Robert Noyce Teacher Scholarship Program
- The Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics and science teachers. The Noyce Scholarship Track provides funds to institutions of higher education to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who earn a teaching credential and commit to teaching in high-need K-12 school districts. The NSF Teaching Fellowship/Master Teaching Fellowship Track supports STEM professionals who enroll as NSF Teaching Fellows in master’s degree programs leading to teacher certification by providing academic courses, professional development, and salary supplements while they are fulfilling a four-year teaching commitment in a high need school district. This track also supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements for exemplary mathematics and science teachers to become Master Teachers in high need school districts. Each track supports Capacity Building Projects to develop the capacity for institutions to provide innovative teacher preparation programs to enable increasing numbers of STEM majors and STEM professionals to become effective K-12 mathematics and science teachers and to develop the capacity to prepare Master science and mathematics teachers.
- Funding: $53.5 million for 35-46 awards.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5733
- Deadline: March 23, 2011
Research Initiation Grants in Engineering Education (RIGEE)
- Engineering faculty possess both deep technical expertise in their engineering discipline and the primary responsibility for educating future engineers. As such, engineering faculty are in a unique position to help address critical challenges in engineering education. The Research Initiation Grants in Engineering Education (RIGEE) program enables engineering faculty who are renowned for teaching, mentoring, or leading educational reform efforts on their campus to initiate collaborations with colleagues in the learning and cognitive sciences to address difficult, boundary-spanning problems in how we educate engineers.
- Funding: $150,000; Estimated total program funding is $3,000,000 for 20 awards.
- Web: http://www.nsf.gov/pubs/2011/nsf11507/nsf11507.htm
- Deadline: March 31, 2011
Nanotechnology Undergraduate Education (NUE) in Engineering
- This solicitation aims at introducing nanoscale
science, engineering, and technology through a variety of
interdisciplinary approaches into undergraduate engineering
education. The focus of this year’s competition is on nanoscale
engineering education with relevance to devices and
systems and/or on the societal, ethical, economic and/or
environmental issues relevant to nanotechnology.
- Eligibility: Universities and two- and four-year colleges (including
community colleges) accredited in, and having a campus
located in the US, acting on behalf of their faculty members.
The lead PI must hold a faculty appointment within a
College/Department of Engineering or College/Department
of Engineering Technology within the submitting US
- Funding: $1.9 million for about 10 awards.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=13656; http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf11524
- Deadline: April 20, 2011
Computing Education for the 21st Century (CE21)
- The Computing Education for the 21st Century (CE21) program aims to build a computationally savvy 21st century workforce that positions the US to demonstrate a leadership role in the global economy. Innovations in computing and more broadly, information technology (IT), drive our economy, underlie many new advances in science and engineering, and contribute to our national security. Projected job growth in IT is very strong .Despite these very positive indicators, student interest in computing has declined dramatically over the last decade. For example, the percentage of college freshmen indicating an intent to major in computing has declined overall by 70% in the last decade; for women, the decline was 80% (HERI, 2000-2009). Recent data show that student interest in computing majors has fallen behind projected job openings by a factor of five and a half (ACT, 2010).
The CE21 program seeks to reverse this troubling trend by engaging larger numbers of students, teachers, and educators in computing education and learning at earlier stages in the education pipeline. While interventions in primary education are within scope, the CE21 program focuses special attention on activities targeted at the middle and high school levels (i.e., secondary education) and in early undergraduate education.The goals of the CE21 program are to: Increase the number and diversity of K-14 students and teachers who develop and practice computational competencies in a variety of contexts; and increase the number and diversity of early postsecondary students who are engaged and have the background in computing necessary to successfully pursue degrees in computing-related and computationally-intensive fields of study. The program seeks to increase computational competencies for all students, regardless of gender, race, ethnicity, disability status, or socioeconomic status, and regardless, too, of eventual career choices. By promoting and enhancing computing K-14 education, the CE21 program seeks to increase interest in computing as a field in its own right, and also to better prepare students for successful careers in other computing-intensive fields.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503582&WT.mc_id=USNSF_39&WT.mc_ev=click
- Deadline: Type I and Type II proposals ONLY: April 27, 2011; Planning proposals ONLY: July 28, 2011
Fostering Interdisciplinary Research on Education (FIRE)
- FIRE is a strand of the Research and Evaluation on Education in Science and Engineering (REESE) program (NSF 10-586) and it is anticipated that FIRE will eventually be incorporated into the REESE solicitation. The FIRE program seeks to facilitate the process by which scholars can cross disciplinary boundaries to acquire the skills and knowledge that would improve their abilities to conduct rigorous research on STEM learning and education. The primary goal of the strand is to facilitate the development of innovative theoretical, methodological, and analytic approaches to understanding complex STEM education issues of national importance and, by so doing, make progress toward solving them. A secondary goal of the strand is to broaden and deepen the pool of investigators engaged in STEM educational research. In order to address this goal, investigators must pair with a mentoring scholar in a to-be-learned field of interest. Proposals therefore have both a research and a professional development component. Investigators may receive a FIRE award at any point in their post-graduate career.
