Name:  Program for Gender Equity in Science, Mathematics, Engineering
           and Technology (PGE)
Date:  October 31, 2000

Program for Gender Equity in Science, Mathematics, Engineering and
Technology (PGE)

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Program Announcement
NSF 01-6

DIRECTORATE FOR EDUCATION AND HUMAN RESOURCES
   DIVISION OF HUMAN RESOURCE DEVELOPMENT

DEADLINE(S) :
January 30, 2001  5:00 PM Local Time. Elementary and Middle School,
                  Informal Education
March 30, 2001    5:00 PM Local Time. High School, Undergraduate,
                  Teacher and Faculty Development, and Educational
                  Technologies

[NSF Logo]  NATIONAL SCIENCE FOUNDATION

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                    [National Science Foundation Logo]

The National Science Foundation promotes and advances scientific
progress in the United States by competitively awarding grants and
cooperative agreements for research and education in the sciences,
mathematics, and engineering.

To get the latest information about program deadlines, to download
copies of NSF publications, and to access abstracts of awards, visit the
NSF Web Site at:

                        http://www.nsf.gov

* Location:                                            4201 Wilson Blvd.
                                                     Arlington, VA 22230

* For General Information (NSF Information Center):      (703) 292-5111

* TDD (for the hearing-impaired):                        (703) 292-5090

* To Order Publications or Forms:
               Send an e-mail to:                        pubs@nsf.gov
                    or telephone:                        (301) 947-2722

   * To Locate NSF Employees:                            (703) 292-5111

                       SUMMARY OF PROGRAM REQUIREMENTS
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GENERAL INFORMATION

Program Title: Program for Gender Equity in Science, Mathematics,
Engineering and Technology (PGE)

Synopsis of Program: The program seeks to broaden the participation of
girls and young women in all fields of science, mathematics, engineering
and technology (SMET) education by supporting research, demonstration,
and dissemination projects that will lead to change in education policy
and practice. Typical projects will investigate gender-related
differences in learning; gender-related differences in educational
experience, interest, and performance; and pedagogical approaches and
teaching styles that are gender-neutral or encouraging to female
students. The findings and outcomes of the program will lead to
understanding, for example, how to maintain the interest of girls in
science past middle school, how to bring more girls into elective high
school mathematics and advanced placement science courses, and how to
increase enrollments in undergraduate studies in SMET, particularly in
physical sciences, engineering and computer sciences. The program offers
one to three year grants.

Cognizant Program Officer(s):

   * Dr. Margrete S. Klein, Elementary and Middle School, Informal
     Education, Program Director, Education and Human Resources, Human
     Resource Development, Room 815, telephone: 703.292.8637, e-mail:
     mklein@nsf.gov.

   * Dr. Ruta Sevo, High School, Undergraduate, Teacher and Faculty
     Development, and Educational Technologies, Program Director,
     Education and Human Resources, Human Resource Development, Room 815,
     telephone: 703.292.4676, e-mail: rsevo@nsf.gov.

Applicable Catalog of Federal Domestic Assistance (CFDA) Number(s):

   * 47.076 --- Education and Human Resources

ELIGIBILITY INFORMATION

   * Organization Limit: An organization may not, in the same
     competition, submit as the primary performer on one proposal and as
     a collaborator on another proposal.
   * PI Eligibility Limit: None
   * Limit on Number of Proposals: An organization may submit one
     proposal to each competition.

AWARD INFORMATION

   * Anticipated Type of Award: Standard or Continuing Grant
   * Estimated Number of Awards: Approximately 22 grants per year.
   * Anticipated Funding Amount: Approximately $3.5 million for new
     grants, pending availability of funds.

PROPOSAL PREPARATION AND SUBMISSION INSTRUCTIONS

A. Proposal Preparation Instructions

   * Full Proposal Preparation Instructions: Supplemental Preparation
     Guidelines
        o The program announcement/solicitation contains supplements to
          the standard Grant Proposal Guide (GPG) proposal preparation
          guidelines. Please see the full program
          announcement/solicitation for further information

B. Budgetary Information

   * Cost Sharing Requirements: Cost Sharing is not required
   * Indirect Cost (F&A) Limitations: Not Applicable.
   * Other Budgetary Limitations: Research or demonstration budgets may
     be up to $900,000. Funds should be budgeted for the principal
     investigator to attend a two-day grantee's meeting in Washington,
     D.C. area, each award year. A limited equipment request may be
     allowed. (See Section IV.

C. Deadline/Target Dates

   * Letter of Intent Due Date(s): None

   * Preproposal Due Date(s): None

   * Full Proposal Due Date(s):

     January 30, 2001 5:00 PM Local Time. Elementary and Middle School,
                      Informal Education
     March 30, 2001   5:00 PM Local Time. High School, Undergraduate,
                      Teacher and Faculty Development, and Educational
                      Technologies

D. FastLane Requirements

   * FastLane Submission: Full Proposal Required

   * FastLane Contact(s):

        o Ms. Vicki Smoot, Program Specialist, Education and Human
          Resources, Human Resource Development, Room 815, telephone:
          703.292.4677, e-mail: vsmoot@nsf.gov.

        o Ms. Jamie Scipio, Lead Program Assistant, Education and Human
          Resources, Human Resource Development, Room 815, telephone:
          703.292.4675, e-mail: jscipio@nsf.gov.

