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This is the list of all contributions published on this web site, in chronological order.

By Dr. Whittenburg (on 4/26/2011 @ 11:50:26, in Oil Spill, read 1720 times)

The RFP for the BP oil spill research funding has been released. All of the details are here.

http://griresearchboard.org/

I will send out more details for how UNO faculty can get involved shortly.

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By Admin (on 4/12/2011 @ 12:06:41, in Oil Spill, read 1470 times)

Please find below the final call for submissions and registration for the upcoming Deepwater Horizon Oil Spill Conference. For your convenience, I have attached a tentative agenda, and the registration list to date. If you have not registered but plan to attend, please do so in order to facilitate our planning of the lunch in particular.  This email has been distributed to all faculty/staff.

 Final Call for Submissions

Deepwater Horizon Oil Spill Conference: Research From the Four University Consortium

Hosted by Louisiana State University

Featuring Research from Louisiana State University, University of Louisiana Lafayette, Tulane University, University of New Orleans and the Louisiana Universities Marine Consortium (LUMCON)

April 29th: Faculty Club, Highland Road, LSU Campus

This is the third and final call for submissions and registration in the Deepwater Horizon Oil Spill Conference featuring research from the Four University Consortium.

On Friday April 29th at the Faculty Club on the LSU campus, consecutive sessions will run from 8:30 am to 3 pm. The sessions will be organized around the following oil spill related topics: Fate and Transport ; Water Column/ zooplankton/food chain issues; Benthic Communities;  Modeling Issues; Wetlands; Microbial Ecology; Human Impacts; Engineering issues/solutions; Food Safety; and Hypoxia. Each session will feature a 20 to 25 minute summary of available research findings and emphasize important directions for future research. These will not be standard scientific conference style presentations, but rather summary discussions based on research generated to date with a strong focus on what has been learned and what new research questions this knowledge has generated. The panelists for this portion of the conference will be recruited by the conference program committee. For those interested in participating in this part of the conference activities, please contact Richard Shaw (rshaw@lsu.edu) or Matthew Lee (mlee@lsu.edu ).

In addition, posters will be displayed during the entire day to present the findings from individual research projects, and 90 minutes during the lunch period will be dedicated to the poster session. All submissions for this conference will be poster presentations. Small scale breakout and informal meeting areas will be available throughout the day to accommodate groups interested in establishing new dialogue based on the summary discussions and the poster presentations.  

Eligibility:

This conference is open to researchers from LSU, ULL, Tulane, UNO, and LUMCON. Interested parties from NOAA, GOMRI, and state and federal agencies are also welcome. In the event that poster submissions exceed available space, the program committee will judge submissions for inclusion in the final program.

Registration and Submission Instructions:

There is no charge for this conference. The registration website is available at: http://uiswcmsweb.prod.lsu.edu/research/ored/OilSpill/item25357.html . Registration is required and has been extended to Monday, April 18th at 4:30 pm CST. If there are multiple authors on a submission and several plan to attend, each author should register separately.

Poster Dimensions:

Posters should be no larger than 3 feet by 4 feet, or 36 X 48 inches.

Matthew R. Lee, Ph.D.
Interim Associate Vice Chancellor
Office of Research & Economic Development

Attached File:  Deepwater Horizon Oil Spill Conference Agenda.zip

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By Dr. Whittenburg (on 4/11/2011 @ 14:56:48, in Vice President Ramblings, read 1223 times)

A good source for funding opportunities that is often overlooked by faculty is FedBizOpps. Many federal agencies post opportunities there. To locate potential opportunities, follow these steps:

  1. Log on to FedBizOpps at www.fbo.gov
  2. Click on the “advanced search form” link roughly 1/3 down home page.
  3. Set Opportunity/Procurement Type: to Presolicitation and Combined Synopsis/Solicitation and Sources Sought
  4. Set NAICS Code to 541711 and/or 541712 and/or 541720
  5. Hit Search button at bottom of screen

The site will automatically post opportunities in reverse chronological order (most recent on top of list).  To read one of the opportunities click the link under the Opportunity column.