- Funding: $3.2 - $4 million for 8-10 awards in FY 2011, with duration of up to two years.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503479; http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf11526
- Deadline: April 29, 2011
Innovative Technology Experiences for Students and Teachers (ITEST)
- The ITEST program responds to current concerns and projections about the growing demand for science, technology, engineering, and mathematics (STEM) professionals in the U.S. and seeks solutions to help ensure the breadth and depth of the STEM workforce. ITEST supports the development, implementation, testing, and scale-up of implementation models. It also supports research studies to address questions that point to solutions for building a strong, competent STEM workforce. A variety of possible approaches to supporting the future STEM workforce and to building students' capacity to participate in that important workforce may be implemented and studied. ITEST projects must include students and may include teachers. The target audience is kindergarten through high school age, and projects may focus on any content area related to the STEM workforce. Projects that explore the impact of robotics competitions are of special interest; specifically, ITEST is placing emphasis on proposals to design and implement robotics competitions, and to study their effectiveness as a means of engaging students in learning STEM content and 21st Century skills.
- Types of ITEST Projects
Scale-up projects implement and test models that prepare students for the STEM and information and communications technology (ICT) workforce of the future in a large-scale setting, such as at state or national level. A scale-up project must be based on evidence of demonstrated success from an existing strategy targeting students or teachers.
Strategies projects are targeted at students and/or teachers. These projects design, implement, and evaluate models for classroom, after-school, summer, virtual, and/or year-round learning experiences. The strategies are intended to encourage students' readiness for, and their interest and participation in, the STEM and ICT-intensive workforce of the future. Strategies proposals must describe the anticipated contributions to the research knowledge base about STEM career preparation in addition to immediate impacts on participants.
Research projects enrich the understanding of issues related to growing the STEM workforce. Projects may conduct efficacy and effectiveness studies of intervention models; conduct longitudinal studies of efforts to engage students in the STEM areas; develop instruments to assess engagement, persistence, and other relevant constructs of student motivation; or conduct studies to identify predictors of student inclination to pursue STEM career trajectories. The program is especially interested in projects that target students from groups that are underserved and underrepresented in STEM and ICT-intensive careers, including those residing in rural and economically disadvantaged communities.
- Funding: $300,000-$2,150,000; Estimated total program funding is $20,000,000 for 20 to 30 awards.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5467&org=NSF&sel_org=NSF&from=fund
- Deadline: May 13, 2011
Domestic Nuclear Detection Office-National Science Foundation Academic Research Initiative (ARI)
- The ARI is a joint Domestic Nuclear Detection Office (DNDO) and National Science Foundation (NSF) program seeking novel cross-cutting research that will enable the nation's ability to prevent and respond to nuclear or radiological threats. This continuing program intends to expand its scope this year to include research in response and recovery from nuclear or radiological attack, with emphasis on multidisciplinary approaches. This year's solicitation topics will encompass two broad areas. First are investigations in new technologies, concepts or approaches to enhance the Global Nuclear Detection Architecture (GNDA) that in turn will lead to improved capabilities for the detection and interdiction of nuclear or radiological threat materials or devices. Second are investigations to aid in the effective response and recovery from nuclear or radiological events at the local, state and Federal level, to include investigations in nuclear forensics. Primary objectives of ARI include advancing fundamental knowledge in the above areas and developing intellectual capacity in fields relevant to long-term advances in these areas.
