Advanced Technological Education
(ATE)
|
National Science Foundation |
Preliminary Proposal Due Date(s):
April 26, 2007
April 24, 2008
April 23, 2009
Preliminary proposals are optional, but strongly recommended, especially for institutions or departments that have not previously submitted to the ATE program. Please see the full text of this solicitation for further information.
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
October 11, 2007
October 16, 2008
October 15, 2009
Preliminary Proposals. All preliminary proposals must be submitted via Fastlane.
Changes in the ATE program solicitation for FY2008, FY2009, and FY2010 include:
A new project's category "Small Grants for Institutions New to ATE" has been added for institutions that have not had an ATE award in the past 10 years.
Program Improvement within the ATE projects track has an expanded set of opportunities.
Institution-level reform projects should be submitted under program improvement.
Teacher preparation has been rewritten to broaden the types of projects that can be supported.
The Research on Technician Education activity under projects has been changed to Targeted Research on Technician Education and is now a third track of the ATE program.
Program Title:
Advanced Technological Education (ATE)
Synopsis of Program:
With an emphasis on two-year colleges, the Advanced Technological Education (ATE) program focuses on the education of technicians for the high-technology fields that drive our nation's economy. The program involves partnerships between academic institutions and employers to promote improvement in the education of science and engineering technicians at the undergraduate and secondary school levels. The ATE program supports curriculum development; professional development of college faculty and secondary school teachers; career pathways to two-year colleges from secondary schools and from two-year colleges to four-year institutions; and other activities. A secondary goal is articulation between two-year and four-year programs for K-12 prospective teachers that focus on technological education. The program also invites proposals focusing on applied research relating to technician education.
Cognizant Program Officer(s):
Eileen L Lewis, Lead Program Director, ATE, Division of Undergraduate Education, 835 N, telephone: (703) 292-4627, email: ellewis@nsf.gov
Gerhard L Salinger, Lead Program Director, ATE, Division of Research on Learning in Formal and Informal Settings, 885 S, telephone: (703) 292-5116, email: gsalinge@nsf.gov
Linnea A Fletcher, Co-Lead Program Director, ATE, Division of Undergraduate Education, 835 N, telephone: (703) 292-4634, email: lafletch@nsf.gov
David B Campbell, Co-Lead Program Director, ATE, Division of Research on Learning in Formal and Informal Settings, 885 S, telephone: (703) 292-5093, email: dcampbel@nsf.gov
Applicable Catalog of Federal Domestic Assistance (CFDA) Number(s):
Anticipated Type of Award: Standard Grant or Continuing Grant
Estimated Number of Awards: 75
Anticipated Funding Amount: $46,000,000 each year in FY2008, FY2009, and FY2010, for both new and continuing ATE awards, subject to the availability of funds.
None Specified
Limit on Number of Proposals per Organization:
None Specified
Limit on Number of Proposals per PI:
An individual may serve as the Principal Investigator (PI) on no more than one proposal submitted for each deadline date, but may serve as a co-PI on multiple proposals.
A. Proposal Preparation Instructions
B. Budgetary Information
In all planning grants for centers and small grants for institutions new to the ATE program, indirect costs may not exceed 10 percent of modified total direct costs.
C. Due Dates
April 26, 2007
April 24, 2008
April 23, 2009
Preliminary proposals are optional, but strongly recommended, especially for institutions or departments that have not previously submitted to the ATE program. Please see the full text of this solicitation for further information.
October 11, 2007
October 16, 2008
October 15, 2009
Merit Review Criteria: National Science Board approved criteria. Additional merit review considerations apply. Please see the full text of this solicitation for further information.
Award Conditions: Standard NSF award conditions apply.
Reporting Requirements: Additional reporting requirements apply. Please see the full text of this solicitation for further information.
The Advanced Technological Education (ATE) program promotes improvement in the education of science and engineering technicians at the undergraduate and the secondary school levels. Proposals to the program may aim to affect either specialized technology courses or core science, mathematics, and technology courses that serve as prerequisites or corequisites for specialized technology courses. The curricular focus and the activities of all projects should demonstrably contribute to the ATE program's central goals: producing more science and engineering technicians to meet workforce demands, and improving the technical skills and the general science, technology, engineering, and mathematics (STEM) preparation of these technicians and the educators who prepare them.