If you have any questions, please contact me at  vcresearch@uno.edu

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By Admin (on 4/8/2011 @ 12:05:02, in Important, read 1181 times)

The Office of Management and Budget has issued a memorandum outlining  issues related to the federal government’s Planning for Agency Operations During a Lapse in Government Funding.  The guidance to Federal agencies includes a Frequently Asked Questions (FAQ) is available at: http://www.whitehouse.gov/omb/memoranda_default.  Section II of OMB Director Jacob Lew’s memorandum to Heads of Departments and Agencies (M-11-13, April 7, 2011) addresses Questions and Answers on Contracts & Grants (page 6+).  The Memorandum states “In the situation in which performance under an already-issued contract or grant is not impacted by such a lapse (as described in the memorandum), the contractor or grantee may continue to proceed with its work during the lapse period. “   It is important to note that agencies have the discretion to halt activity on individual grants or contracts but the grantee/contractor would be notified by the agency and normal termination provisions would prevail. 
 
This memorandum is designed to address activities conducted by Federal employees.  Generally, Federal employees will not be conducting routine activities in oversight, inspection, accounting, administration, etc.   No new grants or contracts will be issued. 
 
According to OMB, grantees can continue to drawdown funds on letters of credit for already issued grants during the shutdown.  The PMS and ASP system will continue to function.  Grants.gov will continue to operate.  However, these systems will operate with limited capacity – help desks and administrative support activities will be significantly reduced. 
 
We will continue to review and evaluate the Memorandum and provide additional general observations and understandings to the membership.
 
This email was sent to all faculty and staff.

Attached File:  m11-13.pdf

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By Admin (on 4/7/2011 @ 12:03:20, in ORSP Announcements, read 1121 times)
Last year the Office of Research and Sponsored Programs instituted the online Responsible Conduct of Research Training for anyone receiving National Science Foundation (NSF) or Department of Health and Human Services (DHHS) including National Institutes of Health (NIH) funding. Both of these agencies recommend that the training not be done strictly online. Therefore, the Office of Research will be conducting discussion sessions of research ethics cases and showing an interactive video to meet this requirement. Individuals who receive some form of compensation from either NSF or DHHS must attend, this includes faculty, staff, graduate assistants and student workers. The first scheduled session will be led by Dr. Johnson from the Philosophy Department on Wednesday April 20th in LA 362 from noon to 1 p.m. Space is limited to promote discussion so please register for this session by following this link: Professional Development Registrations. (Navigation in SharePoint is: Research, Training, Professional Development Registrations.) You will need to add a new item click New on the menu bar and then New Item. Fill in the requested information and click OK. You will receive an email stating that your registration is in process. Once approved or rejected (if the session is full) you will receive another email. As other sessions are added, an announcement will be made. If your department or college already conducts an ethics related meeting periodically, please contact Carol Mitton (cmitton@uno.edu or extension 5546) to determine if this will satisfy the requirement of live ethics training. If you have any questions, please contact Carol Mitton.
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By Dr. Whittenburg (on 4/7/2011 @ 10:36:35, in Board of Regents, read 1075 times)

The results are in and are displayed on the BoR website(http://web.laregents.org/downloads/consultant-reports/fy-2010-11/). UNO funded proposals are:

Industrial Ties - Zhou (AMRI) #1 ranked

Enhancement - Multidisciplinary Spinu (PHYS/AMRI), Business Kennett-Hensel (MARK), Chemistry Tarr (CHEM) #1 ranked, Poudeu (CHEM/AMRI), Mathematics Solanky (MATH), Physics Stokes (PHYS/AMRI) #1 ranked, [Dr. Malkinski's proposal is recommended for funding if funds available, priority score is 92). Congratulations one and all.

