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##   Research in the Formation of Engineers

08/24/2019

//

The NSF Engineering (ENG) Directorate has launched a multi-year initiative, the Professional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21st century. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college and graduate education levels in both formal and informal settings. Research that investigates engineering in P–12 settings. Research in this area could include understanding of approaches to engineering in P–12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (see https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas: Graduate education. Transitions between education levels, e.g. high school to two year college, high school to 4 year college/university, two year college to 4 year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. K12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects, but must add to the engineering education literature to inform future work. Proposal Elements Common elements of proposals for both categories are: The title must begin with either “Research:” or “Design and Development:” depending on which category the proposal is intended for All proposals must have an evaluation plan. Evaluation refers to monitoring of the research process to ensure that the project stays on track. The evaluation plan should include both formative and summative evaluation. An evaluator external to the organization(s) of the investigator(s) is not required, but the evaluator should not be an individual who is involved in the research activities. Potential evaluators include faculty with evaluation expertise at the investigators’ institution(s), an institutional evaluation office, or an advisory board of experts. All proposals must have a dissemination plan that goes beyond publishing research papers and presenting at research conferences. PIs should think creatively about who needs to hear about the research for it to have an impact, and develop a strategy to reach that audience. The Project Summary must contain a list of three to five keywords taken from the Engineering Education Taxonomy at http://taxonomy.engin.umich.edu/taxonomy/. At least one of the keywords must be from Section 12, Research Approaches. Keywords may be selected from any level of the taxonomy as appropriate to your project. Place the keywords on a separate line at the end of the Overview section of the Project Summary.

319933

47.041

##   Discovery Research PreK-12

05/06/2020

10/06/2021

The Discovery Research PreK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research-informed and field-tested outcomes and products that inform teaching and learning. Teachers and students who participate in DRK-12 studies are expected to enhance their understanding and use of STEM content, practices and skills. The DRK-12 program invites proposals that address immediate challenges that are facing preK-12 STEM education as well as those that anticipate radically different structures and functions of preK-12 teaching and learning. The DRK-12 program has three major research and development strands: (1) Assessment; (2) Learning; and (3) Teaching. The program recognizes the synergy among the three strands and that there is some overlap and interdependence among them. However, proposals should identify a clear focus of the proposed research efforts (i.e., assessment, learning, or teaching) consistent with the proposal’s main objectives and research questions. The program supportssix types of projects: (1) Exploratory, (2) Design and Development, (3) Impact, (4) Implementation and Improvement, (5) Syntheses, and (6) Conferences. Allsix types of projects apply to each of the three DRK-12 program strands.

326833

47.076

##   Vision and Change in Undergraduate Biology Education

11/10/2020

03/07/2022

The National Science Foundation's (NSF's) Division of Undergraduate Education (DUE) in the Directorate for Education and Human Resources (EHR) acknowledges the need to expand and chronicle educational change efforts across the nation. To this end, DUE invites proposals to study the impact of the Vision and Change (V&C) movement in Undergraduate Biology Education. Specifically, this program seeks to support projects that evaluate a combination of factors such as the awareness, acceptance, adoption, and adaptation of V&C principles and outcomes including changes in curriculum, laboratories, and student retention, completion, and learning. Collectively, results of these projects are anticipated to describe the nature and extent of V&C’s use within the undergraduate biology curriculum. The projects could also describe key factors and approaches taken by the V&C community that have the potential to be useful for improving undergraduate education in other scientific disciplines or in interdisciplinary STEM education.

329749

47.076

##   Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education

03/09/2021

05/02/2022

NSF’s Education and Human Resources Directorate seeks to significantly enhance its support for research, development, implementation, and assessment to improve STEM education at the Nation’s two-year colleges. NSF encourages bold, potentially transformative projects that address immediate challenges facing STEM education at two-year colleges and/or anticipate new structures and functions of the STEM learning and teaching enterprise. This program description is a targeted approach for advancing innovative and evidence-based practices in undergraduate STEM education at two-year colleges. It also seeks to support systemic approaches to advance inclusive and equitable STEM education practices.