The ATE program focuses on two-year colleges and expects two-year colleges to have a leadership role in all projects. Effective technological education programs should involve partnerships in which two-year colleges work with four-year colleges and universities, secondary schools, business, industry, and government, and should respond to employers' need for well-prepared technicians with adaptable skills.
Because the foundation of America’s competitiveness is a well-educated and skilled workforce, the ATE program is a vital component of the American Competitiveness Initiative as the program prepares science and engineering technicians for the many fields on which the nation’s prosperity hinges. Many of these fields also play a vital role in national security and sustainable energy production and management. Fields of technology supported by the ATE program include, but are not limited to, agricultural technology, biotechnology, chemical technology, civil and construction technology, computer and information technology, cybersecurity and forensics, electronics, environmental technology, geographic information systems, manufacturing and engineering technology, marine technology, multimedia technology, nanotechnology, telecommunications, and transportation technology. The ATE program does not support projects that focus primarily on students who will become health, veterinary, or medical technicians.
Activities undertaken in ATE projects in support of technician education may include:
Activities may have either a national or a regional focus, but not a purely local one. All projects must be guided by a coherent vision of technological education--a vision that recognizes students as life-long learners together with the needs of the modern workplace and the articulation of educational programs at different levels. The program especially encourages efforts that
2007 is the 14th year of the ATE program. Almost 800 ATE projects have been supported to date and provide a base upon which future ATE projects should build. Information about these projects can be found on the NSF web site (http://www.nsf.gov/) The ATE Centers maintain a website (http://www.atecenters.org/) that provides information about resources that projects may wish to adapt. DUE’s Project Information Resource System (PIRS) allows proposers to search for awards made to the ATE program (https://www.ehr.nsf.gov/pirs_prs_web/search/) by technology field and year. In addition, a large-scale evaluation of the ATE program has been performed by the Evaluation Center at Western Michigan University and includes several research studies on best practices in technician education. Proposers should visit (http://www.wmich.edu/evalctr/ate/) for information on evaluation and best practices and build proposals on this evaluation and research base.
A. PROGRAM TRACKS
The ATE program supports proposals in three major tracks: ATE Projects, ATE Centers, and Targeted Research in Technician Education. Proposals in all tracks should demonstrate a thorough awareness of previous relevant ATE grants, research in effective technician education, and contemporary developments in the relevant field(s) of technology. Whenever feasible, projects should utilize and innovatively build from successful educational materials, courses, curricula, strategies, and methods that have been developed through other ATE grants, as well as other exemplary resources (including those not supported by NSF) that can be adapted to technological education. Proposers should contact the Principal Investigators (PIs) of previously funded projects to explore the possibilities for adapting materials, evaluating materials, receiving guidance, or collaborating in other ways, such as conducting research projects which focus on the effectiveness of technician education.
The ATE program encourages partnerships in which two-year colleges work with secondary schools and four-year colleges or universities to develop, implement, and evaluate model programs for technicians and future teachers that focus on technological education.
1. ATE Projects
ATE Projects focus on one or more of the activities described below. Multifaceted projects that cut across these activity categories are encouraged. The ATE program also supports a small number of conferences, workshops, and special projects that lead to a better understanding of issues in advanced technological education. Typically, these are short-duration events and are national or international in scope.
Program Improvement: These projects should increase the relevance of technician education to modern practices and assure an increased number of students entering the high performance workplace with enhanced competencies. Proposed activities should enhance a curriculum in multiple ways, producing a coherent sequence of classes, laboratories, and work-based educational experiences that revitalize the learning environment, course content, and experience of instruction for students preparing to be science and engineering technicians. Employers must be involved, and the resulting program should constitute a model that will be disseminated broadly. The improved program should lead students to an appropriate associate degree or specific occupational competency or certification embedded in an associate degree program, provide business and industry and public sector agencies with a larger pool of skilled technicians, and induce an increased proportion of students who enroll to complete programs.
