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Taking Advantage of DUE and NSF Funding Opportunities League for Innovations 2007 Conference March 5, 2007 Eileen L. Lewis Program Director, Division of Undergraduate Education (DUE)
DUE Mission: To promote excellence in undergraduate science, technology, engineering, and mathematics (STEM) education for all students. DUE is an agent of change that leads the NSF efforts to achieve excellent STEM undergraduate education for all students. It creates, develops, and manages programs that enable institutions to expand the professional Science and Engineering workforce and to strengthen the scientific literacy for citizens through undergraduate curricula and related activities.
DUE Programs Advanced Technological Education (ATE) STEM Talent Expansion Program (STEP) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Course, Curriculum, and Laboratory Improvement (CCLI) Noyce Scholarship Supplements Scholarships for Service (SFS) National Science Digital Library (NSDL)
DUE Impact Students works with plastic Student works with plastic to make a mold for a machine part in the CNC (Computer Numeric Control) lab at Muscatine machine part in the CNC Community College, Muscatine, Iowa. (Computer Numeric Control) lab Muscatine Community College, Muscatine, Iowa. . Focuses academic community on undergraduate education Fosters innovative curriculum development Supports professional communities of educational researchers Proponent for diversified workforce Helps build national undergraduate laboratory infrastructure Approximately $225, 000 in FY 2006 Credit: Muscatine Community College, Advanced Technology Environmental Education Center
Why Community Colleges? ü 44% of the students who receive baccalaureate or masters’ degrees in a STEM field attended a community college. ü Associate degree programs produce highly qualified science and engineering technicians for the high performance workplace and improve U. S. competitiveness. ü Community colleges play a large role in the preparation of future K-12 teachers. ü Community colleges have very diverse student bodies and broadening participation in STEM is a major part of NSF’s mission. ü … and many more reasons
The Role of Community Colleges in the Education of Recent Science and Engineering Graduates Ø 44% of all S & E 1999 and 2000 graduates with a bachelor’s or master’s degree attended a community college (more than 50% of the bachelors and 35% of the masters) § 42% of computer science and mathematics degrees § 46% of life and related sciences § 37% of physical and related sciences § 45% of social and related sciences § 40% of engineers Ø 42% of the graduates who had a GPA between 3. 75 and 4. 00 attended a community college NSF Info. Brief (NSF 04 -315) http: //www. nsf. gov/sbe/srs/infbrief/nsf 04315/start. htm
ADVANCED TECHNOLOGICAL EDUCATION The ATE program promotes improvement in the education of science and engineering technicians at the undergraduate and secondary school level and the educators who prepare them, focusing on technicians for high-technology fields that drive the nation’s economy. ATE is in its 14 th year of funding community colleges, having started with the Science and Advanced Technology Act of 1992 (SATA). FY 2008 -FY 2010 § § Preliminary Proposals Formal Proposals April 26, 24, and 23 respectively October 11, 16, and 15 respectively http: //www. nsf. gov/funding/pgm_summ. jsp? pims_id=5464&org=DUE&from=home
Advanced Technological Education Program Projects which focus on: § Program Improvement; § Professional Development for Educators; § Curriculum and Educational Materials Development; § Teacher Preparation; or § Small Grants for Institutions New to the ATE Program. Centers of Excellence – National, Regional, Resource § http: //www. ATECenters. org Targeted Research on Technician Education
New ATE Project Opportunity: Small Grants for Institutions New to ATE Purpose § § § Simulates implementation, adaptation, and innovation in all areas supported by ATE. Broaden the base of participation of community colleges in ATE. Strengthen the role of community colleges in meeting needs of business and industry Proposers are encouraged to include resources of ATE and other NSF awardees and to include those people as consultants and subawardees. Available only to community college campuses that have not an an ATE award within the last 10 years Limited to $150, 000 with a maximum of 10% indirect
Expanded ATE Opportunity Track 3: Targeted Research in Technician Education Supports research on technician education, employment trends, changing role of technicians in the workplace, and other topics that make technician programs more effective and forward looking. Represents a TRUE collaboration reflected in activities, leadership, and budget between well-qualified researchers and two-year college educators and others as appropriate.