PROPOSAL REVIEW INFORMATION

   * Merit Review Criteria: National Science Board approved criteria.
     Additional merit review considerations apply. Please see the full
     program announcement/solicitation for further information.

AWARD ADMINISTRATION INFORMATION

   * Award Conditions: Standard NSF award conditions apply.
   * Reporting Requirements: Standard NSF reporting requirements apply.

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                          TABLE OF CONTENTS

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     SUMMARY OF PROGRAM REQUIREMENTS

  I. INTRODUCTION
 II. PROGRAM DESCRIPTION
       A. Issues
       B. Goals
       C. Description
       D. Common Themes Across Types of Proposals
       E. Outcome Measures
III. ELIGIBILITY INFORMATION
 IV. AWARD INFORMATION
  V. PROPOSAL PREPARATION AND SUBMISSION INSTRUCTIONS
       A. Proposal Preparation Instructions
       B. Budgetary Information
       C. Deadline/Target Dates
       D. FastLane Requirements
 VI. PROPOSAL REVIEW INFORMATION
       A. NSF Proposal Review Process
       B. Review Protocol and Associated Customer Service Standard
VII. AWARD ADMINISTRATION INFORMATION
       A. Notification of the Award
       B. Award Conditions
       C. Reporting Requirements
VIII.CONTACTS FOR ADDITIONAL INFORMATION
 IX. OTHER PROGRAMS OF INTEREST

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I. INTRODUCTION

Two of the National Science Foundation's (NSF) strategic goals are to
attain a diverse, internationally competitive and globally-engaged
workforce of scientists and engineers, and to improve achievement in
mathematics and science skills needed by all Americans (ref. NSF
Strategic Plan, 1999). These outcomes are essential to the Nation as we
progress toward an increasingly technological job market and a
scientifically complex society.

The Division of Human Resource Development (HRD) manages a portfolio of
programs that aim to broaden the participation of traditionally
underrepresented groups in SMET learning and in the SMET workforce.
Programs are in place to address the learning, interest and
participation of women, underrepresented minorities (African-American,
Hispanic, Native American), and persons with disabilities, at levels
from kindergarten through the doctorate level.

The Program for Gender Equity in Science, Mathematics, Engineering and
Technology seeks to build resources - developing the Nation's knowledge
capital, social capital, and human capital -- toward the goal of
broadening the participation of girls and young women in SMET education
from kindergarten through undergraduate education.

   * Research projects in the area of gender-based barriers or
     incentives to learning science and mathematics are intended to
     advance our knowledge of how girls learn science and mathematics,
     in informal and formal educational settings, and what increases
     their interest to engage and persist in SMET studies.

   * Demonstration projects apply research findings about girls'
     learning preferences in the design of new curriculum materials,
     services, pedagogy, or instructor development programs, which can
     be institutionalized and replicated if they are proven successful.
     In particular, teacher and faculty development demonstrations test
     new ways to integrate the understanding and awareness of
     gender-inclusive practices into pre-service and in-service
     professional development programs and into professional standards
     and policies. It is anticipated that direct participants in
     demonstration projects will benefit from the learning experience
     and assimilate new behaviors.

   * Dissemination projects take material or model approaches or
     information to significant national audiences, especially to the
     broader education community.

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II. PROGRAM DESCRIPTION

A. ISSUES

Issues of concern underlying the need for the Program include:

   * Girls tend to lose interest in science during middle school;

   * Relatively fewer girls enroll in elective and advanced high school
     science and mathematics courses to prepare for college;

   * Relatively fewer girls enter undergraduate studies in SMET
     disciplines, particularly in physical sciences, computer sciences,
     and engineering;

   * Disproportionately few of the young women who graduate in SMET
     disciplines continue on to attain graduate degrees in physical
     sciences, computer sciences, and engineering.

Statistical profiles of participation, with analyses, are documented in
Trends in Educational Equity of Girls and Women (National Center for
Education Statistics, U. S. Department of Education, NCES 2000-030) and
the biannual publication Women, Minorities, and Persons with
Disabilities in Science and Engineering (National Science Foundation,
NSF 99-338), among others.

B. GOALS

The goal of the Gender Equity in SMET (PGE) is to advance participation
of women and girls in SMET, in accord with NSF's goal of a diverse
science and engineering workforce. In the context of that overarching
goal, the PGE program supports activities that address the following
types of objectives.

Research

   * To discover and describe gender-based differences and preferences
     in learning science and mathematics, K-16

   * To discover and describe barriers to female students' interest and
     performance in science and mathematics skills in informal and
     formal educational settings

   * To increase the knowledge of organizational models that lead to
     more equitable and inviting SMET educational environments, K-16

   * To increase national research capacity in the field of gender and
     SMET education by developing new researchers and research-oriented
     education practitioners

Demonstration

   * To develop and evaluate research-based learning tools, pedagogical
     approaches and service or support programs that enhance the
     interest and persistence of female students in SMET studies through
     the undergraduate level

   * To evaluate methods of introducing instructional methodologies and
     teaching behaviors which research indicates may be particularly
     gender-equitable or female-friendly among informal science
     education providers, pre-service and in-service K-12 teachers, as
     well as pre-service or in-service undergraduate faculty

   * To evaluate methods of introducing gender-equitable (and
     non-traditional) education and career counseling among adults
     (i.e., instructors, counselors, parents, etc.) who influence
     students in formal and informal educational settings

Dissemination

   * To extend to significant audiences awareness and information about
     the participation of girls and women in SMET education and
     workforce to enhance educational practice

   * To catalyze new thinking and future action among educational
     institutions by convening a conference, workshop, or symposium that
     is not possible at regular meetings of professional societies

   * To extend to significant audiences awareness and information about
     research-based strategies which enhance the participation of girls
     and women in SMET education and workforce, in order to inform
     educational practice

The goals of PGE parallel those of many other education and diversity
programs at NSF except that they emphasize gender aspects.

