Overview of the National Science Foundation and the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP)

Transcription

1 Overview of the National Science Foundation and the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) QEM Proposal Development Workshop Caesar Jackson, Ph.D. Claudia Rankins, Ph.D. Program Directors, HBCU-UP National Science Foundation November 20,

2 National Science Foundation VISION Advancing discovery, innovation and education beyond the frontiers of the current knowledge, and empowering future generations in science and engineering 2

3 Inspector General Biological Sciences A Look at NSF Computer, Information Science & Engineering National Science Board DIRECTOR & Deputy Director Engineering Geosciences Staff Offices Mathematical & Physical Sciences Social, Behavioral & Economic Sciences Education & Human Resources Budget, Finance & Award Management Information Resource Management 3

4 Directorate for Education and Human Division of Graduate Education (DGE) Resources (EHR) Office of the Assistant Director (OAD) Division of Human Resource Development (HRD) Division of Research on Learning in Formal and Informal Settings (DRL) Division of Undergraduate Education (DUE)

5 Human Resource Development (HRD) HRD Goals: Increase the number of underrepresented students earning quality STEM degrees -associate degree through Ph.D. Increase the number of underrepresented faculty at all types of institutions of higher education Further our understanding of how to broaden participation in STEM (research on broadeningb participation)

6 HRD Programs ADVANCE: : Increasing the Participation & Advancement of Women in Science and Engineering Careers Alliances for Broadening Participation in STEM (ABP) Louis Stokes Alliance for Minority Participation (LSAMP) Alliance for Graduate Education and the Professoriate (AGEP( AGEP) Centers of Research Excellence in Science and Technology (CREST( CREST) ) and Research Infrastructure for Science and Engineering (RISE( RISE)

7 HRD Programs (con t) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP( HBCU-UP) Research in Disabilities Education (RDE( RDE) Research on Gender in Science and Engineering (GSE( GSE) Tribal Colleges and Universities Program (TCUP)

8 Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) HBCU-UP provides awards to enhance the quality of undergraduate science, technology, engineering and mathematics education and research at HBCUs as a means to broaden participation in the Nation s s STEM workforce.

9 HBCU-UP Initiatives Implementation Projects 5 years, up to $1.75 million; up to $3 million for ACE Implementation Projects Supports sustainable improvements to STEM education and research Education Research Projects 3 years, up to $500,000 Three-year projects to study education research questions relevant to undergraduate education at HBCUs. Targeted Infusion Projects 2-3 years, up to $100K per year Short term projects with well defined measurable goals to improve STEM education. Planning Grants 12 to 18 months, up to $50 K Provide support for an institution to prepare an Implementation proposal.

10 HBCU-UP Funding History Since 1998, a total of 80 of the Nation s s 104 (77%) HBCUs have been funded by the HBCU-UP program. This includes 7 of the 13 (54%) community colleges and 73 of the 91 (80%) four-year public and private institutions. The HBCU budget has grown from approx $5 million a year in 1998 to about $30 million a year in 2009 (total appropriation since 1998 is $205 million). To date HBCU-UP awarded 166 grants to HBCUs; there are 96 active grants.

11 HBCU-UP Funding History (con t) To date 97 implementation project awards have been made to 65 different institutions (30 institutions received 2 awards, 1 institution received three awards). 34 Targeted Infusion Projects have been awarded since Education Research Projects have been awarded since planning grants have been awarded. Of those 15 (63%) were successful in receiving a subsequent grant.

12 HBCU-UP Funding History (con t) Since 2006, the following number of proposals were funded: 1 1 in 6 (16%) of ACE Implementation proposals 29 in 84 (35%) of Implementation proposals 35 in 96 (37%) of Targeted Infusion Project proposals 10 in 52 (19%) of Education Research Project proposals 6 6 in 9 (67%) of Planning Grant proposals

13 Implementation Projects ACE Projects Planning Grants

14 HBCU-UP Implementation Project Track Proposed activities and strategies should: be the result of an institutional STEM self-analysis; address institutional and NSF goals; and have the potential to result in significant and sustainable improvements in STEM program offerings. Proposers should analyzed the strengths and weaknesses of the institution and design innovative educational strategies, based on proven best practices, to place the institution at the forefront of undergraduate STEM education. The project plan should be clearly described, detailing measurable outcomes on students and faculty of the proposed HBCU-UP activities.

15 HBCU-UP ACE Implementation Track Institutions having had previous HBCU-UP Implementation Project grants should be able to exhibit an established foundation and to evidence institutionalized achievements toward the HBCU-UP goals and objectives. As a result, growth in competitiveness and excellence of these HBCU-UP institutions should be clearly represented by readiness in faculty, staff, infrastructure, fiscal and operations management, and institutional leadership. The Achieving Competitive Excellence (ACE) or ACE Implementation Projects track is intended for HBCU-UP institutions exhibiting these qualities. The proposals desired for this track are ambitious, transformative, and far-reaching, and promise paradigm-shifting advances in STEM undergraduate education at the HBCU.

16 HBCU-UP Planning Grants Planning Grants provide support to undertake self-analysis of the institution's undergraduate STEM programs to identify components that need improvement or enhancement in order to provide a high quality undergraduate STEM education. Planning grants should research existing activities and strategies that could be implemented in a proposed project to improve the quality of undergraduate STEM education at the institution. Typical activities include: data collection and analysis, stakeholder consultation, research of potential activities and strategies, site visits to model programs, and writing a proposal for HBCU-UP Implementation Projects (including ACE).