Components of the program improvement process might include:
Professional Development for Educators: The ATE program supports projects that provide current secondary school teachers and college faculty with opportunities for continued professional growth in areas that directly impact technician education. These projects should be designed to enhance the educators' disciplinary capabilities, teaching skills, vitality, and understanding of current technologies and practices. Activities typically include workshops, intensive seminars, industrial internships, or a combination of these. Such activities typically last from a few days to several weeks and are usually conducted in the summer, with follow-up activities during the academic year. To effect long-term change, these projects should normally span at least two academic years. The program particularly encourages activities that involve secondary school teachers and two-year college faculty working together. Evaluation should demonstrate use in the classrooms and changes in practice of participating faculty and teachers.
Curriculum and Educational Materials Development (for National Dissemination): Proposed activities should affect the learning environment, course content, and experience of instruction for students preparing to be science and engineering technicians and for their teachers. Projects develop new print, electronic, and multimedia materials, including simulations, scenarios, and web-based collections as well as laboratory experiments and manuals. It is expected that products will be developed with input from business, industry, and government, validated by experts from these organizations, field tested in diverse locations, and validated in terms of their effectiveness in meeting learning goals.
The ATE program also anticipates funding a few Large Scale Materials Development (LSMD) projects that build on smaller scale efforts whose success has been demonstrated through evaluation. These projects may target course sequences or multiple courses that are integrated and taken concurrently or major changes in teaching strategies. They should be research-based, build upon cognitive science, leverage existing resources, and respond to documented national needs. Such projects involve several diverse academic institutions, often bringing different kinds of expertise to the project. Evaluation activities are deep and broad, demonstrating the impact of the project on many students and faculty. Dissemination and outreach activities that have national impact are an especially important element of LSMD projects, as are the opportunities for faculty to learn how to best adapt project innovations to the needs of their students and academic institutions. Materials may be pilot tested locally, but field tests must be done at a wide range of academic institutions. Evaluation must include measures of increased student learning of content and processes and have input from employers.
Teacher Preparation: The foundation for advanced technological education is grounded in strong mathematics, science, and technology education in K-12 schools. The preparation of future teachers who will facilitate student learning in mathematics and science and cultivate an interest in technological careers is an important component of the ATE program. ATE teacher preparation projects help prepare a future K-12 teaching workforce that is skilled in teaching science and mathematics, understands the technological workplace, and can prepare students to use a variety of approaches to solving real world technology related problems using design processes and principles (See Standards for Technological Literacy, ITEA, http://www.iteaconnect.org/.) A project may be designed to prepare either (a) future K-12 mathematics and science teachers who understand how processes and principles of technology may be used to help students learn material and reinforce concepts presented in mathematics, science, and computer classrooms or (b) future middle and high school technology teachers that also have strong backgrounds in mathematics and science.
Projects must involve both two-year and four-year institutions and should aim to increase the number, quality, and diversity of prospective K-12 science, mathematics, or technology teachers in pre-professional or paraprofessional programs at two-year colleges. These programs are designed to improve the prospective teachers' technological understanding; to provide them with experiences to use in engaging students in real world technological problems; to improve their understanding of the modern workplace; and to strengthen their preparation in science and mathematics (since science and mathematics provide critical underpinnings for advanced technological education). Paraprofessional programs should provide pathways to a four-year degree. Two-year colleges have the unique advantage of having technology faculty, connected with the high performance workplace, who can work with mathematics and science faculty in developing and teaching these programs.
The project's evaluation plan must describe how the effectiveness of efforts to recruit prospective K-12 teachers, transfer those students into four-year teacher preparation programs, enhance their understanding of advanced technologies used in the workplace, and enhance their ability to improve the technological literacy of their students will be measured. Project leaders should also be prepared to contribute to longitudinal studies that track students beyond the grant period, in order to measure the number who graduate with teaching credentials, find positions in K-12 schools, and demonstrate successful performance in the classroom.
Small Grants for Institutions New to the ATE Program: The primary objective of this category of ATE Project grants is to increase the incentive and opportunity for community colleges that have little or no previous experience with the ATE program to undertake projects to improve science and engineering technician education programs or teacher preparation programs that focus on technological education. This small grants opportunity is designed to stimulate implementation, adaptation, and innovation in all areas supported by the ATE program and to broaden the base of community colleges participating in the program. Proposers are strongly encouraged to utilize resources developed by other ATE or other NSF awardees and to include people from these projects and centers as consultants and subawardees. The budget request for these proposals is limited to $150,000.
