they begin an academic career.
The Minority Postdoctoral Fellowships Program is administered
by the Office of Cross-Directorate Activities. For additional
information, contact John
Perhonis.
Research Experiences for Undergraduates
(REU)
REU
Home Page
Program
Solicitation (NSF04-584)
Deadline for Sites: August 17,
2004
List of Current REU Sites for the Social, Behavioral, and
Economic Sciences
The REU Program provides opportunities for undergraduate students
to experience hands-on participation in research or related
scholarly activity. REU SUPPLEMENTS are made to existing NSF
grants to cover the extra costs of adding one or more undergraduate
participants. Those interested in obtaining such supplements
should contact the disciplinary programs handling their grants.
REU SITES are groups of (typically) six to twelve students
at a host institution for (usually) summer sessions to participate
in ongoing research programs or in research projects specially
designed for this purpose. The REU Sites Program is administered
by the Office of Cross-Directorate Activities. For additional
information, contact Jolene
Jesse.
Research Opportunity Awards (ROA)
ROA
Homepage
Program
Announcement (NSF 00-144)
Deadline: Submission Date Varies with Program
These awards provide faculty members of predominantly undergraduate
institutions with limited research capability an opportunity
to participate in research in association with NSF grantees
at research institutions. Candidates may initiate contact
with prospective host investigators/institutions, or such
institutions may invite eligible candidates to participate.
The host groups will then apply directly to the programs handling
their grants for the necessary supplemental awards. For additional
information, contact the appropriate disciplinary program.
Research
at Undergraduate Institutions (RUI)
RUI
Homepage
Program
Announcement (NSF 00-144)
SBE
RUI Colleague Letter
Deadline: Submission Date Varies with Program
This
program provides support for research and research equipment
for faculty in non-doctoral departments in predominantly undergraduate
institutions. The objectives of the program are to: (1) support
high quality research by faculty with active involvement of
undergraduate students, (2) strengthen the research environment
in academic departments that are oriented primarily toward
undergraduate instruction, and (3) promote the integration
of research and education at predominantly undergraduate institutions.
However, the overriding purpose of RUI is the support of faculty
research and to help maintain faculty member's intellectual
vibrancy both in the classroom and in the research community.
For additional information, contact the appropriate disciplinary
program.
Science
of Learning Centers (SLC)
SLC Homepage
Program
Solicitation (NSF 03-573)
Deadline:
TBA
The Science
of Learning Centers program (SLC) offers awards for large-scale,
long-term Centers that will extend the frontiers of knowledge
on learning and create the intellectual, organizational, and
physical infrastructure needed for the long-term advancement
of learning research. The science of learning emerges from
the intersections of diverse disciplines across the biological,
cognitive, computational, mathematical, physical, and social
sciences, engineering, and education. Centers are built around
a unifying research focus and incorporate a diverse, multidisciplinary
environment involving appropriate partnerships with academia,
industry, all levels of education, and other public and private
entities. For additional information, contact Soo-Siang
Lim.
Science
and Technology Centers (STC) Integrative Partnerships
STC
Home Page
Program
Solicitation (NSF 03-550)
Deadline Preliminary Proposals were due on June 3,
2003
...............Full Proposals
(by invitation only) were due on February 10, 2004
...............Next competition
is 2005.
The Science and Technology Centers: Integrative Partnership
Program (STC) supports innovation in the integrative conduct
of research, education, and knowledge transfer. STCs build
intellectual and physical infrastructure within and between
disciplines, weaving together knowledge creation, knowledge
integration, and knowledge transfer. STCs conduct world-class
research through partnerships of universities, national laboratories,
industrial organizations, and/or other public/private entities.
New knowledge thus created in meaningfully linked to society.
STCs enable and foster excellent education, integrate research
and education, and create bonds between learning inquiry so
that discovery and creativity more fully support the learning
process. STCs capitalize on diversity through participation
in center activities and demonstrate leadership in the involvement
of groups underrepresented in science and engineering. For
additional information, contact Tom
Baerwald (703) 292-7301.