17 Weak Implementation Proposals Lacks information and analysis of institution s s current STEM education and research capability. Relevant STEM projects and accomplishments at institution are not included. Insufficient or no baseline data provided (e.g. STEM degree programs, student enrollment, retention, graduation rates, graduate school going rates, gatekeeper course performance, STEM faculty demographics, and STEM infrastructure at the institution). The process by which the proposed activities were selected is not included. No evidence that the proposed activity is based on research and/or other projects that have been shown to be effective in achieving similar goals and objectives.

18 Weak Implementation Proposals (con t) Lacks detail on how plan will be implemented at institution. Lacks detail on design of proposed activities for institution. Expected outcomes of activities inadequately defined and not linked to project goals and objectives. Weak or no project management plan given what, who, how and when (timelines) of the project tasks not defined. Project performance measures not defined. Project milestones and/or benchmarks not defined. Weak or no project evaluation plans. Weak or no dissemination plan given.

19 Weak Implementation Proposals (con t) Budget is not aligned with project description and plan. Budget justification unclear or lacks sufficient detail. Institutional commitment not addressed or insufficient. Sustainability of the project after grant ends not addressed. Letters of participation from key partners or collaborators are missing. Project summary does not address the two selection criteria separately proposals will be returned without review.

20 Weak Second Implementation Project Proposals Review of the previous HBCU-UP award not provided. Summary of previous project activities not presented. Outcomes and findings of previous project not presented. Little or no evidence that the institution has advanced in STEM education and research as a result of previous HBCU- UP award No evidence of previous project activities sustained or institutionalized No reassessment of STEM at the institution in developing new proposal Reasons for selection of the newly proposed activities not explained and not related to the outcomes of the first project.

21 Weak Planning Grant Proposals Goals and objectives of planning proposal not well defined. Results and outcomes of planning proposal not clearly defined. Inadequate description or design given for the planning process to be undertaken. Involvement or contribution of key institutional leadership and administrative functions not included in the planning process. Important stakeholders (STEM departments, Budget and Finance, Institutional Assessment, Sponsored Research, etc.) not included in the planning process.

22 General Recommendations for Implementation Proposals Include the following in your description of your proposed activities: Statement of the problem for your institution being addressed by the project. Description of the proposed project and justification for the choice of component activities or interventions (show they are based on research and/or other projects that have been effective in achieving similar goals and objectives). Description of procedures and methods to be used in implementing, analyzing, and assessing the component activities or interventions of the project. Expected outcomes and impact of implementing the activities/interventions of the project. Description for scholarly dissemination of results and findings.

23 General Recommendations (con t) Define an effective project management plan: Benchmarks and/or process measures that will be used to determine effective implementation of the project. Roles and responsibilities should be clearly defined for key personnel on the project. Provide explanation of how successful activities will be sustained after NSF funding ends. Get help with the evaluation design and implementation if needed: Faculty in other departments may have evaluation expertise (social science or school of education). Consider consultants if expertise is not available at your institution.

24 Recommendations for Second Implementation Project Proposals Provide a complete reference to the first HBCU- UP project. What activities were implemented and what were the objectives of those activities? What were the results of the activities? Have the activities been institutionalized? If not, why not? Explain how the new proposed activities will: Build on the previous project and not just continue previous activities. Move the institution to the next level of STEM program quality.

25 Recommendations for Planning Grant Proposals Include visits to existing HBCU-UP projects as part of the planning activities. Include some potential strategies that will be investigated for an implementation project so reviewers can determine if: Planning process is appropriate. The advisory committee includes the appropriate representatives. Make sure the evaluation plan evaluates the planning grant process.

26 New Expectations for HBCU-UP Proposals Implementation Projects consist of a carefully selected series of activities designed to put into place interventions that have documented success. The components of the implementation design should comprise research-based or evidence-based practices and strategies to produce significant improvements in the quality and productivity of undergraduate STEM education and research programs at the institution. The relevant research or knowledge base that supports the effectiveness of the efforts selected should be included with compelling arguments as to why these strategies are expected to result in the anticipated outcomes at the institution. An implementation design is presented with a conceptual model describing each component of the project and there links to the project goals and objectives.

27 New Expectations for HBCU-UP Proposals (con t) An implementation/intervention research study that defines the procedures and methods for analyzing and assessing each of the educational activities and interventions of the project in producing the desired effects. The proposal also should include activities for scholarly dissemination of project results and processes that informs the broader community about the effectiveness of specific implementation strategies. Budgets must be well matched with project work. Project management plans must have clear roles and responsibilities of the personnel who will contribute to and carry out the project activities. Project evaluation plan must have defined indicators and benchmarks to inform the project team and others about the operations and effectiveness of the implementation.

28 FY 2010 Deadlines --TBD LETTER OF INTENT REQUIRED: Letter of Intent Due Date: exp. January, 2010 Send a separate letter for each type of proposal that will be submitted: Implementation Project, Targeted Infusion Project, and Education Research Project Full Proposal Deadline: exp. February, 2010 PRELIMINARY PROPOSAL REQUIRED: ACE Preliminary Proposal Due Date: exp. February, 2010 ACE Full Proposal Deadline: exp. April, 2010

29 Contact Information Claudia Rankins Caesar Jackson