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##   Research Experiences for Teachers (RET) in Engineering and Computer Science

07/11/2020

09/15/2021

NSF's Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE) have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) in-service and pre-service teachers, full-time community college faculty, university faculty and students, and industry partners to enhance the scientific disciplinary knowledge and capacity of the STEM teachers and/or community college faculty through participation in authentic summer research experiences with engineering and computer science faculty researchers. The research projects and experiences all revolve around a focused research area related to engineering and/or computer science that will provide a common cohort experience to the participating educators. The K-12 STEM teachers and/or full-time community college faculty also translate their research experiences and new scientific knowledge into their classroom activities and curricula. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. As part of the long-term partnership arrangements, involvement of undergraduate/graduate students with the integration of the RET curricular materials into classroom activities is particularly encouraged. Partnerships with inner city, rural, or other high-needs schools are especially encouraged. Proposals emphasizing broadening participation of underrepresented groups in Engineering and Computer Science, including women, persons with disabilities, veterans, African Americans, Hispanics, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders, are also encouraged. These proposals could focus on participation of teachers who are themselves underrepresented, or teachers who serve large populations of underrepresented students. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and full-time community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed ENG and CISE grants or as supplements to ongoing ENG- and CISE-funded projects. RET in Engineering and Computer Science Sites, through this solicitation, are based on independent proposals from engineering and/or computer and/or information science departments, schools or colleges to initiate and conduct research participation projects for K-12 STEM teachers and/or full-time community college faculty.

328051

47.041

##   NSF Scholarships in Science, Technology, Engineering, and Mathematics Program

01/07/2021

03/16/2022

The main goal of the S-STEM program is to enable low-income, talented domestic students to pursue successful careers in promising STEM fields. Ultimately, the S-STEM program wants to increase the number of low-income students who graduate and contribute to the American innovation economy with their STEM knowledge. Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to Institutions of Higher Education (IHEs) to fund scholarships and to adapt, implement, and study effective evidence-based curricular and co-curricular activities that support recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. The program seeks to 1) increase the number of low-income academically talented students with demonstrated financial need obtaining degrees in S-STEM eligibledisciplinesand entering the US workforce or graduate programs in STEM; 2) improve support mechanisms for future scientists, engineers, and technicians, with a focus on low-income academically talented students with demonstrated financial need; and 3) advance our understanding of howinterventions or evidence-based curricular and co-curricular activities affectthe success, retention, transfer, academic/career pathways, and graduation of low-income students in STEM. The S-STEM program encourages collaborations among different types of participating groups, including but not limited topartnerships among different types of institutions; collaborations of STEM faculty and institutional, educational, and social science researchers; and partnerships among institutions of higher education and business, industry, local community organizations, national labs, or other federal or state government organizations,if appropriate. Scholars must be domestic low-income, academically talented students with demonstrated unmet financial need who areenrolled in an associate, baccalaureate or graduate degree program in an S-STEMeligible discipline.Proposers must provide an analysis that articulates the population of students they are trying to serve. This analysis must include the predicted number of students who meet all the eligibility requirements at the time of proposal submission as a proxy measure of the pool of students that would qualify in the future if the proposal is awarded. This number may be based on current and/or historical data about students who are currently pursuing degrees in the STEM disciplines targeted by the proposal. S-STEM Eligible Degree Programs Associate of Arts, Associate of Science, Associate of Engineering, and Associate of Applied Science Bachelor of Arts, Bachelor of Science, Bachelor of Engineering and Bachelor of Applied Science Master of Arts, Master of Science and Master of Engineering Doctoral S-STEM Eligible Disciplines Biological sciences (except medicine and other clinical fields) Physical sciences (including physics, chemistry, astronomy, and materials science) Mathematical sciences Computer and information sciences Geosciences Engineering Technology fields associated with the disciplines above (e.g., biotechnology,chemical technology, engineering technology, information technology) Note that programs in business schools that lead to Bachelor of Arts or Science in Business Administration degrees (BABA/BSBA) are not eligible for S-STEM funding. Proposers are strongly encouraged to contact Program Officers before submitting a proposal if they have questions concerning degree eligibility. The S-STEM program particularly encourages proposals from 2-year institutions, Minority Serving Institutions (MSIs), Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), tribal colleges and universities, and urban and ruralpublic institutions.