These projects strengthen the role of community colleges in meeting the needs for businesses and industries in the United States for a well-prepared technical workforce. Projects, even those that involve a local implementation, should address issues and produce results that have the potential for broad application in technician or teacher education. Typically, projects should address one or two components or activities listed in the "Program Improvement" or "Teacher Preparation" categories and should involve faculty members and students at one or a few academic institutions. Projects with a broader scope or larger scale may be proposed, provided they can be carried out effectively within the $150,000 budgetary limitation. It is expected that many of the funded projects in this category will serve as a prototype or first phase for an idea that may be expanded in a future proposal for an ATE project or center.
Only community college campuses that have not had an ATE award within the past 10 years may be the "performing organization" on a proposal in this category. It is acceptable for a system administrative office or other governing organization to submit the proposal and be the "awardee organization," even if that organization has received a previous ATE award. But the campus that is the "performing organization" must not have been the performing organization on an ATE award within the past 10 years and must be geographically distinct and have its own chief academic officer. (Note: Community colleges that have had an ATE award within the past 10 years and other institutions may still submit a proposal for a small project under the other categories of ATE Project grants.)
2. ATE Centers
ATE Centers are national or regional resources that provide models and leadership for other projects and act as clearinghouses for educational materials and methods. They are typically cooperative efforts in which two-year colleges work with four-year colleges and universities, secondary schools, business, industry, and government. Proposals for centers must clearly articulate a vision of technological education for the future and must describe a workable plan for achieving that vision during the period of NSF funding and for sustaining it afterwards. Proposals for ATE centers should be based on a three-pronged alliance of support from (1) NSF, (2) the proposing educational institution or consortium, and (3) employers.
The ATE program also offers planning grants for centers. (See Section III. Award Information and Section V. Proposal Preparation and Submission Instructions for further information.)
National Centers of Excellence: National Centers should focus on the comprehensive reform of technological education in fields that are central to maintaining the economic competitiveness of the United States. Although National Centers vary in the technological fields that they address, they must have major national impact and visibility. Typically, they focus on a particular field of technology; but the ATE program will also consider proposals for centers that focus on pedagogical issues, core STEM disciplines, or related concepts that have deep relevance to technician education in multiple fields. A National Center should catalyze a broad national network of academic institutions and industrial entities that are interested in a particular area of technology. While the participating organizations should have a national distribution, the center might also encompass several regional partnerships that collaborate to improve technological education.
A National Center should develop high-quality programs and curricula that reflect the modern technological workplace; provide professional development for educators to support the utilization of these resources; and disseminate and market educational products and services to a national audience through commercial publishers, journals, conferences, workshops, electronic networks, and other means. National Centers should establish collaborations with ATE projects in the same or related technological fields. Centers typically exhibit the following characteristics:
Regional Centers of Excellence: Regional Centers should focus on a particular field of technology and have a clear, measurable impact on the workforce and economy in a logically defined geographic region. Regional Centers are cooperative efforts between the region's employers and academic institutions and should be designed so that the relationships developed during the grant period are institutionalized. Although a Regional Center may have national impacts, the mission, structure, activities, and products of a Regional Center should be carefully designed to fit the region's particular characteristics and needs in the relevant field of technology. When possible, the Center's activities should be coordinated with local, regional, and statewide economic development strategic plans. Regional Centers are expected to focus mainly on reforming academic programs to produce a greater number of highly qualified workers who meet regional workforce demands and who also meet national industry and academic skill standards.
A Regional Center should normally undertake a wide range of activities associated with program improvement and professional development for educators, as described in Section II.A.1 ("ATE Projects") above. Normally, the development of new educational materials is not a mission of a Regional Center, but the collection, adaptation, and implementation of existing exemplary materials is a common activity. The center should lead systemic reform at all or most of the academic institutions in the region, engaging a large number of the region's college faculty and secondary school teachers in the relevant discipline(s). The center must have mechanisms for measuring the number and quality of students who are recruited, achieve competencies in relevant areas, receive industry certifications (when relevant), participate in internships, graduate, and find appropriate employment. The center must also have high visibility and support at the collaborating educational institutions. Center leaders should be prepared to contribute to longitudinal studies that examine students' performance in the workplace and measure employers' satisfaction with graduates.