C. DESCRIPTION

RESEARCH

Proposals in the Research area may seek to enhance the multidisciplinary
understanding of gender differences in human learning -- behavioral,
cognitive, affective and social aspects -- through socio-psychological,
ethnographic, statistical, anthropological, economic, and organizational
studies. Proposals may employ methods from various disciplines in order
to produce findings.

The effort should serve to provide a research foundation for educational
approaches, curriculum materials, and technological tools that are
already developed or can be developed in the future, bridging research
and educational practice in settings such as classrooms, informal
learning sites, and technological learning environments (e.g.,
non-academic technological education). The research foundation is
assumed to provide a strong base of support for sustained improvement in
science and mathematics educational practice. Strong research designs
will produce cumulative, reproducible, sustainable and scalable results.

Investigators might:

   * Hypothesize and test whether girls have different learning styles
     that are not accommodated in traditional approaches to teaching
     science and mathematics, for example, different conceptual
     strengths and weaknesses in learning certain math skills, different
     timing needs, different retention patterns, different preferences
     among computer interface features, stronger interests in social
     interaction while learning, and stronger interests in the social
     relevance and application of science experiments.

   * Explore girls' social and psychological patterns in our society
     that affect learning, for example, issues of confidence and
     perception of difficulty regarding math, assumptions that certain
     manipulations and skills are "unfeminine" or "for boys only."

   * Explore the socialization of girls in our society that precludes or
     inhibits encouragement, support, and acceptance for their interest
     in math and science, for example, assumptions about appropriate
     careers, assumptions about the use of tools and technology,
     assumptions about the difficulties of embarking on a science or
     technology career.

DEMONSTRATION OR "MODEL" PROJECTS

Proposals for Demonstration projects will employ evaluation methods to
determine the effectiveness of new learning tools, pedagogies,
professional development programs, or student programs and services in
order to produce outcomes. All applicants should review the section
Outcome Measures.

Investigators might:

   * Design informal and formal educational experiences that will
     intervene and reverse traditional patterns of low participation;
     will encourage girls' interest, enthusiastic participation, and
     election of continued study in math and science; increase
     confidence; and give girls positive images of math and science
     learning and careers.

   * Design seminars, workshops, online courses, tutorials or other
     curriculum and approaches to teaching adults in the K-16
     educational setting about the issues and interventions that are
     available, for example, adding modules to pre-service teacher
     education, developing standards for gender and multicultural
     teaching competency, conducting workshops combined with applied
     learning in student service programs for in-service teachers,
     holding seminars for pre-service and in-service undergraduate
     faculty, or mentoring between adults in order to assimilate new
     concepts and apply them in teaching practice.

   * Work to integrate awareness of gender bias in educational
     environments, and change organizational commitment, policy, and
     action to remedy underrepresentation through student and faculty
     programs, for example, undergraduate departments in engineering,
     physical science, or computer science making a concentrated effort
     to increase recruitment and retention.

   * Revise or produce new courses and curriculum that are
     gender-neutral or appeal particularly to girls and young women, for
     example, ways of teaching math that utilize girls' verbal skills,
     sequencing material in computer science to introduce real-world
     applications of technology before intricacies of programming
     languages, teaching young girls principles of engineering design
     and invention in everyday life.

DISSEMINATION

Dissemination projects provide a mechanism for informing a wider
audience about issues, research findings, and strategies for changing
educational practice. Proposals for dissemination must justify a
significant investment to reach a regional audience or national
attention.

Investigators might:

   * Organize a multidisciplinary meeting to consolidate knowledge about
     educational practice (related to female students in K-16 SMET) at a
     certain educational level, for example, a workshop on recruitment
     and retention in undergraduate engineering departments, a symposium
     on strategies for strengthening recruitment of women into computer
     science

   * Develop a media presentation (e.g., radio, TV, video, web) that
     educates the public about girls' education in SMET and factors
     contributing to underrepresentation

   * Significantly enhance distribution of an educational product (e.g.,
     book, curriculum guide, seminar manual, web site) using
     economically and technologically strategic methods given the target
     audience

D. COMMON THEMES ACROSS TYPES OF PROPOSALS

Innovation. Proposals are expected to make a case for innovation by
reference to other research findings, other demonstration projects, and
other dissemination activities.

Project Evaluation and Assessment. Proposals for research projects
should include testable hypotheses and carry the expectation that the
results obtained will be of sufficient significance to merit peer review
and publication. Proposals for demonstration projects are expected to
include an evaluation and assessment plan, and should plan to conduct
formative evaluations to guide project development and summative
evaluations to document impact. The plans should identify indicators or
outcome measures that will be used to determine whether the
demonstration was effective in meeting its objectives. The proposal
should describe resources devoted to evaluation including allocations in
the budget. Dissemination projects should evaluate their success in
reaching target audiences and stimulating change.