330764

47.076

##   Tribal Colleges and Universities Program

06/24/2021

10/15/2021

The Tribal Colleges and Universities Program (TCUP) provides awards to federally recognized1 Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, linguistics, economics and bioeconomics, statistics, and other social and behavioral sciences; natural sciences; computer science, including, but not limited to, artificial intelligence, quantum information science, and cybersecurity), technology, engineering and mathematics (STEM), STEM education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for transformative capacity-building or community engagement projects through Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP),TCUP for Secondary and Elementary Teachers in STEM (TSETS), TCU Enterprise Advancement Centers (TEA Centers), Cyberinfrastructure Health, Assistance, and Improvements (CHAI), and Preparing for TCUP Implementation (Pre-TI). Collaborations led by TCUP institutions that involve non-TCUP institutions of higher education are supported through TCUP Partnerships, with the participation of other NSF programs to support the work of non-TCUP institutions. Finally, research studies that further the scholarly activity of individual faculty members are supported through Small Grants for Research (SGR). Through the opportunities highlighted above, as well as collaborations with other National Science Foundation (NSF) divisions and directorates, and other organizations, TCUP aims to increase Native individuals' participation in STEM careers, improve the quality of STEM programs at TCUP-eligible institutions, and facilitate the development of a strong STEM enterprise in TCUP institutions' service areas. TCUP supports transformative capacity-building, community engagement, or research projects at TCUP-eligible institutions through the following funding tracks: Instructional Capacity Excellence in TCUP Institutions (ICE-TI) projects provide support to design, implement, and assess comprehensive institutional improvements in STEM education and research capacity at TCUP-eligible institutions of higher education. By strengthening STEM education and STEM education research, successful projects will increase the number of STEM students and improve the quality of their preparation. ICE-TI projects create and/or adapt and assess innovative models and materials for teaching and learning in STEM, embody knowledge about how students learn most effectively in STEM teaching and learning activities, and bring STEM disciplinary advances into the undergraduate or graduate experience. The objective of this strand is to expand STEM degrees offered by TCUP-eligible institutions or significantly enhance instructional approaches. Targeted STEM Infusion Projects (TSIP) support the attainment of a short-term, well-defined goal to improve the quality of STEM education at an eligible institution. Targeted STEM Infusion Projects could, for example, enhance academic infrastructure by systematically adding traditional knowledge to the scope or content of a STEM course, updating curricula, modernizing laboratory research equipment, developing and delivering professional development for K-12 STEM educators, or improving the computational infrastructure. The objective of this strand is to expand STEM degrees or significantly enhance instructional approaches. TCUP for Secondary & Elementary Teachers in STEM (TSETS) supports in-service professional development in STEM disciplinary or STEM education content and/or research for K-12 STEM teachers in the relevant service area. Examples of project activities include, but are not limited to, professional development involving seminar series and engagement in STEM instruction and content during the academic year, structured series of summer intensive workshops and trainings, and summer research opportunities. The objective of this strand is to broaden the instructional capacity for STEM in the K-12 workforce and thereby to the entire community, and to build the capacity for STEM disciplinary or education research among participating educational professionals. TCU Enterprise Advancement Centers (TEA Centers) coalesce the STEM and/or STEM education expertise into a team, designed to support and promote the STEM goals, needs, aspirations, or interests of the chartering reservation or tribe(s). TEA Centers may address a critical tribal or community need or focus on a realm of research or design that is beyond the scope of individual research grants or that is of interest to multiple tribes. The objective of this strand is to build on the capacity developed through prior TCUP support and apply expertise to collaborations with communities in the institution’s service area, or nationally. The Cyberinfrastructure Health, Assistance, and Improvements (CHAI) strand supports projects at TCUP-eligible institutions of higher education to upgrade the cyberinfrastructure necessary to conduct, expand, manage and administer STEM programs of study, including research. The objective of this strand is to equip TCUP institutions to meet the demands of virtual instruction, advanced computing, and data science opportunities. Preparing for TCUP Implementation (Pre-TI) provides support for activities that prepare an institution for Implementation-level projects. Consequently, they are available only to TCUP-eligible institutions of higher education that have never received TCUP support, have not received TCUP support within the previous five years, or are embarking on a significantly novel STEM strategic plan. Examples of supported activities include completing an institutional assessment of its current STEM instructional capacity, or engaging in conversations necessary to formulate a shared vision of what that capacity should be and how to achieve it. Pre-TI awards can support staff and faculty release time, travel, stakeholder gatherings, and associated administrative costs. The objective of this strand is to conduct self-studies and formulate strategic plans for the development of STEM instructional programs of study. The TCUP Partnerships strand provides support for collaborations that will improve TCUP institutions' instructional and research capacity in STEM fields supported by NSF; attract, retain, and support TCUP students in internships and research endeavors deemed to be necessary for a complete curriculum offering; and engage partner universities to provide an academic grounding and a successful transition for students who wish to study or attain degrees in STEM fields supported by NSF. TCUP Partnerships broaden the number of scientific disciplines available to students at TCUP institution through collaborations with non-TCUP institutions. Active Pre-Engineering Education Collaboratives or Partnerships in Geoscience Education awards are not affected by this revision. The objective of this strand is the development, through instructional and research capacity-building, of academic and career pathways for TCUP students through supporting collaborative projects between and among TCUP and non-TCUP institutions. Interested teams of collaborators for which a TCUP institution serves as lead should contact the TCUP program directors. Support for non-TCUP partners must be obtained from other NSF programs, which follows the procedures of the prior Partnership strands. Small Grants for Research (SGR) strand support STEM or STEM Education faculty members at TCUP-eligible institutions to initiate or pursue research projects or programs that may include undergraduate or graduate student engagement. Awards are intended to help further the faculty member's research capability and effectiveness; improve research and teaching at his or her home institution; create and study new models and innovations in STEM teaching and learning; and enhance the understanding of diverse groups' participation in STEM education practices and interventions. International research or collaborations are strongly encouraged. TCUP students may seek support for international research opportunities under the guidance of a TCUP STEM or STEM education faculty member and an international research collaborator. These awards are particularly appropriate as a means of recruiting and retaining highly qualified scientists, engineers, and educators at TCUP-eligible institutions. The objective of this strand is to support faculty research and professional development that build research capacity at TCUP institutions. [1] Executive Order 13021 defines Tribal Colleges and Universities ("tribal colleges") as those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), and other institutions that qualify for funding under the Tribally Controlled Community College Assistance Act of 1978, (25 U.S.C. 1801 et seq.), as well as Navajo Community College as authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, Title II (25 U.S.C. 640a note). The term "Alaska Native-serving institution" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 20 percent Alaska Native students. The term "Native Hawaiian-serving institution" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 10 percent Native Hawaiian students. Most TCUP-eligible institutions of higher education are two-year or community colleges. See the Who May Submit Proposals section in this solicitation for further details.