Regional Centers are invited in any field of technology normally supported by the ATE program. However, all proposals must present a strong case for the regional economic significance of the chosen technological field.
Resource Centers: Resource Centers constitute a highly visible source of educational materials, ideas, contacts, and mentoring and have a national focus and a broad impact. Resource Centers may focus on a particular field of technological education or cut across several technology fields to promote best practices in areas such as recruitment, retention, curriculum development, teaching practices, and industry partnerships. Generally, only ATE national or regional centers and exemplary ATE projects that have already completed their original grants are well-positioned to become Resource Centers because leaders of these centers must demonstrate that they have already made substantial, high-quality contributions to technological education.
Resource Centers partner with business and industry, government agencies, professional societies; and academic institutions. They work on national initiatives to bring about systemic changes in the way students are prepared for our national technical workforce and to expand the role that community colleges play as agents of change towards this goal. Resource Centers typically undertake activities such as:
3. Targeted Research on Technician Education
The ATE program supports targeted research on technician education, employment trends, the changing role of technicians in the workplace, and other topics that advance the knowledge base needed to make technician education programs more effective and more forward-looking. Employing rigorous standards of research and scholarship, project proposals should pose a research question or outline a topic of broad interest, survey previous research and scholarship on the issue, conduct original research and compile data, prepare cogent analyses, present conclusions, and describe how the results can inform practices in technician education programs. The results must be broadly disseminated to researchers and practitioners. Projects must represent a true collaboration--reflected in the activities, the leadership, and the budget--between well-qualified researchers and two-year college educators and, when appropriate, participants from four-year colleges and universities, secondary schools, business and industry, professional societies, and other non-profit organizations.
The following examples illustrate targeted research studies in which the ATE program is particularly interested:
The list above is not intended to be exhaustive; these topics should suggest a number of other interesting ones. Investigators who are interested in conducting a targeted research project are strongly encouraged to submit a preliminary proposal.
B. INFORMATION ABOUT PREVIOUS AWARDS
NSF anticipates that approximately $46 million each year will be available for this program in FY2008, FY2009, and FY2010. The program expects to make approximately 75 new awards per year. Grants may be awarded in a wide variety of sizes and durations, as summarized below. The categories below are expected to encompass most of the activities supported through the ATE program; however, additional activities and mechanisms may be proposed after consultation with an NSF program officer. The actual number of awards and the award sizes are subject to the availability of funds and the quality of proposals received.
Anticipated number, size, and duration of new awards:
None Specified
Limit on Number of Proposals per Organization:
None Specified
Limit on Number of Proposals per PI: An individual may serve as the Principal Investigator (PI) on no more than one proposal submitted for each deadline date, but may serve as a co-PI on multiple proposals.
Additional Eligibility Info:
The categories of proposers identified in the Grant Proposal Guide (Chapter 1, Section E) are eligible to submit proposals under this program solicitation. Two-year colleges and other associate degree-granting institutions are especially encouraged to submit proposals, and all proposals are expected to include one or more two-year colleges in leadership roles. A proposal from an informal consortium of institutions should be submitted by one member of the consortium; a proposal from a formal consortium--such as a community college system or school district--should be submitted by the consortium.
Preliminary Proposals:
Preliminary Proposal Deadline Dates: April, 26, 2007; April 24, 2008; and April 23, 2009
The submission of a preliminary proposal is optional, but strongly recommended, especially for institutions or departments that have not previously submitted to the ATE program. Preliminary proposals are read by experienced reviewers and NSF staff. On the basis of these readers' judgment of the likelihood that a full proposal based on the preliminary proposal could be successful in the formal peer review process, NSF will either encourage or discourage the submission of a full proposal. This is an advisory opinion only; a proposer may submit a formal proposal even if NSF recommends against it. Reviews of preliminary proposals should be available via FastLane approximately 10 weeks after the deadline date. These reviews provide comments to help proposers strengthen their ideas and project plans before submitting a full proposal.