- Funding: $58,000,000 over a five-year period from 2011 to 2015 for ARI solicitations to be awarded through NSF and DNDO. In FY 2011, 7-8 new awards are expected to be made, not to exceed $400,000 annually per award for a maximum duration of five years with a maximum total award size of up to $2,000,000, inclusive of both direct and indirect costs.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503223
- Deadline: May 23, 2011
Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES)
- The Transforming Undergraduate Education in
Science, Technology, Engineering, and Mathematics (TUES)
program seeks to improve the quality of science, technology,
engineering, and mathematics (STEM) education for all
undergraduate students. This solicitation especially encourages
projects that have the potential to transform undergraduate
STEM education, for example, by bringing about
widespread adoption of classroom practices that embody
understanding of how students learn most effectively. Thus
transferability and dissemination are critical aspects for
projects developing instructional materials and methods and
should be considered throughout the project’s lifetime. More
advanced projects should involve efforts to facilitate adaptation
at other sites. The program supports efforts to create,
adapt, and disseminate new learning materials and teaching
strategies to reflect advances both in STEM disciplines and in
what is known about teaching and learning. It funds projects
that develop faculty expertise, implement educational
innovations, assess learning and evaluate innovations,
prepare K-12 teachers, or conduct research on STEM teaching
and learning. It also supports projects that further the work
of the program itself, for example, synthesis and dissemination
of findings across the program. The program supports
projects representing different stages of development,
ranging from small, exploratory investigations to large,
- Funding: $35.8 million for 94-108 awards.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5741
- Deadline: May 27, 2011 (Type 1); January 13, 2012 (For Type 2 and 3 proposals and for TUES Central Resource Project proposals. However, TUES Central Resource Project proposals for small focused workshops may be submitted at any time after consulting with a program officer.)
Workforce Program in the Mathematical Sciences
- The long-range goal of the DMS Workforce Program is to increase the number of well-prepared U.S. citizens, nationals, and permanent residents who successfully pursue careers in the mathematical sciences and in other NSF-supported disciplines. Among intermediate goals to this end are improvements in recruitment, retention, education, and placement of trainees in the mathematical sciences. The program's primary interest is in activities centered on education through research involvement for trainees at the undergraduate through postdoctoral educational levels. Activities that broaden participation in the mathematical sciences are of significant interest to the Division of Mathematical Sciences.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503233
- Deadline: June 15, 2011
Petrology and Geochemistry
- The Petrology and Geochemistry Program supports basic research that address the formation and evolution of our planet using petrological and geochemical characteristics of Earth materials in the crust, mantle, and core. Proposals in this program generally address the petrology and high-temperature geochemistry of igneous and metamorphic rocks (including mantle samples), mineral physics, economic geology, and volcanology. Proposals that bridge disciplinary boundaries or that include development of analytical tools for potential use by the broad community are also encouraged.
- Funding: It is expected that there will be 40-60 awards annually with an estimated total program funding of $13,900,000 annually, pending availability of funds.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=13683&org=NSF&sel_org=NSF&from=fund
- Deadline: July 6, 2011; January 6, 2012
- The Evolutionary Processes Cluster supports research on microevolutionary processes and their macroevolutionary consequences. Topics include mutation, gene flow, recombination, natural selection, genetic drift, assortative mating acting within species, speciation, and long-term features of evolution. These investigations attempt to explain causes and consequences of genetically-based change in the properties of groups of organisms (at the population level or higher) over the course of generations as well as large-scale patterns of evolutionary change, phylogeography, origin and maintenance of genetic variation, and molecular signatures of evolution at the population or species level. The cluster seeks to fund projects that are transformative -- that is, those that will change the conceptual bases of evolutionary biology and have broad implications for future research. Both empirical and theoretical approaches are encouraged. The Cluster is comprised of two programs, Evolutionary Genetics and Evolutionary Ecology (described below); proposals should be submitted to one of these programs.
Research on evolutionary patterns and processes is supported across the Biological Sciences Directorate. The following, general guidelines are provided to help you find the most appropriate program for your research interests. Proposals addressing molecular genetic mechanisms or the structure, maintenance, expression, transfer, and stability of genetic information in DNA, RNA, chromosomes, and proteins and how those processes are regulated are considered by the Genes and Genome Systems Cluster (Division of Molecular and Cellular Biology). The evolution of physiological or developmental mechanisms is covered by programs in the Division of Integrative Organismal Systems. We recognize that research topics may cross disciplinary and administrative boundaries; the Evolutionary Processes Cluster frequently co-reviews projects with each of these clusters or programs. Program Officers stand ready to answer more specific questions about the best program for your particular research plans.
