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Cross-Directorate Activities

photo - meetingThis program encompasses a collection of Foundation-wide activities that provide support for human resource development and infrastructure improvement. The Office of Cross-Directorate Activities (CDA) houses and provides information about various cross-directorate programs in which the Division of Social and Economic Sciences and the Division of Behavioral and Cognitive Sciences participate. CDA administers some programs directly and coordinates other programs aimed at Foundation-wide goals of increasing the participation of women, minorities, and the disabled in science and engineering; encouraging and rewarding promising new faculty; support of undergraduate, graduate, and postdoctoral activities; and improving the infrastructure of the social and behavioral sciences.

The CDA Program also supports special studies, analyses, and workshops on issues affecting social and behavioral science disciplines, including issues that span organizational boundaries and division priorities. The program supports activities that address needs in education, human resources, and the creation of a diverse personnel pool. Investigators should discuss their ideas with the program directors. Proposals may be submitted at any time.

Target Dates
Vary by program
Points of Contact

Program Directors:
Jolene Jesse, email: jjesse@nsf.gov

Science Assistant:
Michelle Costanzo, email: mcostanz@nsf.gov

Program Technology Specialist:
Geri Farves, email: gfarves@nsf.gov

Program Assistant:
Debra Newman, email: dnewman@nsf.gov

Grant/Award Information and Administration
 

Information for all SES Programs

Cross-Directorate Nuggets for FY2003

Proposal and Submission Guidelines
 
Guidelines for all SES Programs
 

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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.

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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.

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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).

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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.

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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.

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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.
  • 2004 is the first year of funding for this new IERI focus; thus, funded examples are not available at this time.

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