Dissemination. All projects (research, demonstration, and dissemination)
should include a dissemination plan to communicate findings and
evaluation results to a national audience. Since the goal of the Program
is to contribute to a national knowledge base, it is important to show
that the investigator is aware of appropriate channels - journals,
publications, web sites, professional association conferences -- and is
committed (including allocating resources) to making sure that the
investment in the project leads to this contribution and that peers in
the research community will benefit.

Commitment and Collaboration. Larger projects will probably involve a
collaboration between the submitting institution and others. Evidence of
commitment from the submitting institution may be reflected in
programmatic participation, release time of project staff, reduced
indirect costs, provision of special services or resources, direct
fiscal contributions or cost sharing. Evidence of commitment from
collaborating partners may be reflected in letters of commitment, direct
fiscal contributions, and other resource contributions. In the case of
large collaborations, it is useful to describe roles and relationships,
and the management structure for the project.

Target Populations. Target populations in research, demonstration, or
dissemination projects may be a mix of students, teachers, counselors,
parents, community leaders, administrators, teacher-educators, faculty,
student and adult mentors, and others. The target population - whether
subjects or participants - should be described, especially if the
project design is premised on special needs and interests based on
educational level, ethnicity, rural/urban environment, and physical
disabilities. NSF review criterion two ("broader impacts" such as "Does
the proposed activity broaden the participation of underrepresented
groups?") applies to all proposals, even those addressing gender issues,
thus contribution to this goal will enhance the proposal.

Leverage. Frequently a proposed project will leverage other initiatives
or efforts, for example, build on a pilot or preliminary study or
project. It is desirable to leverage related work. The investigator
should make a clear distinction between prior investments, including
funding, and the proposed work. The proposed work should be
significantly different in scale or innovation. If it appears that the
proposal is simply continuing an effort (which may have run out of
funding), then it does not meet the criterion of innovation. Scaling up
a prior pilot project or study must be rationalized in the research or
demonstration design. For example, requesting funds to replicate an
existing demonstration project mainly because it would benefit a larger
number of participants is not within our program scope. The project
would have to demonstrate significantly new outcomes and in effect be a
different demonstration. For example, it is within our scope to support
testing a curriculum which was developed for a narrow target
age-economic-ethnic group by taking it to a different target group. It
is not within our scope to take a summer program for girls proven to be
effective in a given state to three other states.

E. OUTCOME MEASURES

The effort required for developing a research and evaluation plan and
collecting, measuring, and reporting appropriate outcome data should be
supported in the proposed budget. The following outcome measures are
illustrative. The program will formulate common outcome measures in the
coming year. These measures will be refined and finalized in
collaboration with PGE grantees.

Research

* Findings on gender-based differences and preferences in learning

* Findings on barriers to girls' interest and performance in learning

* Findings on organizational/institutional change to incorporate
  gender-inclusive policies and practices

* Development of human capacity (researchers in this field)

Demonstration

* Institutionalization

   * Changed Policies and Practices
   * Continuing Partnerships
   * Continued Funding from Other Sources

* Replication

   * Demonstration activities or policies are adopted outside the
   project

* K-12 Student Outcomes:

   * Change in Test Scores in Math and Science
   * Change in Grades
   * Student Confidence
   * Student Interest in SMET Study
   * Post-High School Plans
   * Post-High School Status
   * Student Perceptions about the Role of Females in SMET
   * Parents' Report of Student Confidence
   * Parents' Report of Student Interest

* K-12 Adult Outcomes:

   * Improved Teaching
   * Teacher Perceptions about the Role of Females in SMET
   * Parents' Support for SMET Learning

* Post-Secondary Student Outcomes:

   * Change in College Grades
   * Student Confidence
   * Degree Attainment
   * Postgraduate Plans
   * Postgraduate Status
   * Student Perceptions about the Role of Females in SMET

* Post-Secondary Faculty Outcomes:

   * Improved Teaching
   * Faculty Perceptions about the Role of Females in SMET

Dissemination

* Audience Reach and Impact on Knowledge or Attitudes

* New Knowledge

* New Institutional Policies and Practices Related to Gender and
Diversity

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III. ELIGIBILITY INFORMATION

An organization may not, in the same competition, submit as the primary
performer on one proposal and as a collaborator on another proposal.

IV. AWARD INFORMATION

Research or demonstration grants are available for up to $900,000 for up
to three years. The proposal should include a budget for each year and a
summary budget if there are multiple years.

Dissemination proposals may request up to $100,000 for up to 18 months.

A planning grant (up to $30,000 for up to 18 months) is appropriate for
an institution planning to submit a proposal for a large research or
demonstration effort later. A planning grant does not imply an NSF
commitment beyond the planning period. Planning grantees are expected to
submit a proposal for a large grant subsequent to completion of the
planning grant, within two competition years after award.

The proposed start dates should be at least seven months from the date
of submission.

Funds should be budgeted for the principal investigator to attend a
two-day grantees' meeting in Washington, D.C. area, each award year
(usually in early October).

A limited equipment request is allowed for projects intensive in
educational technologies, for development. Equipment for participants in
demonstration programs and office equipment for project staff are
expected to come from other sources.