Expanded ATE Opportunity Track 3: Targeted Research in Technician Education Examples: ü For specific high-technology fields, what works and what doesn’t work and why? What educational strategies are most effective in improving student learning in specific fields and how do you know? ü Across multiple technology fields, what are the impacts of strategies such as problem based learning and remote laboratories had? ü How can the stakeholders in technician educations (community colleges in collaboration with all types of others) develop meaningful and mutually beneficial partnerships? ü What model educational program and industry partnerships prepare students for sustained success in a technician career? What are the characteristics of students who best adapt?
Millions of dollars ATE Program Budget
Number of Awards per State in ATE’s 13 Year History Total number of Awards (739) (NH) (VT) 28 WASHINGTON MONTANA 21 OREGON MAINE NORTH DAKOTA 4 1 IDAHO NEVADA CALIFORNIA ARIZONA WISCONSIN NEBRASKA 13 2 COLORADO 6 15 OKLAHOMA OHIO 15 3 WV 2 19 VIRGINIA KENTUCKY MISSOURI 18 14 SOUTH CAROLINA 15 ALABAMA 8 GEORGIA MISSISSIPPI 2 LOUISIANA 27 FLORIDA ALASKA AK HAWAII 9 HI (MA) (RH) 12(CT) 15(NJ) 1 (DE) 20 (MD) 18 (DC) 18 3 51 1 NORTH CAROLINA TENNESSEE 47 3 12 PENNSYLVANIA 36 22 5 ILLINOIS INDIANA 11 TEXAS 12 IOWA ARKANSAS NEW MEXICO NEW YORK MICHIGAN 21 KANSAS 19 40 18 MINNESOTA SOUTH DAKOTA WYOMING 2 UTAH 2 7 15 7 3 83 3 4 3 3 (PR)
ATE Centers of Excellence (33) National Center Regional Center Resource Center
Foci of ATE Awards
Center for the Advancement of Process Technology College of the Mainland, Texas DUE-0532652 & 0202400 Partners with major petrochemical and refining industries, 2 year colleges, and universities in TX and LA with links to other states and builds on accomplishments of the Gulf Coast Process Technology Alliance Includes curriculum development and improvement, instructional materials development, faculty enhancement, dissemination, and collaboration efforts Serves industry sectors including chemical and refining, exploration and production, pharmaceuticals, and power generation
Ag. Knowledge, A National Partnership Kirkwood Community College P. I. : Terry A. Brase DUE 0434405 ATE Center Building partnerships nationwide among community colleges, four-year institutions, and business and industry to improve agricultural technology education in the U. S. Improving the mathematics, science, and technical competencies in an integrated way for agriculture technology graduates Assuring that graduates are well prepared for an increasingly technological workforce Focusing on curriculum development, faculty development, recruitment of students, and capacity building
Ag. Knowledge, A National Partnership Kirkwood Community College P. I. : Terry A. Brase DUE 0434405 ATE Center Involving partners in many parts of the country including Parkland Community College that is a member of the Precision Agriculture Education Network.
Regional Centers Former -- Manufacturing Technology or Information Technology Regional focus – serves the needs of industry in a region Collaboration among colleges and secondary schools Collaboration with industry in the region Activities include curriculum adaptation, faculty and teacher development, establishment of partnerships, and recruitment and retention strategies, all directed toward regional workforce needs Clear, measurable impacts on quantity and quality of students for the workforce
Center for the Advancement of Systems Security and Information Assurance (CASSIA) Moraine Valley Community College DUE 0302612 Focusing on homeland security in a 5 state region Collecting, adapting, and enhancing curricula in cybersecurity Offering AAS degrees and certificates in IT security and data assurance and a BS program in computer science Providing professional development for college faculty and internships for students
Manufacturing Technology Program Leads to Regional Center Jefferson St Community College DUE 0202248 Gadsden State Communty College DUE 0501328 Forming partnerships with manufacturers in the automotive industry, secondary schools, universities, and the Alabama Technology Network Focusing on industrial maintenance and automated manufacturing Enhancing faculty and building curriculum Establishing entry and exit requirements for programs Led to the establishment of an ATE Regional Center CARCAM involving 5 community colleges and numerous first, second, and third tier auto firms
ATE Resource Centers Constitute a highly visible source of educational materials, ideas, contacts, and mentoring in a particular field of technological education Led by those who have already made substantial, highquality contributions in an area of technological education. Serve as clearinghouses for, and broadly distribute, the exemplary materials, curricula, and pedagogical practices adapted or designed by previously funded ATE centers and projects Provide support and mentoring for institutions that wish to start or improve educational programs in a particular field of technology.