Preliminary proposals must be submitted through FastLane. A preliminary proposal must include the following sections/forms:
A preliminary proposal may NOT include the following sections/forms:
Full Proposal Preparation Instructions: Proposers may opt to submit proposals in response to this Program Solicitation via Grants.gov or via the NSF FastLane system.
In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following:
Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via the NSF FastLane system. Chapter II, Section D.3 of the Grant Proposal Guide provides additional information on collaborative proposals.
All preliminary proposals must be submitted via the NSF FastLane System.
When preparing proposals (both preliminary and full), proposers should follow the standard NSF guidelines for format and content except where the instructions below specifically allow a departure from that guidance. The following instructions for particular sections of the proposal supplements the guidance found in the GPG or the NSF Grants.gov Application Guide.
Planning Grants: A proposal for a planning grant for an ATE Center should clearly describe the activities that will take place during the planning period. It should also provide details about the workforce demands that the planning grant will address, the organizations and departments that will be (or will likely be) partners in the project, the core faculty members or administrators who will manage the project, and the criteria that will be used to judge the proposer's readiness to form an ATE center at the end of the planning period. The proposal should also outline plans for identifying and enlisting faculty and representatives from business, industry, or public sector agencies to provide intellectual leadership for the project's various activities. Planning-grant proposals need not present elaborate plans for evaluation and dissemination.
Certain special types of proposals described in the GPG--i.e., Small Grants for Exploratory Research (SGER) proposals (see GPG, Chapter II, Section D.1), Equipment Proposals (see GPG, Chapter II, Section D.4), and Accomplishment-Based Renewal (ABR) proposals (see GPG, Chapter V, Section B.2)--are not appropriate for the ATE program. Collaborative Proposals (see GPG, Chapter II, Section D.3) should in most cases be submitted as a single proposal. Under unusual circumstances, Collaborative Proposals involving the simultaneous submission of proposals from different organizations will be accepted in the formal proposal cycle. The collaborating organizations must exactly follow the instructions for electronic submission specified in GPG, Chapter II, Section D.3.b. The project titles of the related proposals must be identical and must begin with the words "Collaborative Project," and the combined budgets of the related proposals should conform to the typical award sizes specified in this solicitation. These simultaneous Collaborative Proposals must be submitted via FastLane and will be treated as a single proposal (with a single Project Summary, Project Description, and References Cited) during the review process.
Cost Sharing: Cost sharing is not required under this solicitation.
Indirect Cost (F&A) Limitations:
In all planning grants for centers and small grants for institutions new to the ATE program, indirect costs may not exceed 10 percent of modified total direct costs.
Other Budgetary Limitations:
Funds requested for equipment or instrumentation (computers, computer-related hardware, software, laboratory or field instrumentation, and scientific or industrial machinery) must not exceed $150,000. NSF funds may not be used to support expenditures that would normally be made in the absence of an award, such as costs for routine teaching activities (including curriculum development) and laboratory upgrades.
NSF project funds may not be used for:
Workshops: In proposals that involve professional development workshops, it is generally expected that the home institutions of the participants will bear the cost of travel to and from the workshop. However, some travel costs may be included in project budgets. Costs for subsistence (lodging and meals) during the workshop may be included. In addition, funds may be requested for a stipend of up to $100 per workshop day for participants; requests for such stipends must be specific to the target audience and must be fully justified--for example, to assure participation by faculty with few professional development opportunities or from resource-poor institutions.
The use of NSF funds to hire substitute teachers is allowed under the following conditions: (1) it is necessary to meet the goals and objectives of the project; and (2) it can be documented that the substitute teachers are directly replacing teachers participating in the NSF-funded project. Substitute teachers should be paid in accordance with established school district policies, and in lieu of paying the teachers participating in the project. Records must be maintained on the hiring and use of substitutes.
Note that indirect costs may not be charged on participant support costs.