PGE research projects are eligible for REU (Research Experiences for
Undergraduates) supplements, which expressly support the participation
of undergraduate students on the project research team. Please see the
REU announcement for complete parameters and the method for making a
request for an REU supplement (NSF 00-107).

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V. PROPOSAL PREPARATION AND SUBMISSION INSTRUCTIONS

A. Proposal Preparation Instructions

Full Proposal Instructions:

Proposals submitted in response to this program
announcement/solicitation should be prepared and submitted in accordance
with the general guidelines contained in the NSF Grant Proposal Guide
(GPG). The complete text of the GPG is available electronically on the
NSF Web Site at: http://www.nsf.gov/cgi-bin/getpub?nsf012. Paper copies
of the GPG may be obtained from the NSF Publications Clearinghouse,
telephone (301) 947-2722 or by e-mail from pubs@nsf.gov.

The Proposal Project Description should address:

   * Project goals, outcome objectives, and a timeline for proposed
     activities

   * An indication of anticipated findings (research projects), impact
     and outcome measures (demonstration projects), or impact and
     audience reach (dissemination)

   * The need for the proposed activity: prior research informing the
     design of the proposed research or the proposed demonstration; the
     justification for a dissemination meeting or media product

   * Qualifications of key team members and suitability for their role
     in the project

   * A list of advisory committee members and description of their level
     of involvement

   * For complex collaborations, a management plan and descriptions of
     the roles of collaborating partners

   * For demonstrations, plans for recruiting and selecting participants

   * A dissemination plan to deliver outcomes to professional peers and
     the education community

   * For prior grantees, a discussion of the results of prior work,
     especially if it is related to the proposed work

The Title should be prefaced with an abbreviation identifying the PGE
goal supported by the proposal:

   * RES - social science research on learning
   * DEM - curriculum, pedagogy, educational program (informal or
     formal), or teacher enhancement demonstration
   * DIS - dissemination (meeting, media product)
   * PLN - planning

The Project Summary should:

   * Name and describe the proposed activity (research, demonstration,
     dissemination, planning)
   * Describe the target research subjects, participants, audience
   * Mention the institutions involved
   * Describe expected findings (or hypothesis), impact (and outcome
     measures), or audience feedback
   * Especially highlight the innovation and the impact on knowledge,
     social, or human capital

Letters of commitment should be included in the Supplementary
Documentation section of Fastlane.

Institutions that are or have been award recipients of NSF programs in
education should explain the relationship between the proposed work and
prior funded work. For example, recipients of grants to broaden
participation of minorities or persons with disabilities should describe
why funding for gender aspects is sought separately. Recipients of
grants to develop curriculum should describe why incorporating
gender-fair features requires separate funding. Prior grantees of PGE
should emphasize the results of prior grants and describe the
innovation, complementarity, and value added by the proposed work.

TWO COMPETITIONS PER YEAR

Proposals should be submitted to a competition based on the target age
group and the type of proposed project. In cases where the scope of a
proposal crosses age groups and combines types across the competitions
described below, we encourage you to consult with the program directors
for clarification as to which deadline would be more suitable.

JANUARY 30TH: ELEMENTARY and MIDDLE SCHOOL, INFORMAL EDUCATION

Contact Dr. Margrete S. Klein for consultations. (Contact information is
in Section VIII.) The scope is:

* Informal programs, K-8

   * museum programs
   * after school programs
   * summer programs
   * career awareness
   * mentoring

* Curriculum, K-8 (except intensive applications of education
technology)

* Pedagogy, K-8

* Studies of learning and gender

* Dissemination with focus on any topic in this group

MARCH 30TH: HIGH SCHOOL, UNDERGRADUATE, TEACHER and FACULTY DEVELOPMENT,
and EDUCATIONAL TECHNOLOGIES

Contact Dr. Ruta Sevo for consultations. (Contact information is in
Section VIII.) The scope is:

* Curriculum and programs

   * specialized science/math/technology in high school
   * transitions from high school to undergraduate
   * career awareness
   * undergraduate
   * workforce preparation
   * transitions from undergraduate to graduate study

* Application of educational technologies K-16

   * online learning for girls, young women, and adults
   * web-based environments for girls

* Professional development of adults (in-service and pre-service)

   * K-12 teacher education and enhancement
   * Counselor training
   * Faculty professional development

* Studies of organizational and institutional change to incorporate
  gender inclusive values

* Dissemination with focus on any topics in this group

Proposers are reminded to identify the program announcement/solicitation
number (NSF 01-6 ) in the program announcement/solicitation block on the
proposal Cover Sheet (NSF Form 1207). Compliance with this requirement
is critical to determining the relevant proposal processing guidelines.
Failure to submit this information may delay processing.

B. Budgetary Information

Cost Sharing is not required in proposals submitted under this Program
Announcement.

Other Budgetary Limitations: Research or demonstration budgets may be up
to $900,000. Funds should be budgeted for the principal investigator to
attend a two-day grantee's meeting in Washington, D.C. area, each award
year. A limited equipment request may be allowed. (See Section IV.

