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The NSF Course, The NSF Course, Curriculum, and Curriculum, and

Laboratory Improvement Laboratory Improvement (CCLI) Program(CCLI) Program

Jill SingerProgram Director, Division of Undergraduate

EducationDirectorate for Education & Human Resources

National Science FoundationEmail: jksinger@nsf.gov

UNCG Research ExpoApril 22, 2009

Elliott University Center

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Applying what you learn during this workshop can make preparing your CCLI proposal easier

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Outline of TopicsOutline of Topics

The CCLI Program What’s new in 2009/2010 solicitation Advice and Resources What Happens to Your Proposal? Questions

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NSF web site (www.nsf.gov)NSF web site (www.nsf.gov)

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Division of Undergraduate EducationDivision of Undergraduate Education

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Course, Curriculum, and Laboratory Course, Curriculum, and Laboratory Improvement (CCLI): Vision and Scope Improvement (CCLI): Vision and Scope

(1)(1)Vision:

Excellent STEM education for all undergraduate students

Supports efforts that: Bring advances in STEM disciplinary knowledge into the

curriculum Create or adapt learning materials and teaching strategies Develop faculty expertise Promote widespread implementation of educational innovations Prepare future K-12 teachers Enhance our understanding of how students learn STEM topics Enhance our understanding how faculty adopt instructional

approaches Build capacity for assessment and evaluation Further the work of the program itself

Note: The CCLI solicitation has changed – read NSF-09-529 Note: The CCLI solicitation has changed – read NSF-09-529

carefullycarefully

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Course, Curriculum, and Laboratory Course, Curriculum, and Laboratory Improvement (CCLI): Vision and Scope Improvement (CCLI): Vision and Scope

(2) (2)

Program especially encourages projects that:

Have the potential to transform undergraduate STEM education

Produce widespread adoption of classroom practices based on how students learn

Explore cyberlearning

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What is New for 2009/2010What is New for 2009/2010

TYPES have replaced PHASES Raised limit on proposal size Explicit encouragement of projects with the

potential to be transformative New Central Resource project opportunity Increased emphasis on building on knowledge

of how student learn, building on prior work, and encouraging widespread adoption of excellent teaching methods.

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Project Types: Scale, Scope, Project Types: Scale, Scope, Stage, & SustainabilityStage, & Sustainability

Three levels of support – Type 1, 2, and 3 Types are independent Type 2 and 3 projects reflect greater dependence on

previous work Type 1 Projects: total budget up to $200,000 ($250K when 4-

year colleges and universities collaborate with 2-year colleges) for 2 to 3 years

Type 2 Projects: total budget up to $600,000 for 2 to 4 years Type 3 Projects: Budget negotiable, but not to exceed $5

million over 5 years

NEW! CCLI Central Resource Projects – budget negotiable, depending on the scope and scale of the activity, duration up to 5 years Projects provide leadership and implementation of activities

that sustain a community of practice engaged in transforming undergraduate STEM education

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Important Project ComponentsImportant Project Components

Creating Learning Materials and Strategies Instrumentation and equipment requests are

appropriate but must be based on their impact on student learning

Implementing New Instructional Strategies Program encourages projects that lead to

widespread adoption of promising pedagogical techniques

Developing Faculty Expertise From short-term workshops to sustained activities

Assessing and Evaluating Student Achievement

Conducting Research on Undergraduate STEM Education

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Creating New Learning Materials Creating New Learning Materials and Teaching Strategiesand Teaching Strategies

Type 1 projects can focus on piloting new educational materials and instructional methodologies; Type 2 projects on larger-scale development, broad testing, and assessment.

Type 1 projects can focus on outcomes at a single site, but must include assessment and community engagement.

Can be combined with other components, especially faculty development in Type 2.

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Implementing Educational Implementing Educational InnovationsInnovations

Type 1 projects generally Projects must result in improved STEM

education at local institution via implementing exemplary materials, laboratory experiences, or educational practices developed and tested at other institutions.