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By Dr. Whittenburg (on 4/6/2011 @ 14:26:04, in Oil Spill, read 1410 times)
A meeting of the LUGRC (Louisiana Universities Gulf Research Collaborative, i.e. LSU, Tulane, ULL and UNO) was held yesterday to move forward with our proposal to respond to the BP RFP when it is released. Team leads on each of the five themes (posted to this blog previously) were identified. Soon I will notify the campus and urge PIs to contact those leads to become involved in the preparation of the proposal. Please look for that announcement.
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Register now for the
Research Commercialization Introductory Course Starting Friday April 15


The Research Commercialization Introductory Online Course is designed to help researchers better understand what research commercialization really is and how it works. This is a very popular online course with generally over 1000 researchers taking it each time it is offered. It is taught by government and industry experts. 

The Research Commercialization Course is recommended for all science, engineering and medical researchers in public or private research institutions (especially grad students, post-docs, and faculty). This is an indispensable course for S&E grad students looking for jobs in the next 6-18 months. 


Research can be commercialized in a number of ways. Your research will likely result in various artifacts, such as articles, documentation, know-how, patents, and copyrights, and it is these artifacts that are commercialized in one form or another. Most commonly, research is commercialized by the researcher being employed by a company or lab. (This also can be as an independent contractor in the form of a part-time consulting agreement). In some cases, commercialization might take the form of licensing patents to an independent company. In rare but important cases, it might take the form of creating a startup by you and your colleagues. In all cases, though, research commercialization typically involves defining the nature of the research being commercialized (e.g., in a patent or intellectual property agreement), establishing a commercial relationship with another party (e.g., employment, a sale or license), and negotiating a contract (e.g., compensation).

Areas covered in the course include intellectual property, patents, copyrights, trade secrets, trademarks, licensing agreements, employment agreements, consulting agreements, tech transfer, creating and funding companies, and federally funded Small Business Innovation Research (SBIR) programs

Each lecture is a live 90-minute online class with Q&A. 

Please forward this announcement to S&E graduate students and post-docs. 


Costs:

This workshop course is offered free of charge but registration is required.

Click here to register or go to https://www2.gotomeeting.com/register/750397178 

Certificate:

Registered students who achieve 60% or greater on the final online multiple-choice test at the end of the program will be granted a Certificate of Successful Completion for this course.

Class Schedule:

Lecture 1: The Importance of Commercializing Research
Friday, April 15, 2011, 1:00 pm to 2:30 pm ET
Panelists: Steve Ferguson (NIH), Henry Wixon (NIST), Frank Barros (DHS)

Lecture 2: Patents, Copyright, Trademarks and Trade Secrets
Monday, April 18, 2011, 1:00 pm to 2:30 pm ET
Panelists: Henry Wixon (NIST), Bruce Goldstein (NIH)

Lecture 3: Employment and Consulting Agreements
Friday, April 22, 2011, 1:00 pm to 2:30 pm ET
Panelists: Ed Clancy (ACTA Technology, Inc), Robert Stulberg (Rothman & Stulberg, LLP)

Lecture 4: Tech Transfer and Licensing Agreements
Monday, April 25, 2011, 1:00 pm to 2:30 pm ET
Panelists: Mojdeh Bahar (NIH), Steve Ferguson (NIH)

Lecture 5: Small Business Innovation Research (SBIR) Grants
Friday, April 29, 2011, 1:00 pm to 2:30 pm ET
Panelists: Frank Barros (DHS), Ali Andalibi (NIH), Christine Villa (BRTRC, Inc.)