Small
Business Innovation Research (SBIR) Program
SBIR
Home Page
SBIR/STTR
Program Solicitation (NSF-04-551)
Deadline:
All topics July 27, 2004
............... (All proposals
must be in by 5:00 p.m. submitter´s time.)
Biotechnology
(BT)
Advanced
Materials, Manufacturing, & Chemical Processes (AM)
This is a three-phase program to enable small science and
technology firms to conduct innovative high-risk research.
The purpose of the program is to stimulate technological innovation;
utilize small business concerns to meet Federal R&D needs;
foster and encourage participation by minority and disadvantaged
persons in technological innovation; and increase private
sector commercialization of innovations from Federal R&D.
Research is supported in all fields of social, behavioral,
and economic sciences. Proposals must conform to standard
research protocol in those sciences. Proposers are encouraged
to consult with academic researchers in crafting their research
designs. The program is administered by the Division of
Design, Manufacture, and Industrial Innovation in the
Directorate for Engineering. For additional information,
contact Sara Nerlove
(703-292-7077).
___________________________________________________
Opportunities
for SBE Scientists and Educators
in the
Directorate for Education and Human Resources
Opportunities
in the Division of Undergraduate Education
(EHR/DUE)
DUE
Homepage
SBE scientists
and educators are encouraged to apply to programs in the Division
of Undergraduate Education. Provided below are brief explanations
of programs that may be of particular interest. DUE's Project
Information Resource System (PIRS) provides a gateway
to award abstracts and other information about projects supported
by the division. The PIRS database is searchable by PI name,
awardee organization, DUE program, project discipline, abstract
keywords, and other criteria.
Course,
Curriculum, and Laboratory Improvement (CCLI) NSF
04-565:
This program seeks to improve the quality of science, technology,
engineering, and mathematics (STEM) education for all students,
based on research concerning the needs and opportunities that
exist and effective ways to address them. It targets activities
affecting learning environments, course content, curricula,
and educational practices, with the aim of contributing to
the relevant research base. The program has the following
four tracks:
1.
...Educational Materials
Development: Projects are expected to produce innovative
materials that incorporate effective educational practices
to improve student learning of STEM. End products might
include textbooks, software, or lab materials. Projects
can either be prototype or "proof of concept"
development, or they can be the further development of
a prototype with the intent to distribute to a broad,
national audience.
2. ...National Dissemination:
Supports projects that provide opportunities to faculty
to learn about new and innovative teaching methodologies,
tools, or content. Professional development could be in
the form of workshops, seminars, or short courses for
single or multiple disciplines.
3. ...Adaptation and Implementation:
Provides funding for adaptation and implementation of
exemplary materials, laboratory experiences, and/or educational
practices that have been developed and tested at other
institutions. Proposals may request funds in any budget
category supported by NSF, or may request funds to purchase
only instrumentation.
4. ...Assessment of Student
Achievement: Provides funds to develop and disseminate
assessment practices, materials (tools), and measures
to guide efforts that improve the effectiveness of courses,
curricula, programs of study, and academic institutions
in promoting student achievement, particularly in STEM.
National
Science, Technology, Engineering, and Mathematics Education
Digital Library (NSDL)
NSF 04-542
This program aims to establish a national digital library
that will constitute an online network of learning environments
and resources for science, technology, engineering, and mathematics
(STEM) education at all levels.
NSF
Director's Award for Distinguished Teaching Scholars (DTS)
NSF 03-591
This award recognizes and rewards individuals with distinguished
records of educating undergraduates while also contributing
significantly to the scholarship of a STEM discipline. The
Director's Award is the highest honor bestowed by NSF for
excellence in both teaching and research in STEM fields, or
in educational research related to these fields.
Teacher
Professional Continuum (TPC) NSF
04-568
Joint with ESIE, this program addresses critical issues and
needs regarding the recruitment, preparation, enhancement,
and retention of STEM teachers for grades K-12.
STEM
Talent Expansion Program (STEP) NSF
04-529
This program seeks to increase the number of students (US
citizens or permanent residents) pursuing and receiving associate
or baccalaureate degrees in established or emerging fields
within STEM.