331997

47.076

##   Improving Undergraduate STEM Education: Education and Human Resources

04/16/2021

01/19/2022

The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growthin the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy. The National Science Foundation (NSF) plays a leadership role in developing and implementing efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate public. In pursuit of this goal, IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. In addition to innovative work at the frontier of STEM education, this program also encourages replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings. IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students, and projects that promote institutional partnerships for collaborative research and development. IUSE: EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp) to develop STEM talent from all sectors and groups in our society. For all the above objectives, the National Science Foundation invests primarily in evidence-based and knowledge-generating approaches to understand and improve STEM learning and learning environments, improve the diversity of STEM students and majors, and prepare STEM majors for the workforce. In addition to contributing to STEM education in the host institution(s), proposals should have the promise of adding more broadly to our understanding of effective teaching and learning practices. The IUSE: EHR program features two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation. Several levels of scope, scale, and funding are available within each track, as summarized in Table 1. Table 1: Overview of Engaged Student Learning and Institutional and Community Transformation tracks, levels, and deadlines Track Level Deadlines Engaged Student Learning Level 1: up to $300,000 for up to three years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 2: $300,001 - $600,000 for up to three years July 21, 2021 3rd Wednesday in July thereafter Level 3: $600,001 - $2 million for up to five years July 21, 2021 3rd Wednesday in July thereafter Institutional and Community Transformation Capacity-Building: $150K (single institution) or $300K (multiple institutions) for up to two years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 1: up to $300,000 for up to three years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 2: $300,001 - $2 million (single institution) or $3 million (multiple institutions and research centers) for up to five years July 21, 2021 3rd Wednesday in July thereafter

332912

47.076

##   Advancing Informal STEM Learning (AISL) Equity Resource Center

01/19/2022

05/10/2022

The Advancing Informal STEM Learning (AISL) program funds research and practice focused on the range of informal STEM learning experiences and environments that comprise life-long learning. As an NSF broadening participation emphasis program, AISL recognizes that an intentional and explicit strategy that advances equity is key to effectively building research and practice capacity in the informal STEM learning field. To that end, the National Science Foundation seeks proposals to create an AISL Equity Resource Center (AERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. For the purposes of this solicitation, the program does not define or bound the concept of equity. Instead, this call allows the proposer to both define equity in relation to the needs of informal STEM learning field and design and deploy creative approaches that promote equity across the informal STEM learning field. Overall, the AISL program seeks an AERC that will serve public and professional communities in the informal STEM learning field through the following functions: Cultivate a multi-sector, diverse community dedicated to promoting equity in informal STEM learning experiences and environments. Raise the visibility and impact of equity-focused research and practice in the informal STEM learning field and its contributions to the overall STEM endeavor. Support AISL PIs, prospective PIs, and partners in enacting their commitments to equity with respect to research and practice. Promote equitable practices that support the AISL program. Through these functions, the AISL program seeks to make clear that advancing equity is imperative to advancing informal STEM learning experiences and environments and their value to individuals, communities, and the nation. The primary audiences for AERC are individuals and organizations that want to grow their ability to design and conduct equity-focused, evidence-based innovations in informal STEM research, programming, or both. The stakeholders served by the center should include, but are not limited to, AISL PIs and partners; prospective AISL PIs and partners; and additional equity-focused, evidence-based research and practice innovators in informal STEM. AERC should envision, design, and develop creative strategies for actualizing equity in the informal STEM learning field. The AERC approaches to leadership, activities, and evaluation should similarly enact commitments to equity. AISL has had a resource center since 2007. The award for the current AISL resource center expires in August 2022; this solicitation updates the existing functions for an AISL resource center.