Lecture 6: The Research-Intensive Company and Early Stage Funding
Monday, May 2, 2011, 1:00 pm to 2:30 pm ET
Panelist: Ashley Stevens (Boston University)

Co-Organizers and Co-Moderators:

Ali Andalibi
Program Director
National Cancer Institute
SBIR Development Center
National Institutes of Health 

Clara Asmail
Sr. Technical Advisor, NIST Manufacturing Extension Partnership
formerly SBIR Program Manager
National Institute of Standards and Technology (NIST)
Manufacturing Extension Partnership (MEP) 

Frank Barros
SBIR Program Analyst
Department of Homeland Security (DHS)

Steve Ferguson
Deputy Director, Licensing & Entrepreneurship
Office of Technology Transfer
National Institutes of Health (NIH)

Juan E. Figueroa
Division of Industrial Innovation and Partnership
National Science Foundation (NSF)

Tony Stanco
Executive Director
National Council Of Entrepreneurial Tech Transfer

Christine Villa
Chief Technology Officer, BRTRC, Inc.
Principal Consultant, DOD SBIR/STTR Programs

For more information about this webinar contact us at support@ncet2.org or visit http://center.ncet2.org

* If you are unable to view/click on the registration link, contact us at support@ncet.org


This email was distributed to all faculty/staff/graduate students

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By Admin (on 4/6/2011 @ 09:41:07, in Funding Opportunities, read 1152 times)

The National Science Foundation has funding opportunities for graduate education (DGE). A few of these are posted below with a synopsis of the opportunity. Please note that the Program manager, abstracts of recent awards and other useful information are available for each funding opportunity if you click on the links below.

 For a complete listing of NSF opportunities for undergraduate education funding please visit their website: NSF DGE

Integrative Graduate Education and Research Traineeship Program (IGERT)

11-533

Letter of Intent:
May 2, 2011

The Integrative Graduate Education and Research Traineeship (IGERT) program has been developed to meet the challenges of educating U.S. Ph.D. scientists and engineers with interdisciplinary backgrounds, deep knowledge in chosen disciplines, and technical, professional, and personal skills. The program is intended to establish new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries.  It is also intended to facilitate diversity in student participation and preparation, and to contribute to a world-class, broadly inclusive, and globally engaged science and engineering workforce.

Building upon the IGERT platform, the purpose of this IGERT solicitation is to support new models in graduate education in which students are engaged in an environment that supports innovation to learn through hands-on experience how their own research may contribute in new ways to benefit society and to learn the processes for the successful implementation of such contributions. 

Research Coordination Networks

11-531

Full Proposal:
May 24, 2011

The goal of the RCN program is to advance a field or create new directions in research or education.  Groups of investigators will be supported to communicate and coordinate their research, training and educational activities across disciplinary, organizational, geographic and international boundaries.  RCN provides opportunities to foster new collaborations, including international partnerships, and address interdisciplinary topics.  Innovative ideas for implementing novel networking strategies, collaborative technologies, and development of community standards for data and meta-data are especially encouraged.

Proposed networking activities directed to the RCN program should focus on a theme to give coherence to the collaboration, such as a broad research question or particular technologies or approaches. 

Participating core programs in the directorates for Biological Sciences (BIO), for Geosciences (GEO), and for Social, Behavioral and Economic Sciences (SBE), and offices of Cyberinfrastructure (OCI) and of Polar Programs (OPP) will accept general RCN proposals.  These directorates and offices are joined by directorates for Education and Human Resources (EHR), for Mathematics and Physical Sciences (MPS), for Computer and Information Science and Engineering (CISE), and for Engineering (ENG), and the Office of International Science and Engineering (OISE) in participating in the targeted Science, Engineering and Education for Sustainability (RCN-SEES) track described below.  BIO and EHR are alone participating in the Undergraduate Biology Education (RCN-UBE) track described below.

Additional targeted tracks within the RCN programs are intended to foster linkages across directorates.

  • RCN-SEES: The Science, Engineering and Education for Sustainability track focuses on interdisciplinary topics that will advance sustainability science, engineering and education as an integrative approach to the challenges of adapting to environmental, social and cultural changes associated with growth and development of human populations, and attaining a sustainable energy future.  
  • RCN-UBE: The Undergraduate Biology Education track could focus on any topic likely to lead to improved participation, learning, or assessment in undergraduate biology curricula.