Opportunities
in the Division of Graduate Education
(EHR/DGE)
DGE Homepage
SBE scientists
and educators are encouraged to apply to programs in the Division
of Graduate Education. Provided below are brief explanations
of programs that may be of particular interest, along with
examples of funded SBE-science projects.
Integrative
Graduate Education and Research Traineeships (IGERT)
The IGERT program funds graduate programs that engage a number
of disciplines in solving specific problems rather than being
based solely within a discipline. The program is intended
to catalyze a cultural change in graduate education by establishing
innovative new models for graduate education and training
that transcend traditional disciplinary boundaries. The IGERT
project should be organized around an interdisciplinary theme
involving a diverse group of faculty members and other investigators
with appropriate expertise in research and teaching. The interdisciplinary
theme provides a framework for integrating research and education
and for promoting collaborative efforts within and across
departments and institutions. Some examples of recently funded
sbe-relevant IGERTs:
0333403 PI Wilson, Harvard University - educating
graduate students to understand the origins, patterns,
and consequences of inequality, focusing on the American
experience with attention to comparative patterns in Western
Europe. This program draws on students and professors
from economics, political science, sociology, public policy,
urban studies, and education.
0333417
PI Mark, SUNY-Buffalo - doctoral education program in
Geographic Information Science (GIS) with foci on geographic
environmental science and geographic social science. This
program draws on students and professors from geography,
geosciences, anthropology, philosophy, engineering, and
computer science.
0333193
PI Entwistle, University of Chapel Hill - doctoral education
program focused on population and the environment, particularly
land use and land cover change. This program involves
students and faculty from sociology, economics, biology,
anthropology, ecology, demography, and geography.
0221599
PI Zarin, University of Florida - educating graduate students
about the use and conservation of tropical forests. This
program combines faculty and students from economics,
biology, anthropology, engineering, forestry, and geography
to create an interdisciplinary program.
0221594
PI Olsen, University of Arizona - graduate training program
in the archaeological sciences, leading to higher levels
of problem solving concerning human adaptations to the
landscape. This program integrates archaeology, anthropology,
geosciences, physics, tree-ring studies, and materials
science and engineering into a coherent program of field-
and laboratory-based training that will prepare doctoral
graduates for employment in academia as well as the public
and private sectors.
Graduate
Teaching Fellows in K-12 Education (GK-12)
This program supports fellowships and associated training
that will enable graduate students and advanced undergraduates
in the sciences (including the social and behavioral sciences),
mathematics, engineering, and technology to serve as resources
in K-12 schools. Awards are made at the institutional level
for $300,000-660,000/year. In 2003 and 2004, special supplements
have been made to existing GK-12 projects to encourage meaningful
SBE participation; after 2004 no special supplements will
be made. SBE scientists are encouraged to apply to this program
for full grants, alone or in partnership with other fields
of science and engineering. Some examples include:
0336376
PI Harris, University of North Carolina-Wilmington - special
supplement provides funds for a geography doctoral student
to work with a seventh grade social studies teacher on
GIs and other topics.
0336490
PI Krannich, Univ. of Alabama-Birmingham - special supplement
provides funds for a "visual anthropology" program
at the middle school level; one graduate student and one
advanced undergraduate work on the project.
0335368
PI Vetelino, Univ. of Maine - special supplement provides
funds to enhance a high school "Civics" curriculum
to include an in-depth look at environmental economics.
0332513
PI Ramakrishna, Arizona State University - special supplement
provides funds to team a current GK-12 project with the
National Geographic Society to introduce "GeoMath"
and "GeoLiteracy" into K-8 curriculum, linking
geography lessons to math and reading lessons.
0333948
PI Luedeman, Clemson University - special supplement provides
funds to add an industrial psychology graduate student
to this GK-12 project, which focuses on mathematics and
statistics and how these skills can be the basis for professions
in many fields of science.