CCLI-Implementation projects should stand as models for broader adaptation in the community.

Proposals may request funds in any budget category supported by NSF, including instrumentation

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Instrumentation and CCLIInstrumentation and CCLI

Acquisition of instrumentation fits best under first two program components

A focus can be the integration of data collection and analysis into classroom and research experiences Tip: Proposal should center around the impact of

the project activities on student learning and not focus on the instrument and its capabilities

Tip: Budget can include salary for faculty members and students involved in the development of the project

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DDeveloping Faculty Expertiseeveloping Faculty Expertise

Methods that enable faculty to gain expertise May range from short-term workshops to

sustained activities Foster new communities of scientists in

undergraduate education Cost-effective professional development

Diverse group of faculty Leading to implementation

May be combined with other components, especially materials development and assessment

Excellent opportunities exist for you to participate in regional and national workshops

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Assessing Learning and Assessing Learning and Evaluating InnovationsEvaluating Innovations

Design and test new assessment and evaluation tools and processes.

Apply new and existing tools to conduct broad-based assessments Must span multiple projects and be of

general interest

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Conducting Research on STEM Conducting Research on STEM Teaching and LearningTeaching and Learning

Develop new research on teaching and learning

Synthesize previous results and theories

Practical focus Testable new ideas Impact on STEM educational practices.

May be combined with other components

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Ways CCLI Can Support Ways CCLI Can Support UGR ActivitiesUGR Activities

Acquisition of research quality equipment and its integration into undergraduate courses.

Labs can be constructed that integrate advanced equipment, prepare students for research, and draw on faculty research expertise.

Incorporation of inquiry-based projects into laboratory courses.

Partnerships with local research and informal education institutions.

Service learning can provide relevant problems while addressing the needs of the local community.

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Human Subjects and the IRBHuman Subjects and the IRB(Institutional Review Board)(Institutional Review Board)

Projects collecting data from or on students or faculty members are considered to involve human subjects and require IRB review

Proposal should indicate IRB status on cover Exempt, Approved, Pending Grants will require official statement from IRB

declaring the research exempt or approved Not the PI

See “Human Subjects” section in GPG NOTE: For CCLI, IRB approval usually is obtained

during award negotiations

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Important Features of Important Features of Successful CCLI ProjectsSuccessful CCLI Projects

Quality, Relevance, and Impact Student Focus Use of and Contribution to the STEM

Education Knowledge Base STEM Education Community-Building Expected Measurable Outcomes Project Evaluation

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Quality, Relevance and ImpactQuality, Relevance and Impact

Innovative State-of-the-art products, processes, and

ideas Latest technology in laboratories and

classrooms Have broad implication for STEM

education Even projects that involve a local implementation

Advance knowledge and understanding Within the discipline Within STEM education in general

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Student FocusStudent Focus

Focus on student learning Project activities linked to STEM learning

Consistent with the nature of today’s students

Reflect the students’ perspective Student input in design of the project

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STEM Education Knowledge BaseSTEM Education Knowledge Base

Reflect high quality science, technology, engineering, and mathematics

Rationale and methods derived from the existing STEM education knowledge base

Effective approach for adding the results to knowledge base

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Community-BuildingCommunity-Building

Include interactions with Investigators working on similar or related

approaches in PI’s descipline and others Experts in evaluation, educational

psychology or other similar fields

Benefit from the knowledge and experience of others

Engage experts in the development and evaluation of the educational innovation

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Expected Measurable OutcomesExpected Measurable Outcomes

Goals and objectives translated into expected measurable outcomes Project specific

Some expected measurable outcomes on Student learning Contributions to the knowledge base Community building

Used to monitor progress, guide the project, and evaluate its ultimate impact

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Project EvaluationProject Evaluation

Include strategies for Monitoring the project as it evolves Evaluating the project’s effectiveness

when completed

Based on the project-specific expected measurable outcomes

Appropriate for scope of the project

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Lessons From Prior Rounds Lessons From Prior Rounds of the Programof the Program

Type 1 is an open competition – many new players;

Type 2 requires substantial demonstrated preliminary work;

Type 3 is for projects from an experienced team with a national scale.