Several other NSF solicitations accept RCN proposals, or support research networking activities if appropriate to the solicitation.  Please see section IX. Other Information of this solicitation for a listing. 

Science and Technology Centers: Integrative Partnerships

11-522

Preliminary Proposal:
May 30, 2011

The Science and Technology Centers (STC): Integrative Partnerships program supports innovative, potentially transformative, complex research and education projects that require large-scale, long-term awards. STCs conduct world-class research through partnerships among academic institutions, national laboratories, industrial organizations, and/or other public/private entities, and via international collaborations, as appropriate. They provide a means to undertake significant investigations at the interfaces of disciplines and/or fresh approaches within disciplines. STCs may involve any areas of science and engineering that NSF supports. STC investments support the NSF vision of advancing discovery, innovation and education beyond the frontiers of current knowledge, and empowering future generations in science and engineering.

Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process.

NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center.  Centers use either proven or innovative mechanisms to address issues such as recruitment, retention and mentorship of participants from underrepresented groups. 

Centers must undertake activities that facilitate knowledge transfer, i.e., the exchange of scientific and technical information with the objective of disseminating and utilizing knowledge broadly in multiple sectors.  Examples of knowledge transfer include technology transfer with the intention of supporting innovation, providing key information to public policy makers, or dissemination of knowledge from one field of science to another. 

Faculty Early Career Development (CAREER) Program

11-690

Full Proposal:
July 25, 2011

CAREER: The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Such activities should build a firm foundation for a lifetime of leadership in integrating education and research. NSF encourages submission of CAREER proposals from junior faculty members at all CAREER-eligible organizations and especially encourages women, members of underrepresented minority groups, and persons with disabilities to apply.

PECASE: Each year NSF selects nominees for the Presidential Early Career Awards for Scientists and Engineers (PECASE) from among the most meritorious recent CAREER awardees. Selection for this award is based on two important criteria:  1) innovative research at the frontiers of science and technology that is relevant to the mission of the sponsoring organization or agency, and 2) community service demonstrated through scientific leadership, education or community outreach. These awards foster innovative developments in science and technology, increase awareness of careers in science and engineering, give recognition to the scientific missions of the participating agencies, enhance connections between fundamental research and national goals, and highlight the importance of science and technology for the Nation’s future. Individuals cannot apply for PECASE. These awards are initiated by the participating federal agencies. At NSF, up to twenty nominees for this award are selected each year from among the PECASE-eligible CAREER awardees who are most likely to become the leaders of academic research and education in the twenty-first century. The White House Office of Science and Technology Policy makes the final selection and announcement of the awardees.

ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers

10-593

Letter of Intent:
October 3, 2011

Full Proposal:
November 7, 2011

The goal of the ADVANCE program is to develop systemic approaches to increase the representation and advancement of women in academic science, technology, engineering and mathematics (STEM) careers, thereby contributing to the development of a more diverse science and engineering workforce.  ADVANCE focuses on ensuring that women faculty with earned STEM degrees consider academia as a viable and attractive career option.  This program does not support projects to increase or retain the number of women entering into or persisting in STEM doctoral degree programs.  Thus, efforts to impact the STEM pipeline are not considered appropriate for the ADVANCE Program. 

Creative strategies to realize the ADVANCE program goal are sought from women and men. Members of underrepresented minority groups and individuals with disabilities are especially encouraged to apply. Proposals that address the participation and advancement of academic STEM women from underrepresented minority groups and women with disabilities are particularly encouraged.  Further, given the increasing emphasis on international collaborations in many STEM disciplines, and the importance of international recognition to career advancement, proposal components that systemically enhance and provide access to international collaborations are encouraged.

Proposals from community colleges, primarily undergraduate institutions, minority-serving institutions (e.g. Tribal Colleges and Universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, Native Hawaiian Serving Institutions and Tribal Colleges and Universities), women's colleges, and institutions primarily serving persons with disabilities are encouraged.