National Resource Center for Materials Technology Education Edmonds Community College DUE 0501475 Focuses on nanotechnology and composites as well as more traditional areas of metal, plastics, and composites Collects and develops curricular resources aligned with industry-based core competencies Provides mentoring to colleges and faculty Facilitates internships and networking opportunities Works with industry partners such as Boeing and a professional society ASM
ATE Projects Program Improvement : These projects increase the relevance of technician education to modern practices and assure an increased number of students entering the high performance workplace with enhanced competencies. They are more focused than centers.
Program Improvement Activities might include: Integrating industry standards and workplace competencies into the curriculum Adapting educational materials or courses developed elsewhere Adding rigorous STEM content to programs and courses Providing professional development to educators Developing articulation agreements between twoyear colleges and secondary schools or four-year institutions Improving recruitment or retention of students
Developing and Field Testing a Multimedia Simulation System for Training Aviation Maintenance Technicians via the Internet Rock Valley College DUE 0402362 Developing curricular modules in aircraft weight and balance, aircraft circuit maintenance, and turbine engine maintenance. Creating a network of faculty members from colleges with avionics programs, industry practioners, and educational specialists. Offering faculty enhancement workshops to prepare people to use the materials. Focusing on recruiting and retaining women in avionics programs.
Embedding CQI Methodology in Two-Year Technical Curricula Illinois Valley Community College DUE 0501885 Revising curricula for an engineering design and electronics to build around an entrepreneurial component. Providing technical students with continuous process improvement experience. Recruiting more students into engineering design, manufacturing and electronics. Involving industry representatives in development of the program and mentoring of students.
Project Pro. Base Illinois State University DUE 0202375 Developing a set of problem based technology rich curriculum units. Designing the materials to provide pre-technical high school students that prepares them to enter community college technician programs. Filling the gap between national standards such as the Standards for Technological Literacy and entry level skills and knowledge needed by students entering community college technician program.
SLCC Contract Research Organization for Biotechnology Salt Lake City Community College DUE 0402497 Provides working internships for college and high school students where students can translate concepts and techniques from the classroom to a working environment Uses research projects from companies where companies provide consumable costs and in return have access to a highly trained workforce to offset personnel costs Helps to meet the demand for a challenging next step for high school seniors and more flexible college internships
Creating Pathways for Prospective Science and Mathematics Teachers in a Technology Enriched Environment Antelope Valley College 0402690 Increasing the number, quality, and diversity of mathematics and science middle school teachers Enrolling students in technology-rich classes also supported by the Mathematics Science Engineering Technology Consortium that includes 50 regional businesses, 16 school districts, and many others Working with Cal State Bakersfield to provide pathways to baccalaureate degree Using hands-on, inquiry based learning, field experiences, and summer institutes
ATE Impact: 2006 Survey at a Glance Part I Reporting — 163 out of about 250 active awards * Taking at Least One ATE Supported Course § § 37, 576 secondary school students 124, 872 associate degree students 6138 baccalaureate degree students 10896 on-the-job workers § Program Enhancement Specifically- 67 awards § 302 programs being changed § 283 institutions involved § 956 courses changes § Serving 28, 200 students. * Must be active more than a year to report – 178 surveyed
ATE Impact: 2006 Survey at a Glance Part II Participated in an ATE professional develoment opportunity – 66 projects § § § 5265 secondary school teachers 5575 associate degree faculty 3018 baccalaureate degree faculty Partnerships § § 5517 businesses and industries, public institutions, and other educational institutions Provide an additional $13 million in support Assessments § § § 98% of projects have an industry advisory board 73% have conducted a needs assessment recently 87% have external evaluations.