Extra Compensation Above Base Salary. ATE provides for extra compensation above base salary only for special situations such as teaching evening or weekend classes or workshops. Further, the extra compensation shall be computed at a rate not in excess of the monthly rate of the base academic year salary. Awardees must disclose the intention to pay extra compensation above the base salary in the Budget Justification section of the grant proposal. This extra compensation above the base salary must still be approved by NSF. Permission to charge extra compensation, if granted, will be included by specific clause in the grant award letter.
National Visiting Committee: For centers, the budget should include provisions for a National Visiting Committee (NVC) to visit the project on an annual basis. An NVC is a group of experts who provide advice to the project staff, assess the plans and progress of the project (and make reports both to the project leadership and to NSF), and enhance the dissemination of the project's products. Typically, ATE Centers enlist eight to ten members. The proposal should only include names of NVC members who have agreed to serve should an award be made. After an award is made, an NSF program officer will work with the grantee to finalize NVC membership. But the proposal should address how the NVC will be used in the project. (Additional information describing the role of NVCs can be found at http://www.wmich.edu/evalctr/ate/piresources.htm.)
April 26, 2007
April 24, 2008
April 23, 2009
Preliminary proposals are optional, but strongly recommended, especially for institutions or departments that have not previously submitted to the ATE program. Please see the full text of this solicitation for further information.
October 11, 2007
October 16, 2008
October 15, 2009
For Proposals Submitted Via FastLane:
Detailed technical instructions regarding the technical aspects of preparation and submission via FastLane are available at: https://www.fastlane.nsf.gov/a1/newstan.htm. For FastLane user support, call the FastLane Help Desk at 1-800-673-6188 or e-mail fastlane@nsf.gov. The FastLane Help Desk answers general technical questions related to the use of the FastLane system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.
Submission of Electronically Signed Cover Sheets. The Authorized Organizational Representative (AOR) must electronically sign the proposal Cover Sheet to submit the required proposal certifications (see Chapter II, Section C of the Grant Proposal Guide for a listing of the certifications). The AOR must provide the required electronic certifications within five working days following the electronic submission of the proposal. Further instructions regarding this process are available on the FastLane Website at: https://www.fastlane.nsf.gov/fastlane.jsp.
For Proposals Submitted Via Grants.gov:
Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. The Grants.gov's Grant Community User Guide is a comprehensive reference document that provides technical information about Grants.gov. Proposers can download the User Guide as a Microsoft Word document or as a PDF document. The Grants.gov User Guide is available at: http://www.grants.gov/CustomerSupport. In addition, the NSF Grants.gov Application Guide provides additional technical guidance regarding preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: support@grants.gov. The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation.
Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to the NSF FastLane system for further processing.
Proposals received by NSF are assigned to the appropriate NSF program where they will be reviewed if they meet NSF proposal preparation requirements. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with the oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal.
A. NSF Merit Review CriteriaAll NSF proposals are evaluated through use of the two National Science Board (NSB)-approved merit review criteria: intellectual merit and the broader impacts of the proposed effort. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.
The two NSB-approved merit review criteria are listed below. The criteria include considerations that help define them. These considerations are suggestions and not all will apply to any given proposal. While proposers must address both merit review criteria, reviewers will be asked to address only those considerations that are relevant to the proposal being considered and for which the reviewer is qualified to make judgements.
Examples illustrating activities likely to demonstrate broader impacts are available electronically on the NSF website at: http://www.nsf.gov/pubs/gpg/broaderimpacts.pdf.
NSF staff also will give careful consideration to the following in making funding decisions:
Additional Review Criteria:
For the ATE program, questions such as the following are often relevant to evaluating proposals in terms of NSF's merit review criteria.
Intellectual Merit
Broader Impacts
Proposals submitted in response to this program solicitation will be reviewed by Panel Review.
Reviewers will be asked to formulate a recommendation to either support or decline each proposal. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.
After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF is striving to be able to tell applicants whether their proposals have been declined or recommended for funding within six months. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director accepts the Program Officer's recommendation.
A summary rating and accompanying narrative will be completed and submitted by each reviewer. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.
In all cases, after programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements for review of business, financial, and policy implications and the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.
Notification of the award is made to the submitting organization by a Grants Officer in the Division of Grants and Agreements. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)
An NSF award consists of: (1) the award letter, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award letter; (4) the applicable award conditions, such as Grant General Conditions (GC-1); * or Research Terms and Conditions * and (5) any announcement or other NSF issuance that may be incorporated by reference in the award letter. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.