In 2011-2012, this program will support the following types of ADVANCE Projects:

Institutional Transformation (IT)

Institutional Transformation awards are expected to include innovative systemic organizational approaches to transform institutions of higher education in ways that will increase the participation and advancement of women in STEM academic careers.  These awards support comprehensive programs for institution-wide change.  IT projects must include a 5-page research component designed to study the effectiveness of the proposed innovations in order to contribute to the knowledge base informing academic institutional transformation.

Previous or current funding from ADVANCE is not a prerequisite for submitting an IT proposal. Any institution meeting the minimum eligibility may apply for an IT award. 

Proposals for IT awards from community colleges, primarily undergraduate institutions, minority-serving institutions (e.g. Tribal Colleges and Universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, Native Hawaiian Serving Institutions), women's colleges, and institutions primarily serving persons with disabilities are strongly encouraged.  It is anticipated that there may be significant differences in the issues facing faculty in these institutions, compared to faculty in other types of institutions that will warrant development of unique strategies and/or adaptation of proven strategies in a unique way to achieve ADVANCE Program goals.

Institutional Transformation Catalyst (IT-Catalyst)

IT-Catalyst awards are designed to support historically resource-challenged institutions in efforts to conduct institutional self-assessment activities, such as data collection and analysis and policy review, in order to identify specific issues in the recruitment, retention and promotion of women faculty in STEM academics within an institution of higher education.   This type of work is fundamental for institutions that plan to undertake institutional transformation. 

The institution's need for external resources to undertake institutional self assessment and policy review will specifically be evaluated using additional ADVANCE merit review criteria. Thus, institutions applying for IT-Catalyst awards are expected to demonstrate institutional need within the proposal.  As such, institutions that are particularly encouraged to apply for the ADVANCE IT-Catalyst award include: primarily undergraduate institutions; institutions that have historically received lesser amounts of NSF research funding; minority serving institutions (e.g., Historically Black Colleges and Universities, Hispanic-Serving Institutions, Native Hawaiian Serving Institutions); women's colleges; institutions primarily serving persons with disabilities; and institutions that have a Carnegie classification of master's colleges and universities, baccalaureate colleges, associate colleges or tribal colleges. 

Partnerships for Adaptation, Implementation, and Dissemination (PAID)

Partnerships for Adaptation, Implementation, and Dissemination awards may focus on one institution or organization, or they may be a partnership between several institutions and/or organizations.  PAID projects can focus on all STEM disciplines, several disciplines, or only one discipline, including the social and behavioral sciences.   Projects may have an international, national, regional or local scope.  Previous or current funding from ADVANCE is not a prerequisite for submitting a PAID proposal (see additional ADVANCE merit review criteria). 

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The National Science Foundation has funding opportunities for undergraduate education. A few of these are posted below with a synopsis of the opportunity. Please note that the Program manager, abstracts of recent awards and other useful information are available for each funding opportunity if you click on the links below.

 For a complete listing of NSF opportunities for undergraduate education funding please visit their website: NSF DUE.

Research Coordination Networks

11-531

Full Proposal:
May 24, 2011

Participating core programs in the directorates for Biological Sciences (BIO), for Geosciences (GEO), and for Social, Behavioral and Economic Sciences (SBE), and offices of Cyberinfrastructure (OCI) and of Polar Programs (OPP) will accept general RCN proposals.  These directorates and offices are joined by directorates for Education and Human Resources (EHR), for Mathematics and Physical Sciences (MPS), for Computer and Information Science and Engineering (CISE), and for Engineering (ENG), and the Office of International Science and Engineering (OISE) in participating in the targeted Science, Engineering and Education for Sustainability (RCN-SEES) track described below.  BIO and EHR are alone participating in the Undergraduate Biology Education (RCN-UBE) track described below.

Additional targeted tracks within the RCN programs are intended to foster linkages across directorates.