ATE Impact: 2006 Survey at a Glance Part III Gender and Ethnicity of ATE Students Gender § § Male Female 77% 23% Ethnicity § § § White (non-Hispanic) Hispanic/Latino African American Asian Multiracial American Indian 13% 72% 7% 3% 1%
Some Best Practices in Working with Industry Identified by ATE PIs Get industry involved early and be flexible Assure persistence and critical mass of partners Use industry experts to help with curriculum development and project evaluation Have joint membership of industry and academia on Workforce Development Boards
Some Best Practices in Working with Industry Identified by ATE PIs Focus on needs for the high performance workplace Get decision makers involved Link company research and colleges in training of technicians Provide flexible pathways for students
STEP (STEM Talent Expansion Program) Goal: to increase the number of students (U. S. citizens or permanent residents) RECEIVING associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM) www. nsf. gov/pubs/2006/nsf 06502. htm/ Deadline: September 26, 2006 Optional Letters of Intent: August 15, 2006
STEP Efforts might include: ØBridge programs that enable additional preparation for students ØPrograms that focus on the quality of student learning Øhigh-caliber teaching in smaller classes Ønew pedagogical approaches Øtraining of teaching assistants ØPrograms to encourage undergraduate research ØPrograms that provide financial incentives to students ØMany others
Center for Promoting STEM: A Consistent District -Wide Approach to Increase STEM Enrollment and Student Success Oakton Community College DUE 0622329 Ø Designed to increase the number of students pursuing and earning postsecondary degrees in STEM disciplines Ø Includes activities focusing on retention such as STEM Success Seminars, STEM Enrichment Program for underprepared students, study sessions, mentoring program, internships, Faculty Leadership Program, and student-industry-teacher simulations. Ø Promotes student interest in STEM careers though a variety of activities.
A Sy. STEMS Approach to STEM Education Prince Georges’ Community College DUE 0431648 Developing an integrated system to increase the number of STEM graduates each year by 37 students and the number transferring to universities in STEM fields by the same number. Developing a Collegian Center for students to be part of a cohort of STEM scholars Infusing interdisciplinary modules throughout STEM classes, creating linked classes, increasing the student success in mathematics, and recruiting students from local high schools. Evaluating activities with goals and objectives tied to activities and measurable outcomes.
NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Ø Goal: Provides institutions funds to provide scholarships to academically talented, but financial needy, students. Students can be pursuing associate, baccalaureate, or graduate degrees. http: //www. nsf. gov/pubs/2006/nsf 06527. htm Ø H 1 B Visa Funds Ø Predecessor was Computer Science, Engineering, and Mathematics Scholarships (CSEMS) Program
S-STEM Major Features § Eligible disciplines extended to include biology, § § § physical and mathematical sciences, computer and information sciences, geosciences, and engineering Maximum scholarships increased to $10, 000 (but still based on financial need) Grant size increased to $500, 000 with 7% allowed for administration and 8% for student support One proposal per constituent school or college that awards degrees (also schools within institutions) About $50 - $70 million available in FY’ 07 Deadline: February 16, 2007
S-STEM Special Program Features: § Has a faculty member in a STEM discipline as the PI. § Involves cohorts of students. § Provides student support structures. § Includes optional enhancements such as research opportunities, tutoring, internships, etc. § Enrolls students full time.
BOOST: Building Occupational Opportunities for Students in Technology Lake Land College DUE 0422492 Funded originally under CSEMS Led by faculty teaching in network administration, civil engineering, mathematics and physics. Includes recruitment activities, mentoring, and academic support. Connects students with internships, job shadowing, and mentoring opportunities with industry. Includes specific activities to attract dislocated workers and young women.
NSF Engineering and Computer Science Scholars Program College of Lake County DUE 0630906 Providing scholarships to students in engineering, computer science, and pre-engineering with strong academic potential and financial need. Recruiting activities give special emphasis to underrepresented groups including women, minority students, and the disabled. Organizing students into cohorts, which are supported by activities such as individualized advising, structured tutorials, mentoring, and a summer orientation.
Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences (UBM) • • Institutional Awards and Group Awards Student involvement in innovative research at the forefront of the biological and mathematical sciences; Four or more students involved as a team, working and learning together (at least 2 math and 2 biology majors); Long-term involvement of each student with project activities - more than a semester or a summer - to provide immersion, intense involvement in research, and mutual reinforcement between the research and classroom activities;
Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences (UBM) • Extensive, interdisciplinary mentoring from senior faculty in both disciplines; • A diversity of students with attention to ethnic and gender diversity; For Larger Projects: • Use of program models to motivate curriculum changes and faculty development; • The ability to affect programs and students beyond those directly involved in the project.
Exploring New Models for Authentic Undergraduate Research with Two-Year College Students City Colleges of Chicago Harold Washington College DUE 0629174 Supported by the Undergraduate Research Collaboratives (URC) program Involves 10 community colleges in the Chicago Area by identifying and recruiting young scientists in twoyear colleges, especially underrepresented groups Transforms the culture of participating two-year colleges by embedding intensive research experiences during the academic year and the summer into curricula and courses/ Instills in students the confidence to pursue science as a profession.