337439

47.076

##   Research in the Formation of Engineers

03/10/2022

Not Provided

The NSF Engineering (ENG) Directorate has launched a multi-year initiative, theProfessional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21stcentury. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Proposal titles should begin with either “Research:” or “Design and Development:” as appropriate. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college and graduate education levels in both formal and informal settings. Research that investigates engineering in P?12 settings. Research in this area could include understanding of approaches to engineering in P?12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (see https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas: Graduate education. Transitions between education levels, e.g. high school to two year college, high school to 4 year college/university, two year college to 4 year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. K12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects, but must add to the engineering education literature to inform future work.

338625

47.041

##   Innovative Technology Experiences for Students and Teachers

04/13/2022

08/12/2022

The economic prosperity and national security of the United States is reliant upon the nation’s capacity to remain globally competitive in the technological and computational fields. The nation’s competitiveness, however, is contingent upon its capacity to educate the next generation. Learning and teaching must be reimagined to better represent the diverse composition and perspective of our nation’s people and be expanded to encompass all pathways for students to receive a high-quality STEM education. A highly proficient and diverse technological and computational STEM workforce is needed to advance new discoveries in science, engineering, and technology in the service of the nation. The ITEST program is one way NSF is responding to the challenge and opportunity to provide all students with equitable access to a STEM education related to the technical and scientific workforce. ITEST is an applied research and development program with goals to advance the equitable and inclusive integration of technology in the learning and teaching of science, technology, engineering, or mathematics (STEM) from pre-kindergarten through high school. The program’s objective is to support all students’ acquisition of the foundational preparation in STEM disciplines. Preparation for the current and future workforce is increasingly dependent upon the application and use of technology and computing. Proposed ITEST projects are expected to (1) engage students in technology-rich learning to develop disciplinary and/or transdisciplinary STEM content knowledge, including skills in data literacy and evidence-based decision-making and reasoning; (2) prioritize the full inclusion of groups who have been underrepresented and/or underserved, including but not limited to Blacks andAfrican Americans, Alaska Natives, Hispanics and Latinos, Native Americans, Native Hawaiians, Native Pacific Islanders, persons with disabilities, neurodiverse students, and women in the STEM andinformation and communication technologies (ICT)workforce; (3) motivate students to pursue appropriate education pathways to technology-rich careers; and (4) leverage strategic and community partnerships to expand education pathways in communities through public and private partnerships and collaborations. ITEST supports three types of projects: (1) Exploring Theory and Design Principles (ETD); (2) Developing and Testing Innovations (DTI); and (3) Scaling, Expanding, and Iterating Innovations (SEI). ITEST also supports Synthesis and Conference/Workshop proposals. ITEST will support one 5-year resource center starting in FY23. All ITEST proposals must address how the proposed research and development project meets the ITEST program Pillars: 1) Innovative Use of Technologies in Learning and Teaching, 2) Partnerships for Career and Workforce Preparation, and 3) Strategies for Equity in STEM Education (Program Description, section A.). All proposals must also include high-quality research design, a section describing how the project meets the Solicitation-Specific Review Criteria and plans for project evaluation and dissemination of findings (Program Description, section B: Requirements for Research Proposals.)