*These documents may be accessed electronically on NSF's Website at http://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF. Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-7827 or by e-mail from pubs@nsf.gov.
More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Award & Administration Guide (AAG) Chapter II, available electronically on the NSF Website at http://www.nsf.gov/publications/pub_summ.jsp?ods_key=aag.
For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer at least 90 days before the end of the current budget period. (Some programs or awards require more frequent project reports). Within 90 days after expiration of a grant, the PI also is required to submit a final project report.
Failure to provide the required annual or final project reports will delay NSF review and processing of any future funding increments as well as any pending proposals for that PI. PIs should examine the formats of the required reports in advance to assure availability of required data.
PIs are required to use NSF's electronic project-reporting system, available through FastLane, for preparation and submission of annual and final project reports. Such reports provide information on activities and findings, project participants (individual and organizational) publications; and, other specific products and contributions. PIs will not be required to re-enter information previously provided, either with a proposal or in earlier updates using the electronic system. Submission of the report via FastLane constitutes certification by the PI that the contents of the report are accurate and complete.
There are two special ATE reporting requirements. When ATE PIs submit interim, annual, and final reports through FastLane, they will be asked to provide information for the Project Information Resource Systems (PIRS). In addition, to assist NSF in evaluating the ATE program and meeting the reporting requirements of the Government Performance and Results Act of 1993, the PI must also respond annually to a survey that requests information about the number and characteristics of students and educators that have been affected by the project; the retention, graduation, and placement rates for students; the project's impact on workforce needs; awards and other measures of the quality of the project's products and activities; and other indicators of the project's effect on the quality and quantity of technicians being educated for the high-tech workplace. NSF will provide guidelines for the collection and reporting of data. (NSF may use an external evaluator to gather and analyze the data.)
General inquiries regarding this program should be made to:
Eileen L Lewis, Lead Program Director, ATE, Division of Undergraduate Education, 835 N, telephone: (703) 292-4627, email: ellewis@nsf.gov
Gerhard L Salinger, Lead Program Director, ATE, Division of Research on Learning in Formal and Informal Settings, 885 S, telephone: (703) 292-5116, email: gsalinge@nsf.gov
Linnea A Fletcher, Co-Lead Program Director, ATE, Division of Undergraduate Education, 835 N, telephone: (703) 292-4634, email: lafletch@nsf.gov
David B Campbell, Co-Lead Program Director, ATE, Division of Research on Learning in Formal and Informal Settings, 885 S, telephone: (703) 292-5093, email: dcampbel@nsf.gov
For questions related to the use of FastLane, contact:
Antoinette T Allen, Information Technology Specialist, Division of Undergraduate Education, 835 N, telephone: (703) 292-4646, email: duefl@nsf.gov
For questions relating to Grants.gov contact:
The NSF Website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this Website by potential proposers is strongly encouraged. In addition, MyNSF (formerly the Custom News Service) is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Regional Grants Conferences. Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. MyNSF also is available on NSF's Website at http://www.nsf.gov/mynsf/.
Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this new mechanism. Further information on Grants.gov may be obtained at http://www.grants.gov.
The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."
NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.
NSF receives approximately 40,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.
Facilitation Awards for Scientists and Engineers with Disabilities provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See Grant Proposal Guide Chapter II, Section D.2 for instructions regarding preparation of these types of proposals.
The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.
The National Science Foundation Information Center may be reached at (703) 292-5111.
The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at http://www.nsf.gov
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The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by awardees will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding applicants or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See Systems of Records, NSF-50, "Principal Investigator/Proposal File and Associated Records," 69 Federal Register 26410 (May 12, 2004), and NSF-51, "Reviewer/Proposal File and Associated Records, " 69 Federal Register 26410 (May 12, 2004). Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award.
An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to:
Suzanne H. Plimpton
Reports Clearance Officer
Division of Administrative Services
National Science Foundation
Arlington, VA 22230
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The National Science Foundation, 4201 Wilson Boulevard, Arlington, Virginia 22230, USA |
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