Graduate
Research Fellowships (GRF)
NSF's Graduate Research Fellowship (GRF) Program, started
in 1952, is recognized as one of the most prestigious awards
available to the nation's science and engineering graduate
students. Through a national competition, approximately 1000
fellowships are awarded annually for graduate study leading
to research-based master's or doctoral degrees in the fields
of science, mathematics, and engineering supported by NSF.
Each award consists of a stipend and cost of education allowance;
this allows the recipient to enroll in the graduate program
of his/her choosing. The purpose of the program is to ensure
a continual stream of highly qualified scientists and engineers
able to undertake careers in research and development. Since
its inception, the program has supported nearly 50,000 students,
providing each with support for three years of study.
Individual
students apply directly for graduate research fellowships,
generally in their senior year of college or first year
of graduate school. Support is for three years, covering
full tuition and fees and at a stipend level $30,000 per
year and a $10,500 per year cost of education allowance
paid to the institution that the Fellow attends. The fellowship
can be used at institutions offering research-based masters
and/or PhD degree programs both in the United States and
abroad. The success rate for all applicants (including those
from the social and behavioral sciences) is around 10%.
In 2004 around 180 of a total of 1020 awards in all fields
were made in the social and behavioral sciences.
Opportunities
in the Division of Research, Evaluation, and Communication
(REC)
Social, behavioral, and economic (SBE) scientists and educators
are encouraged to apply to programs in the Division of Research,
Evaluation, and Communication (REC). Provided below are brief
explanations of programs that may be of particular interest,
along with examples of funded SBE-science projects.
Potential applicants might find it useful to review the REC
Program
Officer advice
Research
on Learning and Education
(ROLE)
ROLE seeks to capitalize on important developments across
a wide range of fields related to human learning and to STEM
(Science, including the social and behavioral sciences, Technology,
Engineering, and Mathematics) education. It supports research
across a continuum that includes 1) the biological basis of
human learning; 2) behavioral, cognitive, affective and social
aspects of human learning; 3) STEM learning in formal and
informal educational settings; and 4) changing educational
systems to improve STEM learning. Some examples of recently
funded projects involving SBE sciences and scientists:
0337384 PI Philip Vahey, SRI International - The project
investigates the different cultures in social studies
and mathematics classes to create a better understanding
of the mathematics used for investigating real-world problems.
Instead of teaching students to directly transfer skills
from one situation to another, instruction is created
to prepare students to learn in new settings and contexts.
The researchers seek to increase "data literacy"
which is defined as formulating questions, using appropriate
representations, and developing and evaluating inferences.
0337598
PI Joshua Radinsky, U of Illinois-Chicago - This project
is a three-year study that systematically investigates
the claim that GIs (Geographic Information Systems) inquiry
projects that have iterative designs will increase student
reflection on data artifacts, domain concepts, and inquiry
processes, and help students relate data to the world
around them. The project tests the hypotheses with four
inquiry projects (two in natural science and two in social
science) using a GIs environment.
0337543
PI Kathryn Borman, University of South Florida - this
research program addresses a national need to develop
an understanding of how individual student occupational
career lines in STEM are either nourished and sustained
or inhibited and attenuated during the course of student
careers in secondary and post-secondary settings.
0228343
PI Mary Kay, University of Pittsburgh - The researchers
will develop a theoretically-driven model of the conditions
necessary for successful scale-up of curriculum adoption
in elementary school mathematics; they will look at interventions
using a human and social capital approach.
0231981
PI William Penuel, SRI International - The project is
an exploratory study intended to explore ways of developing
a fine-grained tool that measures interaction within a
professional community, such as teachers. The study will
investigate whether ties that form among teachers by talking
about technology use creates enduring collegial ties within
schools. It will give information about the similarities
and differences in formation of social networks on technology
and other reforms supported by school leaders in the school.
Opportunities
for SBE Scientists and Educators in the Division of Elementary,
Secondary, and Informal Education (ESIE)
Social,
behavioral, and economic (SBE) scientists and educators are
encouraged to apply to programs in Division of Elementary,
Secondary, and Informal Education (ESIE). SBE scientists are
also encouraged to partner with scientists and educators in
other science, mathematics and technology (SMT) disciplines
to develop indicators, assessment instruments, and research
designs that demonstrate the effectiveness and impact of ESIE's
STEM education projects in enhancing student and teacher learning
in both formal and informal education settings. All projects
should build on, and contribute to, the body of research on
teaching and learning. Provided below are brief explanations
of programs that may be of particular interest.