  • RCN-SEES: The Science, Engineering and Education for Sustainability track focuses on interdisciplinary topics that will advance sustainability science, engineering and education as an integrative approach to the challenges of adapting to environmental, social and cultural changes associated with growth and development of human populations, and attaining a sustainable energy future.  
  • RCN-UBE: The Undergraduate Biology Education track could focus on any topic likely to lead to improved participation, learning, or assessment in undergraduate biology curricula.

 

Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES)

10-544

Full Proposal:
May 26, 2011

The Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. This solicitation especially encourages projects that have the potential to transform undergraduate STEM education, for example, by bringing about widespread adoption of classroom practices that embody understanding of how students learn most effectively. Thus transferability and dissemination are critical aspects for projects developing instructional materials and methods and should be considered throughout the project's lifetime.  More advanced projects should involve efforts to facilitate adaptation at other sites.

The program supports efforts to create, adapt, and disseminate new learning materials and teaching strategies to reflect advances both in STEM disciplines and in what is known about teaching and learning.  It funds projects that develop faculty expertise, implement educational innovations, assess learning and evaluate innovations, prepare K-12 teachers, or conduct research on STEM teaching and learning. It also supports projects that further the work of the program itself, for example, synthesis and dissemination of findings across the program. The program supports projects representing different stages of development, ranging from small, exploratory investigations to large, comprehensive projects.

Science and Technology Centers: Integrative Partnerships

11-522

Preliminary Proposal:
May 30, 2011

The Science and Technology Centers (STC): Integrative Partnerships program supports innovative, potentially transformative, complex research and education projects that require large-scale, long-term awards. STCs conduct world-class research through partnerships among academic institutions, national laboratories, industrial organizations, and/or other public/private entities, and via international collaborations, as appropriate. They provide a means to undertake significant investigations at the interfaces of disciplines and/or fresh approaches within disciplines. STCs may involve any areas of science and engineering that NSF supports. STC investments support the NSF vision of advancing discovery, innovation and education beyond the frontiers of current knowledge, and empowering future generations in science and engineering.

Centers provide a rich environment for encouraging future scientists, engineers, and educators to take risks in pursuing discoveries and new knowledge. STCs foster excellence in education by integrating education and research, and by creating bonds between learning and inquiry so that discovery and creativity fully support the learning process.

NSF expects STCs to demonstrate leadership in the involvement of groups traditionally underrepresented in science and engineering at all levels (faculty, students, and postdoctoral researchers) within the Center.  Centers use either proven or innovative mechanisms to address issues such as recruitment, retention and mentorship of participants from underrepresented groups. 

Centers must undertake activities that facilitate knowledge transfer, i.e., the exchange of scientific and technical information with the objective of disseminating and utilizing knowledge broadly in multiple sectors.  Examples of knowledge transfer include technology transfer with the intention of supporting innovation, providing key information to public policy makers, or dissemination of knowledge from one field of science to another. 

Research Experiences for Undergraduates (REU)

09-598

Full Proposal:
June 3, 2011

The Research Experiences for Undergraduates (REU) program supports active research participation by undergraduate students in any of the areas of research funded by the National Science Foundation. REU projects involve students in meaningful ways in ongoing research programs or in research projects specifically designed for the REU program. This solicitation features two mechanisms for support of student research: (1) REU Sites are based on independent proposals to initiate and conduct projects that engage a number of students in research. REU Sites may be based in a single discipline or academic department, or on interdisciplinary or multi-department research opportunities with a coherent intellectual theme. Proposals with an international dimension are welcome. A partnership with the Department of Defense supports REU Sites in DoD-relevant research areas. (2) REU Supplements may be requested for ongoing NSF-funded research projects or may be included as a component of proposals for new or renewal NSF grants or cooperative agreements.

Undergraduate student participants in either Sites or Supplements must be citizens or permanent residents of the United States or its possessions.

Students may not apply to NSF to participate in REU activities. Students apply directly to REU Sites and should consult the directory of active REU Sites on the Web at http://www.nsf.gov/crssprgm/reu/reu_search.cfm.

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