339417

47.076

##   Advancing Informal STEM Learning

08/20/2022

01/11/2023

The Advancing Informal STEM Learning (AISL) Program is committed to funding research and practice, with continued focus on investigating a range of informal STEM learning (ISL) experiences and environments that make lifelong learning a reality. This Program seeks proposals that center equity and belonging, and further the well-being of individuals and communities who have historically been and continue to be excluded, underserved, or underrepresented, due to gender, race, ethnicity, sexual orientation, disability status, neurodiversity, geographic location, and economic status, among others, as well as their intersections. The current solicitation encourages proposals from institutions and organizations that serve public audiences, and specifically focus on public engagement with and understanding of STEM, including community STEM; public participation in scientific research (PPSR); science communication; intergenerational STEM engagement; and STEM media. Projects funded by AISL should contribute to research and practice that further illuminates informal STEM learning’s role in equity and belonging in STEM; personal and educational success in STEM; advancing public engagement in scientific discovery; fostering interest in STEM careers; creating and enhancing the theoretical and empirical foundations for effective informal STEM learning; improving community vibrancy; and/or enhancing science communication and the public’s engagement in and understanding of STEM and STEM processes. The AISL Program funds five types of projects: (1) Synthesis; (2) Conference; (3) Partnership Development and Planning; (4) Integrating Research and Practice; and (5) Research in Support of Wide-reaching Public Engagement with STEM. NOTE: Activities primarily focused on formal educational systems or outcomes are outside the scope of work supported by this program. AISL does not fund formal elementary, middle, or high school, or undergraduate or graduate education, whether in-person or online. Similarly, AISL does not fund formal workforce training (e.g., professional certifications and degree-earning programs) that is not aimed directly at informal STEM learning professionals.

343195

47.076

##   Racial Equity in STEM Education

09/22/2022

01/17/2023

This solicitation aligns with the National Science Foundation (NSF) and the Directorate for Education and Human Resources (EHR) long-standing investments in thedevelopment of a diverse and well-prepared public and workforce, which was recently reinforced in the NSF Vision: “A nation that leads the world in science and engineering research and innovation, to the benefit of all, without barriers to participation,” p. 9, NSF 2022-2026 Strategic Plan(https://www.nsf.gov/pubs/2022/nsf22068/nsf22068.pdf). The NSF Strategic Plan focuses on ensuring that U.S. research is an inclusive enterprise that benefits from the talent of all sectors of American society – a research enterprise that incorporates the richdemographic and geographic diversity of the nation. The strategic plan recognizes that the more people who engage in science, technology, engineering, and mathematics (STEM)research and the more diverse their backgrounds, the richer the range of questions asked. The result is a greater breadth of discovery and more creative solutions to societal challenges. Racial inequities often create barriers to STEM knowledge generation, as well as access to and participation in all aspects of STEM education, research, and the workforce. In ongoing efforts to address these disparities, NSF EHR seeks to support bold, groundbreaking, and potentially transformative projects that contribute to advancing racial equity in STEM education and workforcedevelopment through practice and/or fundamental or applied research.EHR’s missionbuilds from the NSF Strategic Plan, seeking “to achieve excellence in U.S. science, technology,engineeringand mathematics (STEM) education at all levels and in all settings (both formal and informal) in order to support thedevelopment of a diverse and well-prepared workforce of scientists, technicians, engineers, mathematicians and educators and a well-informed citizenry that have access to the ideas and tools of science and engineering. The purpose of these activities is to enhance the quality of life of all citizens and the health, prosperity,welfareand security of the nation.” Collectively,proposals funded by this solicitation will: (1) substantively contribute to institutionalizing effective research-based practices, policies, and outcomes in STEM environments for those who experience inequities caused by systemic racism and the broader community; (2)advance scholarship and promote racial equity in STEM in ways that expand the array of epistemologies, perspectives, ideas, theoretical and methodological approaches that NSF funds; and (3) further diversify project leadership (PIs and co-PIs) and institutions funded by NSF. Each proposal should include a rigorous plan to generate knowledge and/or evidence-based practice via fundamental or applied research. Projects may focus on, but are not limited to: buildingtheory;developingresearch, evaluation, and assessment methods; conducting pilot projects and feasibilitystudies; testing approaches andinterventions; assessing the potential, efficacy, effectiveness, and scalability of approaches andinterventions; changing institutional, organizational, and structural practices andpolicies; establishing, cultivating, and assessing authentic partnerships with communities impacted by systemic racism; conducting syntheses, meta-syntheses, meta-analyses, and systematic literaturereviews; convening conferences that explore a theory, topic, method, or issue related to the program goals in order to drive research and practice forward; and/or focusing on affective, behavioral, cultural, social components, and implications. Prospective PIs are encouraged to send a one-page conceptpapertoEHRRacialEquity@nsf.govin advance of submitting a proposal.