Instructional
Materials Development (IMD) -- IMD develops high-quality,
research-based instructional and assessment materials for
students that enhance knowledge, thinking skills, and problem-solving
abilities of all students, as well as incorporate recent advances
in disciplinary content, research on teaching and learning,
and instructional technologies. IMD materials are intended
to be implemented nationwide and address learning in diverse
settings. Some examples of recently funded IMD projects involving
SBE sciences include:
9730682
PI: Philip Gersmehl, Association of American Geographers.
The Association of American Geographers developed a comprehensive
set of materials and related hands-on student activities
for use in world geography courses, grades 7-9. The CDROM
features photographs, interactive maps, and animated explanations
of key concepts of scientific geographic analysis; extensive
use is made of original maps, remotely sensed imagery,
as well as links to relevant web sites and other sources
of real-world geographic information. Dissemination is
assisted by the NASA Education Division and Reading in
the Geography of the World (ARGWorld).
9911224
PI: Kathryn Paget, TERC, Inc. "A Study of Place"
integrates geographic visualization technologies into
the study of earth science and geography at the middle
school. The modules-The Antarctic Continent: Ice Climate
and Exploration' and The Atlantic and Its Coasts: Currents
and Commerce-are driven by science and geography standards
and have a common sequence.
0101806
PI: Kim Kastens, Columbia University. This applied research
project builds on the IMD-funded "Where are We?"
The project is developing quantitative, reliable field-based
assessments of map skills used, along with other instruments,
with three populations: elementary students using the
materials; children over the 7-15 age range who do not
uses the materials; and preservice elementary teachers.
Results from these assessments are being used in a redesign
of the materials.
0348841
PI: C. Jean Moon, The National Academy of Sciences. The
National Academy of Sciences, through their Committee
on Science Education, is preparing a synthesis on children's
science learning in grades K-8. This study pulls together
research from multiple disciplines (science content, learning
theory in the cognitive sciences, developmental psychology,
social psychology and anthropology) and incorporates research
from the standards movement along with the impact of accountability
at all levels of the education system.
Teacher
Professional Continuum (TPC) -- TPC addresses critical
issues and needs regarding the recruitment, preparation, enhancement,
and retention of SMT teachers for grades K-12. Its goals are
to improve the quality and coherence of the learning experiences
that prepare and enhance SMT teachers; to develop innovative
resources that prepare and support SMT teachers and administrators;
to research and develop models and systems that support the
teacher professional continuum; to research teacher learning
and its impact on teaching practice; and to disseminate nationally
this research as well as innovative models and resources.
Centers
for Learning and Teaching (CLT) -- CLT focuses on the
advanced preparation and professional development of SMT practitioners
and educators, as well as establishment of complex, meaningful
partnerships among education stakeholders, especially Ph.D.-granting
institutions, school systems, and informal education performers.
Its goals are to renew and diversify the cadre of national
leaders in SMT education; to increase the number of K-16 educators
capable of delivering high-quality content, instruction, and
assessment; and to provide substantive research opportunities
into the nature of learning, teaching strategies, education
reform policies, and outcomes of standards-based reform. Additionally,
new Centers focus on conducting research in cognition related
to nanoscale science and engineering to facilitate integrating
scientific advances into our nation's classrooms, grades 7-16
Informal
Science Education (ISE) -- ISE provides stimulating experiences
for SMT learning outside of formal classroom environments
through media, exhibits, and community-based programming.