Evolutionary Genetics Program: The Evolutionary Genetics Program supports research that investigates the genetic bases of micro- and macroevolutionary processes and their effects on the evolution of genotypes and phenotypes. Both adaptive and non-adaptive processes and their effects will be considered. Within this context, appropriate topics of investigation include (but are not limited to) population and quantitative genetic examination of the processes responsible for the evolution of complex phenotypes; processes maintaining genetic variation; how the properties of genes (number, arrangement, and pattern) and their interactions influence evolutionary processes at the population level or above; the evolution of genetic architecture; and multi-species comparisons of aspects of development.
The Evolutionary Ecology Program supports research on the evolutionary causes and consequences of ecological interactions (intra-specific, interspecific, and with the abiotic environment). Appropriate topics of investigation include the selective pressures imposed by abiotic or biotic environments and the evolutionary responses to these pressures; the causes and consequences of phenotypic plasticity; life-history evolution; the evolution of interspecific relations (predator-prey, competition, cooperation, mutualism, parasitism, symbiosis); the ongoing evolution of biodiversity; dynamics of natural and sexual selection; and the phylogenetic bases of community assembly.
- Funding: Estimated total program funding is $15,663,000.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503421&org=NSF&sel_org=NSF&from=fund
- Deadline: July 9, 2011; January 9, 2012
Biomolecular Dynamics, Structure, and Function
- This Cluster supports fundamental research in the areas of molecular biophysics and biochemistry. The cluster gives high priority to the creative projects that address the relationships between structure, function, and dynamics in studies of individual biomolecules and their complexes by an integrated approach of theory, computation, and experimental methods such as NMR, X-ray crystallography, EPR, and optical spectroscopy including single molecule methods. The cluster encourages research projects that are designed to discover and define general principles of macromolecular structure, dynamics, and mechanisms, as well as projects that will develop cutting-edge technologies in the context of biological questions relevant to the cluster. The cluster also encourages multi-disciplinary research at the interface of biology with physics, chemistry, mathematics, computer science, and engineering. Funding priority is given to proposals that identify critical gaps in our understanding, propose imaginative experiments to fill the gaps, and promise high-impact breakthroughs in the following areas: structure and dynamics of biomolecules; biomolecular interactions and mechanisms; and energy transduction: photosynthesis and biological electron transfer.
- Funding: It is expected that there will be 70 awards with an estimated total program funding of $14,000,000.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503609&WT.mc_id=USNSF_25&WT.mc_ev=click
- Deadline: July 12, 2011
Science, Technology, and Society (STS)
- STS considers proposals that examine historical, philosophical, and sociological questions that arise in connection with science, engineering, and technology, and their respective interactions with society. STS has four components:
The components overlap, but are distinguished by the different scientific and scholarly orientations they take to the subject matter, as well as by different focuses within the subject area. STS encourages the submission of hybrid proposals that strive to integrate research involving two or more of these core areas.
- Ethics and Values in Science, Engineering and Technology (EVS),
- History and Philosophy of Science, Engineering and Technology (HPS),
- Social Studies of Science, Engineering and Technology (SSS),
- Studies of Policy, Science, Engineering and Technology (SPS).
STS provides the following modes of support:
- Scholars Awards,
- Standard Research Grants and Grants for Collaborative Research,
- Postdoctoral Fellowships,
- Professional Development Fellowships,
- Doctoral Dissertation Research Improvement Grants,
- Small Grants for Training and Research,
- Conference and Workshop Awards,
- Other Funding Opportunities.
- Funding: It is expected that there will be 40 awards with an estimated total program funding of $9,000,000.
- Web: http://www.nsf.gov/pubs/2008/nsf08553/nsf08553.htm
- Deadline: August 1 , 2011
Research Experiences for Undergraduates (REU)
- The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department, or on interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. A partnership with the Department of Defense supports REU Sites in DoD-relevant research areas. (2) REU Supplements may be requested for ongoing NSF-funded research projects or may be included as a component of proposals for new or renewal NSF grants or cooperative agreements. Undergraduate student participants in either Sites or Supplements must be citizens or permanent residents of the United States or its possessions.