C. Deadline/Target Dates

Proposals submitted in response to this announcement/solicitation must
be submitted by 5:00 PM, local time on the following date(s):

January 30, 2001  5:00 PM Local Time. Elementary and Middle School,
                  Informal Education
March 30, 2001   5:00 PM Local Time. High School, Undergraduate, Teacher
                  and Faculty Development, and Educational Technologies

D. FastLane Requirements

Proposers are required to prepare and submit all proposals for this
Program Announcement through the FastLane system. Detailed instructions
for proposal preparation and submission via FastLane are available at:
http://www.fastlane.nsf.gov/a1/newstan.htm. For FastLane user support,
call 1-800-673-6188.

Submission of Signed Cover Sheets. The signed copy of the proposal Cover
Sheet (NSF Form 1207) must be postmarked (or contain a legible proof of
mailing date assigned by the carrier) within five working days following
proposal submission and be forwarded to the following address:

National Science Foundation
DIS * FastLane Cover Sheet
4201 Wilson Blvd.
Arlington, VA 22230

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VI. PROPOSAL REVIEW INFORMATION

A. NSF Proposal Review Process

Reviews of proposals submitted to NSF are solicited from peers with
expertise in the substantive area of the proposed research or education
project. These reviewers are selected by Program Officers charged with
the oversight of the review process. NSF invites the proposer to suggest
at the time of submission, the names of appropriate or inappropriate
reviewers. Care is taken to ensure that reviewers have no conflicts with
the proposer. Special efforts are made to recruit reviewers from
non-academic institutions, minority-serving institutions, or adjacent
disciplines to that principally addressed in the proposal.

Proposals will be reviewed against the following general review criteria
established by the National Science Board. Following each criterion are
potential considerations that the reviewer may employ in the evaluation.
These are suggestions and not all will apply to any given proposal. Each
reviewer will be asked to address only those that are relevant to the
proposal and for which he/she is qualified to make judgements.

     What is the intellectual merit of the proposed activity?
     How important is the proposed activity to advancing knowledge and
     understanding within its own field or across different fields? How
     well qualified is the proposer (individual or team) to conduct the
     project? (If appropriate, the reviewer will comment on the quality
     of the prior work.) To what extent does the proposed activity
     suggest and explore creative and original concepts? How well
     conceived and organized is the proposed activity? Is there
     sufficient access to resources?

     What are the broader impacts of the proposed activity? How well
     does the activity advance discovery and understanding while
     promoting teaching, training, and learning? How well does the
     proposed activity broaden the participation of underrepresented
     groups (e.g., gender, ethnicity, disability, geographic, etc.)? To
     what extent will it enhance the infrastructure for research and
     education, such as facilities, instrumentation, networks, and
     partnerships? Will the results be disseminated broadly to enhance
     scientific and technological understanding? What may be the
     benefits of the proposed activity to society?

Principal Investigators should address the following elements in their
proposal to provide reviewers with the information necessary to respond
fully to both of the above-described NSF merit review criteria. NSF
staff will give these elements careful consideration in making funding
decisions.

     Integration of Research and Education
     One of the principal strategies in support of NSF's goals is to
     foster integration of research and education through the programs,
     projects, and activities it supports at academic and research
     institutions. These institutions provide abundant opportunities
     where individuals may concurrently assume responsibilities as
     researchers, educators, and students and where all can engage in
     joint efforts that infuse education with the excitement of
     discovery and enrich research through the diversity of learning
     perspectives.

     Integrating Diversity into NSF Programs, Projects, and Activities
     Broadening opportunities and enabling the participation of all
     citizens &ndash; women and men, underrepresented minorities, and
     persons with disabilities &ndash; is essential to the health and
     vitality of science and engineering. NSF is committed to this
     principle of diversity and deems it central to the programs,
     projects, and activities it considers and supports.

     Additional Review Criteria
     As reviewers apply the review criteria established by the National
     Science Board, they will also consider the extent to which the
     proposed project addresses the objectives of the Program for Gender
     Equity in SMET (see Section II).

A summary rating and accompanying narrative will be completed and signed
by each reviewer. In all cases, reviews are treated as confidential
documents. Verbatim copies of reviews, excluding the names of the
reviewers, are mailed to the Principal Investigator/Project Director by
the Program Director. In addition, the proposer will receive an
explanation of the decision to award or decline funding.

B. Review Protocol and Associated Customer Service Standard

All proposals are carefully reviewed by at least three other persons
outside NSF who are experts in the particular field represented by the
proposal. Proposals submitted in response to this
announcement/solicitation will be reviewed by Panel Review.

Reviewers will be asked to formulate a recommendation to either support
or decline each proposal. The Program Officer assigned to manage the
proposal's review will consider the advice of reviewers and will
formulate a recommendation.

In most cases, proposers will be contacted by the Program Officer after
his or her recommendation to award or decline funding has been approved
by the Division Director. This informal notification is not a guarantee
of an eventual award.

NSF will be able to tell applicants whether their proposals have been
declined or recommended for funding within six months for 95 percent of
proposals. The time interval begins on the proposal deadline or target
date or from the date of receipt, if deadlines or target dates are not
used by the program. The interval ends when the Division Director
accepts the Program Officer's recommendation.

In all cases, after programmatic approval has been obtained, the
proposals recommended for funding will be forwarded to the Division of
Grants and Agreements for review of business, financial, and policy
implications and the processing and issuance of a grant or other
agreement. Proposers are cautioned that only a Grants and Agreements
Officer may make commitments, obligations or awards on behalf of NSF or
authorize the expenditure of funds. No commitment on the part of NSF
should be inferred from technical or budgetary discussions with a NSF
Program Officer. A Principal Investigator or organization that makes
financial or personnel commitments in the absence of a grant or
cooperative agreement signed by the NSF Grants and Agreements Officer
does so at its own risk.