Its goals are to increase understanding of, and participation
in, SMT disciplines by individuals of all ages; to establish
linkages between informal and formal education; and to stimulate
parents and others to support their children's SMT learning
endeavors and to become informed proponents for high-quality,
universally available SMT education. Some examples of recently
funded ISE projects involving SBE sciences include:
0087783
PI: Raymond Vandiver, Oregon Museum of Science and
Industry. "Money" is a traveling exhibition
using the familiar and fascinating subject of money to
build mathematics skills and promote economic literacy
of children and their parents. The exhibit provides an
engaging and relevant context in which to explore mathematics
using experiences such as making change, comparing prices,
saving, balancing a checkbook, paying bills or budgeting
-- which are all direct applications of mathematics.
0229219
PI: Gene Searchinger, Ways of Knowing, Inc. Ways of Knowing
is producing two one-hour film documentarties for public
television on the origin, nature, and history of writing.
"The Writing Project" (working title) is about
the study of writing as a technology. The goal of the
films is to explain how writing systems work and to make
people aware of the importance of writing in societies.
0324685
PI: Ann Fienup-Riordan, The Anchorage Museum Association.
The Anchorage Museum Association, in collaboration and
partnership with the Yup'ik Calista Elders Council, is
planning exhibits, educational programs, and a web site
for a traveling exhibition of 19th century Yup'ik technology.
The exhibit combines masterworks from the Berlin Ethnographic
Museum with Yup'ik technology from the Smithsonian Institution
and present them in ways that allow Native and non-Native
visitors to gain new understandings of Yup'ik technology
from the Yup'ik point of view.
0337243
PI: Jeremy Sabloff, The University of Pennsylvania
Museum of Archaeology and Anthropology. The University
of Pennsylvania Museum of Archaeology and Anthropology
is designing, developing, and fabricating a 3,000 sq.
ft traveling exhibit, "Survivor, the Place of Humans
in the Natural World," for audiences ages nine and
older which explores the process and consequences of human
evolution in the context of its implications for our daily
lives.
Information
Technology Experiences for Students and Teachers (ITEST)
-- The ITEST program seeks to increase the opportunities for
students and teachers to learn about, experience, and use
information technologies within the context of science, technology,
engineering, and mathematics (STEM) disciplines, including
Information Technology (IT) courses. Supported projects are
intended to provide opportunities both for middle and high
school students and for their teachers to build the skills
and knowledge needed to advance their study, and to function
and contribute in a technologically rich society.
0352478
PI: Daniel Edelson, Northwestern University. "My
World" is a learner-appropriate geographic information
system (GIS) data library and learning activities. The
software and accompanying data and materials supports
inquiry-based learning in middle and high school Earth
science, environmental science and geography classes.
Advanced
Technological Education (ATE) -- Jointly managed by the
Division of Undergraduate Education (DUE) and ESIE, ATE promotes
improvement in technological education at the undergraduate
and secondary school levels by supporting curriculum development;
preparation and professional development of college faculty
and secondary school teachers; internships and field experiences
for faculty, teachers, and students; and other activities.
With an emphasis on two-year colleges, the program focuses
on the education of technicians for the high-technology fields
that drive our nation's economy.
Special
Funding Opportunity
The Division
of Graduate Education (DGE) and the Division of Research,
Evaluation, and Communication (REC) of the Directorate for
Education and Human Resources call your attention to a new
opportunity with the Research on Learning and Education (ROLE)
Program to request support for research projects on graduate
education. The goals of this special
funding opportunity are to: increase the research base
for policy and practice in STEM graduate education and to
grow the community of researchers who do research in STEM
graduate education. Successful proposals will demonstrate
expertise in education research and/or social science research
methods as well as knowledge about STEM graduate education.
Evaluative
Research and Evaluation Capacity Building (EREC)
The EREC Program seeks proposals that offer unique approaches
to evaluation practice in the generation of knowledge for
the science, technology, engineering, and mathematics (STEM)
education community and for broad policymaking within the
research and education enterprise.
Interagency
Education Research Initiative (IERI)
The National
Science Foundation invites proposals for research projects
that will investigate the effectiveness of interventions designed
to improve student learning and achievement in preK-12 science
and/or preK-12 mathematics with an emphasis on middle and
high school. Technology should be a part of the intervention
or used in an essential manner in the analysis of the intervention.
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