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Write CCLI Proposal to Answer Write CCLI Proposal to Answer Reviewers’ QuestionsReviewers’ Questions

What are you trying to accomplish? What will be the outcomes?

Why do you believe you have a good idea?

Why is the problem important? Why is your approach promising?

How will you manage the project to ensure success?

How will you know if you succeed?

How will others find out about your work?

How will you interest them?

}} Goals etc.

}} Rationale

}} Evaluation

}} Dissemination

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Program Director’s Notes (1)Program Director’s Notes (1)

Read the program solicitation Determine how your ideas match the

solicitation and how you can improve the match

Articulate goals, objectives, & outcomes Outcomes should include improved student

learning Build on existing knowledge base

Review the literature Present evidence that the proposed project is

doable; will enhance learning; is the best approach

Explore potential collaborations (industry, business, academic)

Use data to document existing shortcomings in student learning

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Program Director’s Notes (2)Program Director’s Notes (2)

Describe management plan Provide tasks, team responsibilities, timeline

Provide clear examples of the approach

Integrate the evaluation effort early Build assessment tools around defined

objectives and expected outcomes Connect with independent evaluation

experts Identify strategies for dissemination

Define a plan to contribute to knowledge base

Address broader impacts Collaborate, form partnerships (build

community)

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Program Director’s Notes (3)Program Director’s Notes (3)

What does the knowledge base say about the approach? What have others done that is related What have been the problems/challenges

Why is this problem important? Is it a global or local problem What are potential broader impacts How will it improve quality of learning

What is the evidence that the approach will solve the problem? Address and achieve the defined outcomes

and student learning What are alternative approaches?

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Funding and DeadlinesFunding and Deadlines

Expect to fund, all disciplines 130 Type 1 projects 45 Type 2 projects 4-6 Type 3 projects 1-3 Central Resource projects (CRP)

Proposal Deadlines Type 1: May 21-22 2009 Type 2 and 3, and CRP: January 13, 2010 Focused CRP workshops by agreement

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What’s ‘hot’ in the What’s ‘hot’ in the Geosciences?Geosciences?

Bringing new research findings into the classroom Understanding how our students learn geoscience

concepts Visualization software and improving our students’ ability

to visualize data in 3D Research equipment for undergraduates (e.g., Lidar) Topics of special interest: climate change, sustainability,

energy Interdisciplinary projects that combine geosciences with

other STEM disciplines To find out what is ‘hot’ in your particular STEM

discipline, contact a program officer (solicitation provides names and emails for program officers working in the various STEM disciplines)

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Resources for Models Resources for Models and Examplesand Examples

Disciplinary Education Journals Journal of Geoscience Education

SERC – the Science Education Resource Center a Carleton College (http://serc.carleton.edu)

CUR “Quarterly” Faculty Development Workshops – “Cutting

Edge”

NSF Award Search http://nsf.gov/awardsearch/ Search by program, key word(s) Programs often includes link to recent awards

(abstracts)

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Merit Review CriteriaMerit Review Criteria

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 to conduct the project?

How well conceived and organized is the proposed activity?

Is there sufficient access to resources?

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Merit Review CriteriaMerit Review Criteria

Broader impacts of the proposed activity How well does the proposed activity advance

discovery and understanding while promoting teaching, training, and learning?

How well does the proposed activity broaden the participation of underrepresented groups?

To what extent will it enhance the infrastructure for research and education?

Will the results be disseminated broadly to enhance scientific and technological understanding

What may be the benefits of the proposed activity to society?