------------------------------------------------------------------------

VII. AWARD ADMINISTRATION INFORMATION

A. Notification of the Award

Notification of the award is made to the submitting organization by a
Grants Officer in the Division of Grants and Agreements. Organizations
whose proposals are declined will be advised as promptly as possible by
the cognizant NSF Program Division administering the program. Verbatim
copies of reviews, not including the identity of the reviewer, will be
provided automatically to the Principal Investigator. (See section VI.A.
for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award letter, which includes any
special provisions applicable to the award and any numbered amendments
thereto; (2) the budget, which indicates the amounts, by categories of
expense, on which NSF has based its support (or otherwise communicates
any specific approvals or disapprovals of proposed expenditures); (3)
the proposal referenced in the award letter; (4) the applicable award
conditions, such as Grant General Conditions (NSF-GC-1)* or Federal
Demonstration Partnership (FDP) Terms and Conditions * and (5) any
announcement or other NSF issuance that may be incorporated by reference
in the award letter. Cooperative agreement awards also are administered
in accordance with NSF Cooperative Agreement Terms and Conditions
(CA-1). Electronic mail notification is the preferred way to transmit
NSF awards to organizations that have electronic mail capabilities and
have requested such notification from the Division of Grants and
Agreements.

*These documents may be accessed electronically on NSF's Web site at
http://www.nsf.gov/home/grants/grants_gac.htm. Paper copies may be
obtained from the NSF Publications Clearinghouse, telephone (301)
947-2722 or by e-mail from pubs@nsf.gov.

More comprehensive information on NSF Award Conditions is contained in
the NSF Grant Policy Manual (GPM) Chapter II, available electronically
on the NSF Web site at http://www.nsf.gov/cgi-bin/getpub?gpm. The GPM is
also for sale through the Superintendent of Documents, Government
Printing Office (GPO), Washington, DC 20402. The telephone number at GPO
for subscription information is (202) 512-1800. The GPM may be ordered
through the GPO Web site at http://www.gpo.gov.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing
grants), the PI must submit an annual project report to the cognizant
Program Officer at least 90 days before the end of the current budget
period.

Within 90 days after the expiration of an award, the PI also is required
to submit a final project report. Approximately 30 days before
expiration, NSF will send a notice to remind the PI of the requirement
to file the final project report. Failure to provide final technical
reports delays NSF review and processing of pending proposals for that
PI. PIs should examine the formats of the required reports in advance to
assure availability of required data.

NSF has implemented an electronic project reporting system, available
through FastLane. This system permits electronic submission and updating
of project reports, including information on project participants
(individual and organizational), activities and findings, publications,
and other specific products and contributions. PIs will not be required
to re-enter information previously provided, either with a proposal or
in earlier updates using the electronic system.

------------------------------------------------------------------------

VIII. CONTACTS FOR ADDITIONAL INFORMATION

General inquiries regarding  Program for Gender Equity in Science,
Mathematics, Engineering and Technology  should be made to:

   * Dr. Margrete S. Klein, Elementary and Middle School, Informal
     Education, Program Director, Education and Human Resources, Human
     Resource Development, Room 815, telephone: 703.292.8637, e-mail:
     mklein@nsf.gov.

   * Dr. Ruta Sevo, High School, Undergraduate, Teacher and Faculty
     Development, and Educational Technologies, Program Director,
     Education and Human Resources, Human Resource Development, Room 815,
     telephone: 703.292.4676, e-mail: rsevo@nsf.gov.

For questions related to the use of FastLane, contact:

   * Ms. Vicki Smoot, Program Specialist, Education and Human Resources,
     Human Resource Development, Room 815, telephone: 703.292.4677,
     e-mail: vsmoot@nsf.gov.

   * Ms. Jamie Scipio, Lead Program Assistant, Education and Human
     Resources, Human Resource Development, Room 815, telephone:
     703.292.4675, e-mail: jscipio@nsf.gov.

------------------------------------------------------------------------

IX. OTHER PROGRAMS OF INTEREST

The NSF Guide to Programs is a compilation of funding for research and
education in science, mathematics, and engineering. The NSF Guide to
Programs is available electronically at
http://www.nsf.gov/cgi-bin/getpub?gp. General descriptions of NSF
programs, research areas, and eligibility information for proposal
submission are provided in each chapter.

Many NSF programs offer announcements or solicitations concerning
specific proposal requirements. To obtain additional information about
these requirements, contact the appropriate NSF program offices. Any
changes in NSF's fiscal year programs occurring after press time for the
Guide to Programs will be announced in the NSF E-Bulletin, which is
updated daily on the NSF web site at http://www.nsf.gov/home/ebulletin,
and in individual program announcements/solicitations. Subscribers can
also sign up for NSF's Custom News Service
(http://www.nsf.gov/home/cns/start.htm) to be notified of new funding
opportunities that become available.