- Funding: $67,700,000 for 1,850 awards.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5517&org=NSF&sel_org=NSF&from=fund
- Deadline: August 24, 2011
Biotechnology, Biochemical, and Biomass Engineering (BBBE)
- The Biotechnology, Biochemical, and Biomass Engineering (BBBE) program supports fundamental engineering research that advances the understanding of cellular and biomolecular processes (in vivo, in vitro, and/or ex vivo) and eventually leads to the development of enabling technology and/or applications in support of the biopharmaceutical, biotechnology, and bioenergy industries, or with applications in health or the environment. Quantitative assessments of bioprocesses are considered vital to successful research projects in the BBBE program.
Fundamental to many research projects in this area is the understanding of how biomolecules and cells interact in their environment, and how those molecular level interactions lead to changes in structure, function, phenotype, and/or behavior. The program encourages proposals that address emerging research areas and technologies that effectively integrate knowledge and practices from different disciplines, and effectively incorporate ongoing research into educational activities.
Research projects of particular interest in BBBE include, but are not limited to:
- Metabolic engineering and synthetic biology
- Quantitative systems biotechnology
- Tissue engineering and stem cell culture technologies
- Protein engineering/protein design
- Development of novel "omics" tools for biotechnology applications
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=501024&org=NSF&sel_org=NSF&from=fund
- Deadline: September 15, 2011
Energy for Sustainability
- The Energy for Sustainability program supports fundamental research and education that will enable innovative processes for the sustainable production of electricity and transportation fuels. Processes for sustainable energy production must be environmentally benign, reduce greenhouse gas production, and utilize renewable or bio-based resources that are abundant in the United States. The most abundant and sustainable source of renewable energy is the sun. The Energy for Sustainability program emphasizes two themes which harness solar energy to make fuels and electrical power: biofuels & bioenergy, and photovoltaic solar energy. In addition, this program also supports research in wind and wave energy, sustainable energy technology assessment, and fuel cells.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=501026
- Deadline: September 15, 2011
Research in Engineering Education
- The Division of Engineering Education and Centers (EEC) seeks to enable a world-leading system of engineering education, equally open and available to all members of society, that dynamically and rapidly adapts to meet the changing needs of society and the nation's economy. Research areas of interest include, but are not limited to:
- Increasing our understanding of how engineering students learn and the capacity that supports such discovery. Fundamental research is encouraged on how engineering is learned, including engineering epistemologies and identities; and how to evaluate or operationalize aspects of engineering thinking, doing, and knowing.
- Understanding how to increase the diffusion and impact of engineering education research. Research projects are sought that discover how to improve the process by which engineering education research is translated into practice; how to accomplish organizational and cultural change in institutions of engineering education that leads to improved learning outcomes; or identifying and overcoming barriers to widespread adoption of engineering education research. Research projects that partner with other engineering education stakeholders (e.g. private companies, NGOs, or professional societies) to measure the value and impact of engineering education research on practice are also sought.
- Understanding engineering education in broader, organizing frameworks such as innovation, globalization, complex engineered systems, or sustainability. Research in this theme explores learning from perspectives and contexts that cut across disciplines and in which learners integrate expertise from multiple fields. Research projects that align with this theme include discovering processes to effectively teach engineering students to succeed in such environments or "eco-systems"; discovering key concepts and principles of educating engineers within such frameworks; or exploring factors such as teamwork, communication, or identity formation in such environments.
- Diversifying pathways to and through engineering degree programs. Research projects that align with this theme explore how engineering programs can engage and develop students with a broad range of backgrounds, interests, and experiences; investigate how real world experiences germane to engineering--such as military service or being a "maker"--impact, improve, or accelerate learning; or investigate how to fundamentally restructure courses, curricula, or programs to substantially boost student success, especially for under-represented populations.
- Funding: Most projects will be funded at approximately $100,000 per year. Projects which anticipate other funding levels should discuss the proposed project with a cognizant program officer before submission.
- Web: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503584&WT.mc_id=USNSF_25&WT.mc_ev=click
- Deadline: September 16, 2011