343697

47.076

##   Improving Undergraduate STEM Education: Education and Human Resources

10/20/2022

01/18/2023

Synopsis of Program: The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growth in the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy. The National Science Foundation (NSF) plays a leadership role in developing and implementing efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate public. In pursuit of this goal, IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. In addition to innovative work at the frontier of STEM education, this program also encourages replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings. IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students, and projects that promote institutional partnerships for collaborative research and development. IUSE: EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp) to develop STEM talent from all sectors and groups in our society. For all the above objectives, the National Science Foundation invests primarily in evidence-based and knowledge-generating approaches to understand and improve STEM learning and learning environments, improve the diversity of STEM students and majors, and prepare STEM majors for the workforce. In addition to contributing to STEM education in the host institution(s), proposals should have the promise of adding more broadly to our understanding of effective teaching and learning practices. The IUSE: EHR program features two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation.

344124

47.076

##   Discovery Research PreK-12

05/27/2023

11/08/2023

The goal of the Discovery Research PreK-12 program (DRK-12) is to catalyze research and development that enhances all preK-12 teachers’ and students’ opportunities to engage in high-quality learning experiences related to the sciences, technology, engineering, and mathematics (STEM). The program’s objectives are to: (1) build knowledge about how to develop preK-12 students’ and teachers’ STEM content knowledge, practices, and skills; (2) support collaborative partnerships among STEM education researchers, STEM education practitioners and school leaders with the goals of extending relevant scientific literatures while developing more effective practice; and (3) build the field of STEM education by supporting knowledge synthesis, interdisciplinary interactions across fields and stakeholders, and the development of novel and robust ways of assessing teacher and student learning, engagement, and skills. Outcomes of DRK-12 projects can include but are not limited to promising, evidence-based products that can be used by others to support the success of all teachers and all students (e.g., curriculum, teaching and research tools, and models of collaboration). The program solicits proposals along two strands: (1) Learning and (2) Teaching. While these strands certainly overlap and have synergy, proposals should identify one strand that is most consistent with the proposal’s objectives and research questions (e.g., are the project’s methods and outcomes focused primarily on teacher development and teaching or student development and learning?). Research project types under both Strands include exploratory, design and development, impact, implementation, measurement and assessment, and synthesis studies. The program also supports other project types including Partnership Development Grants and Workshops/Conferences. Successful proposals demonstrate how they build on fundamental research in STEM education and on previous or current applied research and development efforts. They also explain their theoretical and empirical justification (e.g., Why is the project designed as it is?) and outline related specific aims and methods with potential to yield new understandings of STEM teaching and learning contexts, processes, and outcomes. The program welcomes proposals focused on teaching and learning in any STEM field(s) and on priorities identified in the National Science Foundation’s strategic plan. Efforts focused on facilitating the reciprocal exchange or mobilization of knowledge between the research and preK-12 formal education professional communities are strongly encouraged (see this Dear Colleague Letter https://www.nsf.gov/pubs/2023/nsf23078/nsf23078.jsp).

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##   Research in the Formation of Engineers

09/17/2023

Not Provided

The NSF Engineering Directorate (ENG) has launched a multi-year initiative, theProfessional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21stcentury. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Proposal titles should begin with either “Research:” or “Design and Development:” as appropriate. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college level in both formal and informal settings. Research that addresses engineering formation at the graduate education level in both formal and informal settings. Research that investigates engineering in P-12 settings. Research in this area could include understanding of approaches to engineering in P-12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Research to transform engineering education so that all students encounter environmental and social sustainability principles as an integrated part of their education and are equipped with the tools needed to incorporate these principles into their future research, careers, and innovations. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (seehttps://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas related to engineering education: Graduate education. Undergraduate education in new engineering technologies and environmental sustainability. Transitions between education levels, for example high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. P-12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics. Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects but must add to the engineering education literature to inform future work.

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