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Writing a Proposal: Preparing to Writing a Proposal: Preparing to WriteWrite

Start EARLY Outline what you want to do Review the literature and descriptions of funded

projects. Know what is being done in your field and how your project is similar/different Use NSF Awards Search (http://www.nsf.gov/awardsearch/http://www.nsf.gov/awardsearch/))

Read program solicitations to find the program that best meets your needs

If you still need clarification, contact (e-mail is best) the appropriate program officer to discuss your idea. This may cause you to refine your idea and may prevent you

from applying to the wrong program Give yourself and your grants’ office enough time to

complete the process and submit the proposal

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Writing a Proposal: WritingWriting a Proposal: Writing Organize the proposal - use proposal guidelines Make it easy for reviewers to find key items in your proposal by

using such aids as bullets and an outline format Be sure you clearly describe what you want to do and how you

will do it as well as the problem you want to solve (goals and objectives)

For programs such as CCLI, describe how you will follow the progress of your project, determine whether it is successful and how you will disseminate the results

Consider the research potential of the project. Could the results add to the knowledge we have about what works and why in STEM education? If appropriate, relate your efforts to current research about what works and why.

Be sure the budget and budget explanation ‘match’ and that the budget reflects the size of the project team and the level of commitment for each member of the project team. Instrumentation, participant support, and/or travel requests should be clearly explained and justified.

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Some Common Reasons for Proposal Some Common Reasons for Proposal DeclineDecline

Lack of evidence the PI is aware of the relevant literature and is building upon it

Diffuse, superficial and unfocused plan Lack of sufficient detail Apparent lack of the requisite expertise or experience by the

proposers Lack of a clear plan to document and evaluate activities and

outcomes and to disseminate the results Evaluation plans that are mainly surveys to determine user

satisfaction with no clear mechanism for documenting changes in student learning, faculty approaches to presenting material, and/or approach to education (at the disciplinary, department or institutional level)

Proposals that do not explicitly address both Intellectual Merit and Broader Impact and exceed the page limit are returned without review

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Formatting, Fastlane, and Grants.govFormatting, Fastlane, and Grants.gov

NSF proposal format requirementsNSF proposal format requirements 15 single-spaced pages15 single-spaced pages Check type fonts requiredCheck type fonts required Intellectual Merit & Broader Impact explicit in Project Intellectual Merit & Broader Impact explicit in Project

SummarySummary Fastlane submissionFastlane submission

Web-based software – access from any browserWeb-based software – access from any browser Mature, well-supported system for NSFMature, well-supported system for NSF Accepts many file types, converts to .pdfAccepts many file types, converts to .pdf

Grants.govGrants.gov Stand-alone software downloaded to local computerStand-alone software downloaded to local computer May eventually be used for any Federal agencyMay eventually be used for any Federal agency Still under development and does not support all NSF Still under development and does not support all NSF

processes (for example, collaborative proposals)processes (for example, collaborative proposals) Accepts only .pdf filesAccepts only .pdf files Delayed error messagesDelayed error messages

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What Happens to your Proposal?What Happens to your Proposal?

Submission of proposal via FastLane

Proposals are reviewed by mail and/or panels of faculty within the discipline(s) [Note: DUE primarily uses panels]

A minimum of three persons outside NSF review each proposal

For proposals reviewed by a panel, individual reviews and a panel summary are prepared for each proposal

NSF program staff member attends the panel discussion

The Program Officer assigned to manage the proposal’s review considers the advice of reviewers and formulates a recommendation

Negotiations may be necessary to address reviewers’ comments, budget issues, and other concerns

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What Happens to Your ProposalWhat Happens to Your Proposal (2)(2)

NSF is striving to be able to tell applicants whether their proposals have been declined or recommended for funding within six months.

Verbatim copies of reviews, not including the identity of the reviewer, is provided to the PI.

Proposals recommended for funding are forwarded to the Division of Grants and Agreements for review.

Only Grants and Agreements Officers may make awards.

Notification of the award is made to the submitting organization by a DGA Officer.

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How to Really Learn about How to Really Learn about Programs and ProcessPrograms and Process

Become a reviewer for the proposals submitted to the program Give us a business card Send e-mail to the lead or disciplinary program

officer

Your name will be added to the database of potential reviewers

We want to use many new reviewers each year, especially for Type 1