334326

47.076

##   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

##   Improving Undergraduate STEM Education: Computing in Undergraduate Education

04/16/2022

08/18/2022

The Improving Undergraduate STEM Education:Computing in Undergraduate Education (IUSE: CUE) program aims to better prepare a wider, more diverse range of students to collaboratively use computation across a range of contexts and challenging problems. With this solicitation, the National Science Foundation focuses onre-envisioninghow to teach computing effectivelyto a broad group of students,in a scalable manner, with an emphasis on broadening participation of groups who are underrepresented andunderservedby traditional computing courses and careers.These groups may include women, persons with disabilities, Blacks and African Americans, Hispanics and Latinos, American Indians, Alaska Natives, Native Hawaiians, and Other Pacific Islanders.

339555

47.070

##   Science, Technology, Engineering and Mathematics (STEM) Education Individual Postdoctoral Research Fellowships

01/11/2023

04/11/2023

The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports individual postdoctoral fellowship awards; a companion solicitation (STEM Ed OPRF) supports organizational postdoctoral fellowship programs. The STEM Ed PRF Program as a whole seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. The Program is designed tosupport postdoctoral fellows engaged in experiences that will advance their career goals by developing their expertise, skills, and competencies to conduct fundamental STEM education research. Principal Investigators who are women, veterans, persons with disabilities, and from groups underrepresented in STEM, or who have attended community colleges and minority-serving institutions (e.g., Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, Alaska Native Serving Institutions, and Hawaiian Native and Pacific Islander Serving Institutions) are especially encouraged to apply. STEM Ed IPRF awards provide direct support to Fellows to enable them to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows must affiliate with an appropriate host organization and are expected to devote themselves full time to the fellowship activities for the duration of the fellowship.

345335

47.076

##   Science, Technology, Engineering and Mathematics (STEM) Education Organizational Postdoctoral Research Fellowships

01/11/2023

04/28/2023

The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports organizational postdoctoral fellowship projects; a companion solicitation (STEM Ed IPRF) supports individual postdoctoral fellowship awards. The Program is designed to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. Principal Investigators who are women, veterans, persons with disabilities, and from groups underrepresented in STEM, or who have attended community colleges and minority-serving institutions (e.g. Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, Alaska Native Serving Institutions, and Hawaiian Native and Pacific Islander Serving Institutions) are especially encouraged to apply. STEM Ed OPRF awards provide support to organizations as they develop a STEM education postdoctoral research fellowship project and support a cohort of fellows. The program should enable fellows to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows are expected to devote themselves full time to the fellowship activities for the duration of the fellowship.

345334

47.076

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