Office of Research CURRENT GRANT OPPORTUNITIES HIGHER EDUCATION & PUBLIC POLICY JUNE 2011 ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (ADVANCE) - NSF 10-593 http://www.nsf.gov/pubs/2010/nsf10593/nsf10593.htm LOI Due Oct 03, 2011 The goal of the ADVANCE program is to develop systemic approaches to increase the representation and advancement of women in academic science, technology, engineering and mathematics (STEM) careers, thereby contributing to the development of a more diverse science and engineering workforce. ADVANCE focuses on ensuring that women faculty with earned STEM degrees consider academia as a viable and attractive career option. This program does not support projects to increase or retain the number of women entering into or persisting in STEM doctoral degree programs. Thus, efforts to impact the STEM pipeline are not considered appropriate for the ADVANCE Program. Creative strategies to realize the ADVANCE program goal are sought from women and men. Members of underrepresented minority groups and individuals with disabilities are especially encouraged to apply. Proposals that address the participation and advancement of academic STEM women from underrepresented minority groups and women with disabilities are particularly encouraged. Further, given the increasing emphasis on international collaborations in many STEM disciplines, and the importance of international recognition to career advancement, proposal components that systemically enhance and provide access to international collaborations are encouraged. 1
Teachers for a Competitive Tomorrow: Programs for Masters Degrees in Science, Technology, Engineering, Mathematics, or Critical Foreign Languages, with Concurrent Teacher Certification (TCT-M) - 84.381B http://www.ed.gov/programs/tct/index.html Jul 30, 2011 The purpose of the Teachers for a Competitive Tomorrow (TCT) Programs for Masters Degrees in Science, Technology, Engineering, Mathematics, or Critical Foreign Languages, with Concurrent Teacher Certification (TCT-M) initiative is: - to develop and implement twoor three-year part-time master's degree programs in science, technology, engineering, mathematics, or critical foreign language education for teachers in order to enhance the teachers' content knowledge and pedagogical skills; and - to develop programs for professionals in science, technology, engineering, mathematics, or critical foreign language education that lead to a master's degree in teaching that results in teacher certification. Workforce Development for Teachers and Scientists - DE-FOA-0000178 http://www.scied.science.doe.gov/scied/sci_ed.htm Sep 30, 2011 This program provides a continuum of opportunities to the nation's K-16 students and teachers/faculty in science, technology, engineering and mathematics (STEM) areas. This program funds student internships, faculty and teacher fellowships, and professional development programs. The goal of this program is to prepare a diverse workforce of scientists, engineers, and educators to keep America at the forefront of innovation, by utilizing its unique intellectual and physical resources to enhance the ability of educators and the nation's educational systems to teach science and mathematics. Evaluation of State and Local Education Programs and Policies - 2
84.305E IES http://ies.ed.gov/funding/ncer_rfas/stateandlocal.asp LOI: Jul 21, 2011 For FY 2012, the Institute will support rigorous evaluations of education programs or policies that are implemented by State or local education agencies to improve student academic outcomes. Specifically, the Institute intends to fund rigorous evaluations to determine the overall impact of fully developed education programs or policies implemented under conditions of routine practice by a State, district, or consortium of States or districts and to determine the impact across a variety of conditions (e.g., different student populations, different types of schools). By overall impact, the Institute means the degree to which an intervention on average has a net positive impact on the outcomes of interest in relation to the program or practice to which it is being compared. By referring to impact across a variety of conditions, the Institute conveys the expectation that subgroup analyses of different student populations, types of schools, and other potential moderating conditions will be conducted to determine if interventions produce positive impacts for some groups or under some conditions. By fully developed, the Institute means interventions that are ready to be implemented by schools or districts - that is, all of the materials, manuals, and other supports are ready to be distributed to and used by schools or districts. By conditions of routine practice, the Institute means that the program or policy is implemented without special support by developers of the intervention or the research team, to improve, for example, the fidelity of the implementation of the intervention. Research Experiences for Teachers (RET) in Engineering and Computer Science - NSF 11-509 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5736&org=nsf&sel_org=nsf&fro m=fund Deadline: Oct 03, 2011 The Directorate for Engineering (ENG) and the Directorate for 3
Computer and Information Science and Engineering (CISE), Research Experiences for Teachers (RET) in Engineering and Computer Science program supports the active involvement of K-12 science, technology, engineering, computer and information science, and mathematics (STEM) teachers and community college faculty in engineering and computer science research in order to bring knowledge of engineering, computer science, and technological innovation into their classrooms. The goal is to help build longterm collaborative partnerships between K-12 STEM teachers, community college faculty, and the NSF university research community by involving the teachers and community college faculty in engineering and computer science research and helping them translate their research experiences and new knowledge into classroom activities. Partnerships with inner city schools or other high needs schools are especially encouraged, as is participation by underrepresented minorities, women, and persons with disabilities. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and community college faculty: RET supplements to ongoing ENG or CISE awards and new RET Site awards. RET supplements may be included in proposals for new or renewed NSF Directorate for Engineering (ENG) or CISE grants or as supplements to ongoing NSF ENG or CISE funded projects. RET in Engineering and Computer Science Sites are based on independent proposals from engineering or computer and information science departments, schools or colleges to initiate and conduct research participation projects for a number of K-12 STEM teachers and/or community college faculty. It is encouraged, but not required, that at least two teachers or community college faculty be recruited for the program from the same K-12 school/community college in order to help ensure that outcomes of the program are more effectively disseminated to the participating institutions. Ethics Education in Science and Engineering (EESE) - NSF 11-514 http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=13338&org=nsf&sel_org=nsf&fro m=fund Deadline: Mar 01, 2012 4
The EESE program aims to deepen the understanding of ethical dilemmas in science and engineering, and provide cutting edge, effective research and educational materials to train the next generation of scientists and engineers. The EESE program accepts proposals for innovative research and educational projects to improve ethics education in all of the fields of science and engineering that NSF supports, including within interdisciplinary, inter-institutional and international contexts. Proposals must focus on improving ethics education for graduate students in those fields or on developing summer post-baccalaureate ethics-education activities or other activities that transition students from undergraduate to graduate education. The Principal Investigator team should be truly multi-disciplinary, and involve people with different disciplinary backgrounds. Special Education Policy, Finance, and Systems - 84.324A http://ies.ed.gov/funding/ncser_rfas/ncser_systemic.asp LOI Jul 21, 2011 Through the research program on Special Education Policy, Finance, and Systems (Policy/Systems), the Institute intends to contribute to the improvement of education for students with disabilities or at risk for disabilities. The long-term outcome of this program will be an array of systems-level practices and policies that have been documented to be effective for improving the education or intervention environment and thereby improving outcomes for students with or at risk for disabilities from kindergarten through Grade 12. Research supported through this program must be relevant to education in the United States. Improving Education Systems: Policies, Organization, Management, and Leadership - 84.305A http://ies.ed.gov/funding/ncer_rfas/improving_ed.asp LOI Jul 21, 2011 The purpose of the Improving Education Systems: Policies, 5
Organization, Management, and Leadership (Improving Education Systems) research program is to improve student learning through direct improvements in the organization and management of schools and education systems and through the establishment of policies intended to foster such improvements. The long-term outcome of this program will be an array of tools and processes (e.g., organizational strategies, professional development strategies, management practices, assessments, and policies to foster improvements in the latter) that have been documented to be effective for improving the way in which schools and/or district operate and thereby improving student outcomes. Research Grants NASPA - Student Affairs Administrators in Higher Educationhttp://www.naspa.org/fdn/grants.cfm Deadline: Jul 01, 2011 The NASPA Foundation supports the discovery of new knowledge through research and innovation in the field of student affairs. This is achieved through a continued commitment to funding selected proposals as submitted annual to the foundation. The foundation invites proposals from all members of the profession, encompassing all aspects of the field of student affairs. Although there are many worthy and exciting areas of research, the foundation is especially interested in supporting research that addresses the following topics: 1. Civic Engagement, 2. Diversity, Multiculturalism, Global Education, 3. Gender Issues, 4. Standards and Ethics, and 5. Outcomes. Advanced Technological Education (ATE) - NSF 11-692 http://www.nsf.gov/pubs/2011/nsf11692/nsf11692.htm Deadline Oct 20, 2011 With an emphasis on two-year colleges, the ATE program focuses on the education of technicians for the high-technology fields that drive our nation's economy. The program involves partnerships between academic institutions and employers to promote improvement 6
in the education of science and engineering technicians at the undergraduate and secondary school levels. The ATE program supports curriculum development; professional development of college faculty and secondary school teachers; career pathways to two-year colleges from secondary schools and from two-year colleges to four-year institutions; and other activities. Another goal is articulation between two-year and four-year programs for K-12 prospective teachers that focus on technological education. The program also invites proposals focusing on research to advance the knowledge base related to technician education. Education Research and Development Center Program IES http://ies.ed.gov/funding/ncer_rfas/randd.asp LOI: Jul 21, 2011 Under the Education Sciences Reform Act of 2002, the Institute supports national research and development centers (R&D Centers) that are intended to contribute significantly to the solution of education problems in the United States by engaging in research, development, evaluation, and national leadership activities aimed at improving the education system and, ultimately, student achievement. Each of the R&D Centers conducts a focused program of education research in its topic area. In addition, each Center conducts supplemental research within its broad topic area and provides national leadership in advancing evidence-based practice and policy within its topic area. For the FY 2012 Education Research and Development Center competition, the Institute invites applications for the National Education Research and Development Center on Cognition and Adult Literacy, and the National Education Research and Development Center on State and Local Policy. 7