The Program for Gender Equity in SMET is among those that promote the
participation of underrepresented groups and foster innovation in
education for all students through research and demonstration projects.
For a complete list of programs in Education and Human Resources see
http://www.ehr.nsf.gov/prog.asp. For a complete list of programs in the
Division for Human Resource Development see
http://www.ehr.nsf.gov/ehr/hrd/.

The following programs in particular might be of interest:

   * Activities in Science, Engineering, and Mathematics for Persons
     with Disabilities (NSF 00-69)
   * Research on Learning and Education (ROLE) (NSF 00-17)
   * Societal Dimensions of Engineering, Science and Technology (NSF
     99-82)
   * Information Technology Workforce -- Dear Colleague Letter (NSF
     00-77)
   * National Science, Mathematics, Engineering, and Technology
     Education
     Digital Library (NSDL) (NSF 00-44)
   * Course, Curriculum, and Laboratory Improvement (CCLI) (NSF 00-63)
   * The Elementary, Secondary, and Informal Education Program
     Solicitation and Guidelines (NSF 00-99)
   * Educational Innovation Program (NSF 00-33)
   * Combined Research-Curriculum Development (CRCD) (NSF 00-66)
   * The Action Agenda for Systemic Engineering Education Reform (NSF
     99-169)
   * Geoscience Education (NSF 00-38)
   * Vertical Integration of Research and Education in Mathematical
     Sciences (VIGRE) (NSF 00-40)
   * Research Experiences for Undergraduates (REU) (NSF 00-107)
   * Advanced Technological Education Program (ATE) (NSF 00-62)
   * Computer Science, Engineering, and Mathematics Scholarships (CSEMS)
     (NSF 99-121)
   * NSF Graduate Teaching Fellows in K-12 Education (GK-12) (NSF 00-46)

------------------------------------------------------------------------

                  ABOUT THE NATIONAL SCIENCE FOUNDATION

The National Science Foundation (NSF) funds research and education in
most fields of science and engineering. Awardees are wholly responsible
for conducting their project activities and preparing the results for
publication. Thus, the Foundation does not assume responsibility for
such findings or their interpretation.

NSF welcomes proposals from all qualified scientists, engineers and
educators. The Foundation strongly encourages women, minorities and
persons with disabilities to compete fully in its programs. In
accordance with Federal statutes, regulations and NSF policies, no
person on grounds of race, color, age, sex, national origin or
disability shall be excluded from participation in, be denied the
benefits of, or be subjected to discrimination under any program or
activity receiving financial assistance from NSF (unless otherwise
specified in the eligibility requirements for a particular program).

Facilitation Awards for Scientists and Engineers with Disabilities
(FASED) provide funding for special assistance or equipment to enable
persons with disabilities (investigators and other staff, including
student research assistants) to work on NSF-supported projects. See the
program announcement/solicitation for further information.

The National Science Foundation has Telephonic Device for the Deaf (TDD)
and Federal Information Relay Service (FIRS) capabilities that enable
individuals with hearing impairments to communicate with the Foundation
about NSF programs, employment or general information. TDD may be
accessed at (703) 292-5090, FIRS at 1-800-877-8339.

The National Science Foundation is committed to making all of the
information we publish easy to understand. If you have a suggestion
about how to improve the clarity of this document or other NSF-published
materials, please contact us at plainlanguage@nsf.gov.

------------------------------------------------------------------------

                 PRIVACY ACT AND PUBLIC BURDEN STATEMENTS

The information requested on proposal forms and project reports is
solicited under the authority of the National Science Foundation Act of
1950, as amended. The information on proposal forms will be used in
connection with the selection of qualified proposals; project reports
submitted by awardees will be used for program evaluation and reporting
within the Executive Branch and to Congress. The information requested
may be disclosed to qualified reviewers and staff assistants as part of
the proposal review process; to applicant institutions/grantees to
provide or obtain data regarding the proposal review process, award
decisions, or the administration of awards; to government contractors,
experts, volunteers and researchers and educators as necessary to
complete assigned work; to other government agencies needing information
as part of the review process or in order to coordinate programs; and to
another Federal agency, court or party in a court or Federal
administrative proceeding if the government is a party. Information
about Principal Investigators may be added to the Reviewer file and used
to select potential candidates to serve as peer reviewers or advisory
committee members. See Systems of Records, NSF-50, "Principal
Investigator/Proposal File and Associated Records," 63 Federal Register
267 (January 5, 1998), and NSF-51, "Reviewer/Proposal File and
Associated Records," 63 Federal Register 268 (January 5, 1998).
Submission of the information is voluntary. Failure to provide full and
complete information, however, may reduce the possibility of receiving
an award.

Pursuant to 5 CFR 1320.5(b), an agency may not conduct or sponsor, and a
person is not required to respond to an information collection unless it
displays a valid OMB control number. The OMB control number for this
collection is 3145-0058. Public reporting burden for this collection of
information is estimated to average 120 hours per response, including
the time for reviewing instructions. Send comments regarding this burden
estimate and any other aspect of this collection of information,
including suggestions for reducing this burden, to: Suzanne Plimpton,
Reports Clearance Officer, Information Dissemination Branch, Division of
Administrative Services, National Science Foundation, Arlington, VA
22230, or to Office of Information and Regulatory Affairs of OMB,
Attention: Desk Officer for National Science Foundation (3145-0058), 725
17th Street, N.W. Room 10235, Washington, D.C. 20503.

OMB control number: 3145-0058.